Making connections for research uptake.

Making connections to improve research uptake

A comprehensive approach to research uptake is needed for researchers, research donors and other stakeholders to maximize the usefulness and use of research, writes John Young

Online journal clubs spark active discussions and new ways of exploring literature

Andy Nobes reflects on the online journal clubs that started this year and build on the potential of social learning and peer collaboration that we have already seen with AuthorAID.

Good relationships are at the heart of good monitoring, evaluation and learning

Learning systematically about what works is fundamental to putting research and knowledge at the heart of development. Working with other organizations has provided an opportunity for us not only to share our MEL expertise but also to reflect on and learn from what makes a successful MEL project. In this post Femi Nzegwu shares some emergent thinking from work we have been involved in over recent years, within INASP and beyond.

Research equity dialogue in Ethiopia.

Realizing visions for strong and equitable national research systems

Over the course of late 2018 and early 2019, INASP and national partners convened a series of dialogue events to...

Stakeholder Dinner at Gulu University.

Transforming learning and connecting communities to support higher education

David Monk of Gulu University in Uganda reports on a meal that brought together university staff and students with employers and members of the community to help forge closer links between university studies and employability

Partners from Africa and Asia share experiences of embedding research writing training in their institutions

How do you do capacity development well?

Jon Harle shares six suggestions for how we can approach capacity development more equitably, and more effectively.

Truth and lies in academic publishing: distrust in research highlights the importance of education in critical thinking skills

‘Fake news’ is threatening public discourse and, by extension, undermining trust in academic research. But the current atmosphere of suspicion highlights the need for critical thinking and research evaluation skills. Siân Harris shares some of the things she spoke about at a recent panel discussion on ‘academic publishing in the era of fake news’ at the London Book Fair in March.

TESCEA course redesign workshop.

Reflecting on a year of partnership to boost higher education in East Africa

Significant change often seems hard to achieve in higher education – but in the last year, Transforming Employability for Social Change in East Africa (TESCEA) – a partnership of East African organizations and INASP – have had some real successes. Jon Harle reflects on the key elements of the partnership

How to bring gender-responsive pedagogy into course redesign in higher education

Aloysius Tenywa Malagala represented Gulu University, Uganda in a recent meeting about ensuring gender-responsive pedagogy in course redesign within the TESCEA project. In this blog post, he shares some of his reflections about gender issues in course redesign and how they fit with wider gender mainstreaming work within his university.

Irrigating rice fields in Sirajganj, Bangladesh.

Keeping in mind the real use of our research

Haseeb Md. Irfanullah discusses the findings of a recent workshop he was a rapporteur of in Bangladesh on the potential impact on policy and practice of agricultural research in the country.