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首页> 外文期刊>Creative Education >Knowledge Mobilization in Chinese Education Policy-Making: Conceptual Frameworks for Motivation Analysis of Policymakers’ Adoption of Research
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Knowledge Mobilization in Chinese Education Policy-Making: Conceptual Frameworks for Motivation Analysis of Policymakers’ Adoption of Research

机译：中国教育政策制定中的知识动员：政策制定者采用研究动机的概念框架

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摘要

Increasing investments and efforts were devoted to Chinese educational policy research in past decades, yet the adoption of research reports remains limited. The education policymakers, who t ake superior roles as knowledge users, are decisive in mobilizing the research results to policy-making. This study, based on knowledge mobilization framework, had clarified the role of Chinese education policymakers as knowledge user and privilege side in research adoption. Their motivations for research adoption are analyzed: Political motivations and knowledge motivations are initiative and core motivations, while environment influences and knowledge mobilization (KMb) efforts are decisive catalysts and facilitators. In Chinese education system, the environment for decision making and relationship between researchers and policymakers are quite diverse, while knowledgemobilization (KMb) efforts are still limited. Suggestions were provided for building healthy networks and effective mobilization.
机译：在过去的几十年中，越来越多的投资和精力投入到中国教育政策研究上，但是研究报告的采用仍然受到限制。教育决策者在发挥知识使用者的作用方面起着决定性作用，在动员研究成果用于决策方面具有决定性作用。这项基于知识动员框架的研究阐明了中国教育政策制定者在研究采用中作为知识用户和特权方的作用。分析了他们采用研究的动机：政治动机和知识动机是主动性和核心动机，而环境影响和知识动员（KMb）的努力是决定性的催化剂和促进者。在中国的教育体系中，决策环境以及研究人员与决策者之间的关系环境非常多样，而知识动员（KMb）的努力仍然有限。为建立健康的网络和有效动员提供了建议。

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