Implementation of the utility value intervention: An adaptation of implementation science frameworks for higher education teaching and learning research

Research Practice ◽

Practical Applications ◽

Practice Gap

The research-practice gap refers to the failure of empirical effectiveness research to translate meaningfully into practical applications. In higher education research, this is evident in the low use or uptake of evidence-based practices in college classrooms. To help address the research-practice gap, educational researchers can draw on theories, frameworks, and methodologies from implementation science. Implementation science is a field of research originating in public health specifically designed to study the variables related to the process of getting evidence-based practices into routine use. The present study adapted multiple frameworks and validated measures of implementation outcomes to identify the facilitators to and barriers of implementing a motivational intervention in university-level general psychology courses. The results highlight organizational, instructor, and student-level factors that influence implementation. The study itself provides a demonstration of how to incorporate elements of implementation science into higher education research.

Moving Research into Practice: Can We Make Dissemination Stick?

Council review ◽

10.1177/0014402913079002041 ◽

2013 ◽

Vol 79 (2) ◽

pp. 163-180

Author(s):

Bryan G. Cook ◽

Lysandra Cook ◽

Timothy J. Landrum

Keyword(s):

Special Education ◽

Education Research ◽

Evidence Based ◽

Ongoing Research ◽

What Works ◽

Effective Dissemination ◽

Research Findings ◽

Practice Gap ◽

Traditional Approaches

Although researchers in special education have made significant advances in defining and identifying evidence-based practices, scholars often constitute an insular group that disseminates research findings primarily through outlets and venues targeting like-minded researchers using traditional approaches. Thus, despite tangible results in determining what works, using dissemination approaches that fail to resonate with or influence practitioners represents an important but often overlooked contributor to the ongoing research-to-practice gap in special education. The authors argue that empirical and theoretical literature outside of special education may offer insight into how ideas take hold, which may be especially relevant to the effective dissemination of evidence-based practices. Drawing on Heath and Heath's (2008) model, the authors describe 6 characteristics of messages that are likely to “stick”: (a) simple, (b) unexpected, (c) concrete, (d) credible, (e) emotional, and (f) stories. The authors consider each in terms of implications for dissemination of special education research findings, and urge special education researchers to consider researching, refining, and applying dissemination strategies that can make special education research matter on a broader scale.

International Perspectives on Higher Education Research - Theory and Method in Higher Education Research II ◽

Theorising teaching and learning in higher education research

10.1108/s1479-3628(2014)0000010006 ◽

2014 ◽

pp. 1-22

Author(s):

Peter Kandlbinder

Keyword(s):

Higher Education ◽

Education Research ◽

Teaching And Learning ◽

Higher Education Research

Higher Education Research and the Scholarship of Teaching and Learning: The Pursuit of Excellence

International Journal for the Scholarship of Teaching and Learning ◽

10.20429/ijsotl.2011.050203 ◽

2011 ◽

Vol 5 (2) ◽

Cited By ~ 5

Author(s):

Angela Brew

Keyword(s):

Higher Education ◽

Education Research ◽

Teaching And Learning ◽

Scholarship Of Teaching

Strategies for Developing Intermediary Organizations: Considerations for Practice

Families in Society The Journal of Contemporary Social Services ◽

10.1606/1044-3894.2017.6 ◽

2017 ◽

Vol 98 (1) ◽

pp. 27-34 ◽

Cited By ~ 4

Author(s):

Robert P. Franks ◽

Christopher T. Bory

Keyword(s):

Contextual Factors ◽

Evidence Based ◽

Research Practice ◽

Intermediary Organization ◽

Research And Practice ◽

The Past ◽

Intermediary Organizations ◽

Practice Gap

While an increasing number of evidence-based practices and programs have been developed over the past two decades, there remains a significant gap between research and practice. Intermediary organizations help bridge this research–practice gap through various roles and functions. Intermediaries provide support to facilitate the implementation of evidence-based practices and build capacity to sustain such practices with fidelity. However, there is little guidance as to how to develop an intermediary organization and what strategies and contextual factors should be considered. The purpose of this article is to identify contextual factors that may impact the development of intermediary organizations and to recommend strategies for building the necessary capacities and competencies that correspond to the intermediary's identified roles and functions.

Advances in Educational Marketing, Administration, and Leadership - Emerging Methods and Paradigms in Scholarship and Education Research ◽

The Scholarship of Teaching and Learning and Higher Education Research

10.4018/978-1-7998-1001-8.ch003 ◽

2020 ◽

pp. 56-69

Author(s):

Peter Ling

Keyword(s):

Higher Education ◽

Education Research ◽

Teaching And Learning ◽

Academic Work ◽

Scholarship Of Teaching ◽

Learning And Teaching ◽

Academic Activity ◽

Contentious Issue ◽

Academic Activities

In this chapter, understandings of the scholarship of teaching and learning and of education research are reviewed, exploring the boundaries of each and the possibilities for overlap. Distinguishing these concepts has practical value in defining the components of academic work, and the form of credit given for academic activities. The conclusion reached is that an academic activity may involve both scholarship of teaching and learning and education research, provided that, inter alia, it involves systematically investigating a contentious issue or a gap in current understandings of education, in a form sufficient to warrant conclusions that have the potential to contribute to current understandings of pedagogy or other aspects of education. A sample of current publications concerning scholarship of teaching and learning is reviewed to illustrate possible relationships between writing related to the scholarship of learning and teaching and education research.

Dissemination and Implementation of Evidence-Based Trauma Interventions for Youth

The Oxford Handbook of Traumatic Stress Disorders, Second Edition ◽

10.1093/oxfordhb/9780190088224.013.39 ◽

2020 ◽

Author(s):

Hilary E. Kratz ◽

Mary L. Phan ◽

Jacqueline E. Buck ◽

Kelsey Sanner ◽

Alexandra R. Tabachnick ◽

...

Keyword(s):

United States ◽

Implementation Science ◽

Large Scale ◽

The United States ◽

Dissemination And Implementation ◽

Evidence Based ◽

Trauma Informed ◽

Practice Gap ◽

Science Framework

Although a number of trauma treatments for youth have demonstrated efficacy in research settings, the promise of these treatments has not yet been realized via widespread implementation in usual care settings. Implementation science, the scientific study of methods to increase the adoption, uptake, and sustainment of evidence-based practices (EBPs), can help to inform this research-to-practice gap. This chapter applies principles from implementation science to review what has been learned so far about the dissemination and implementation of EBPs for youth impacted by trauma in the United States and the next steps for this field. First, the chapter describes the large-scale efforts that have been made in the United States to disseminate and implement these EBPs. Second, it applies an implementation science framework, the exploration, preparation, implementation, and sustainment framework, to organize what has been learned from these efforts about barriers and facilitators to implementation and sustainability. Third, a case study is presented illustrating how this knowledge was applied to develop a trauma-informed system of care in Philadelphia. Finally, the chapter offers research and practical recommendations to improve the dissemination and implementation of EBPs for trauma-affected youth.

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

Perspectives on Issues in Higher Education ◽

10.1044/ihe15.2.77 ◽

2012 ◽

Vol 15 (2) ◽

pp. 77-84 ◽

Cited By ~ 3

Author(s):

Ketevan Mamiseishvili

Keyword(s):

Higher Education ◽

Education Research ◽

Community Engagement ◽

Everyday Life ◽

Work Setting ◽

Faculty Work ◽

College And University ◽

Teaching Research ◽

University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.