#implementation research

TDR Postgraduate Scholarship School of Public Health, University of Ghana

Call for applications TDR Postgraduate Scholarship in Implementation Research Academic Year 2019/2020

University of Ghana, School of Public Health, The Office of Research, Innovation and Development (ORID)is pleased to announce a Call for Applications for the award of scholarships for one-year Masters studies in Public Health for the 2019/2020 academic year. The scholarship is supported by TDR…

New online implementation research training launched by TDR

New online implementation research training launched by TDR:  second course on 13 October 2018

This free online course – the Massive Open Online Course (MOOC) – is a step-by-step training for public health researchers and decision-makers, disease control programme managers, academics and others that focuses on designing and demonstrating robust implementation research (IR) projects that can make…

Director of Implementation Research, Impact – Possible

Director of Implementation Research, Impact – Kathmandu, Province 3

Possible is seeking an entrepreneurial Director of Implementation Research committed to positioning Nepal as a global leader in healthcare innovation and transformation.

Applications are being accepted on an immediate, rolling basis for Nepali candidates. 

Female candidates are highly encouraged to apply.

The Organization:…

2018 Joint EMRO/TDR Small Grants Scheme for Implementation Research in Infectious Diseases of Poverty

2018 Joint EMRO/TDR Small Grants Scheme

  Applications are invited for Joint EMRO/TDR Small Grants Scheme for Implementation Research in Infectious Diseases of Poverty offered by World Health Organization Regional Office for the Eastern Mediterranean (EMRO) and the UNICEF/UNDP/World Bank/WHO.

The goal of the TDR strategy is to foster research on infectious diseases of poverty that lead to health…

May 23, 2014

Sarah McKellar, Associate Project Director

Educators need to have a clear understanding of how participating in research can benefit them and their students. This declaration of purpose might be obvious for some researchers and challenging for others. Unlike studies done in labs or other settings, data collection in schools requires the development of partnerships and a shared understanding of how the study will benefit the participants.

  A financial incentive is not enough for teachers or other educators to participate meaningfully in a study. Teaching and education administration demand an enormous amount of time during the school year, and any time not spent on something that will directly benefit students is often seen as a waste. When I was a teacher, my time was gold, and anything I could do for my students was more important than compensation for participating in a study. When money is the only incentive for teacher-participants, they may not be particularly thorough when responding to questions. If researchers can find ways to combine purpose with participation, they will be more successful collecting data for their projects.

  Researchers also can’t presume which factors, such as potential broader impacts, will motivate teachers to participate in a study. Those collecting data must gain an understanding of participants’ reasons for engaging in research. This won’t happen if researchers do not ask about, understand, or in some way contribute to educators’ needs. In one study, our team found that administrators participated in research in order to have access to descriptive data for decision-making. In the same study, we found that teachers wanted to participate mainly to have their voices heard by administrators and curriculum developers. This illustrates how important it is to develop strong partnerships by asking relevant questions.

  During this process, researchers should be cautious not to overpromise or misrepresent what they can offer schools or how much commitment from schools they are asking. (This goes back to communication, Lesson 3). Failure by schools and researchers to communicate and understand each other’s purposes can lead to unfulfilled promises, failed studies, and educators who swear to never again participate in research. Communication and understanding goals can help ensure a positive and successful experience for all.

  Our team has learned––and relearned––these five lessons, and we seek ways to continually improve. This series of blogs is just the beginning of exploring researcher-practitioner relationships; there is much more to say about each of these lessons and the many lessons left to share. As our team learns and reflects on our practices, we hope to share even more, and we welcome conversations on this topic.

  In case you missed a post, here are the links to each of our “Top 5 Lessons Learned When Conducting Research in Schools.”

  Lesson 1: Create partnerships with individuals in all organizational levels 

Lesson 2: Dedicate the time and resources necessary for successful partnerships

Lesson 3: Customize communication for all partners

Lesson 4: Anticipate change and be flexible