Reference My work has been cited in reports and strategies by end-users Effort Efforts were made to adopt the results of my research by end-users Influence My research results have influenced the choices and decisions of end-users Application My research has been applied by end-users Table 2. Proportion of education respondents at each stage of the research utilisation scale n % No echelon 6 3.9 Transmission 3 1.9 Cognition 16 10.3 Reference 11 7.1 Effort 2 1.3 Influence 1 0.6 Application 117 75.0 156 100.0 Table 3. Internal reliability coefficients (Cronbach’s alpha) for variables – Education research Name of variable Number of cases Number of items in a scale Cronbach alpha RU Index 156 6 0.77 Researchers’ Context Research targeted to user 156 4 0.60 Importance of academic funding 156 2 0.34 Importance of other funding 156 5 0.78 Benefits of collaborative research 156 10 0.85 Barriers academics experience in the transfer & uptake of their research 156 5 0.74 Consequences of investing in research partnerships 156 10 0.85 Problems relating to the orientation of research partnerships 156 5 0.81 User’s Context prioritise high quality research 156 7 0.72 End-users prioritise the useability of the research 156 4 0.72 End-users prioritise the feasibility of the research 156 3 0.68 Policy-makers have found my policy focussed research to be relevant 156 3 0.97 Barriers policy-makers experience in transfer & uptake of research 156 2 0.95 Dissemination
Importance of tailoring research when are the focus 156 7 0.69 Importance of meetings & dissemination activities with 156 4 0.88 Importance of presentations and reports to present research to parliamentary committees 156 2 0.89 Importance of using the media to present research 156 3 0.62 Interactions Importance of using contacts, seminar and reports to present research to policy-makers and practitioners 156 6 0.79 Importance of using contacts, seminar and reports to present research to private sector organizations 156 3 0.87 Table 4. Means and standard deviationsa Education research Range Min Max Mean Std. Err. Research Utilization Ladder 1 5 3.64 0.05 Research Approach Quantitative studies 0 1 0.40 0.04 Qualitative studies 0 1 0.83 0.03 Researchers’ Context Research targeted to user 1 4 2.37 0.04 Importance of academic funding 0 5 4.03 0.06 Importance of other funding 0 5 3.49 0.07 Benefits of collaborative research 0 5 3.36 0.07 Barriers academics experience in transfer & uptake of research 0 5 3.90 0.06 Consequences of investing in research partnerships 0 5 3.68 0.06 Problems relating to the orientation of research partnerships 0 5 2.67 0.07 Research Time (teaching and research or research only positions) 0 1 0.81 Number of external partnerships 0 35 6.22 0.49 User’s Context prioritise high quality research 1 5 3.91 0.05 prioritise the useability of the research 1 5 4.64 0.03 End-users prioritise the feasibility of the research 1 5 3.90 0.06 Policy-makers have found my policy focussed research to be relevant 0 5 3.54 0.12 Barriers policy-makers experience in transfer & uptake of research 0 5 3.23 0.08 Dissemination Importance of tailoring research when are the focus 0 5 4.24 0.04 Importance of meetings & dissemination activities with 0 5 4.21 0.05