This paper presents results from a survey of Romanian education researchers on their experience of research uptake and transfer to policy makers and practitioners. A range of variables are analysed in order to understand the factors they perceived to influence the use of educational research. The researchers’ context was analysed, including factors such as conceptions of the academic role, funding, type of research and collaboration in research. An adaptation of the research utilisation scale (Knott and Wildavsky in Knowl Creat Diffus Util 1(4):537–578, 1980; Cherney et al. in Int J Educ Res 56:23–34, 2012) survey was administered to a sample of 115 academics from 17 public universities in Romania, representing 31% of the total number of academics in schools of education. The quantitative data were complemented with qualitative data derived from in depth interviews with 14 university managers from the main research-intensive universities. The results indicate that researchers’ context is a determinant key of research mobilisation in practice. Despite the importance given to this aspect by the researchers, the lack of institutional coherent strategies to enhance the research transfer and use could represent constraints and challenges that are often faced when academics engage in research aimed at influencing policy and practice.

中文翻译：

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研究背景如何影响教育研究在政策制定和实践中的使用？

本文介绍了对罗马尼亚教育研究人员进行的一项研究结果，这些研究结果涉及他们对研究的吸收以及向政策制定者和实践者的转移。分析了一系列变量，以了解他们认为影响教育研究使用的因素。分析了研究者的背景，包括诸如学术角色的概念，资金，研究类型和研究合作等因素。对研究利用量表进行了调整（Knott和Wildavsky在Knowl Creat Diffus Util 1（4）：537-578，1980; Cherney等人在Int J Educ Res 56：23-34，2012）中对样本进行了调查。来自罗马尼亚17所公立大学的115名学者，占教育学校学者总数的31％。定量数据与定性数据相辅相成，定性数据来自对主要研究型大学的14位大学管理者进行的深度访谈。结果表明，研究人员的背景是实践中研究动员的决定性关键。尽管研究人员对这方面的重视，但缺乏机构一致的战略来增强研究成果的转移和利用可能代表着限制因素和挑战，这是学者在进行旨在影响政策和实践的研究时经常面临的。