The complexity of contemporary higher education policy making and the multitude of evidences and actors in policy networks mean that relationships between higher education researchers, policy makers and research evidence are not straightforward. In this article, we use a theoretical lens of time, Adams’ Timescapes, to explore this relationship and better understand why the research and policy worlds are frequently described as divided. Drawing on in-depth interviews with higher education researchers, policy makers and research funders, we show how research and policy have different interpretations of time. We discuss the Timeframes, or lengths, of work and career, the Temporality, or complexity, of ‘evidence’, of networks and relationships, and the importance of elements such as Timing, or synchronisation, and Tempo, or pace. We conclude that policy makers and higher education researchers may be better able to make sense of the problematic nature of aligning their concerns, interests and actions through understanding different Timescapes.
Following policy: networks, network ethnography and education policy mobilities