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
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
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.
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.
Over the course of late 2018 and early 2019, INASP and national partners convened a series of dialogue events to...
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
Jon Harle shares six suggestions for how we can approach capacity development more equitably, and more effectively.
‘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.
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
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.
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.