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Training Researchers to Engage in Policy in the United States: Mapping the Growth and Diversity of Programme Models

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Title: Training Researchers to Engage in Policy in the United States: Mapping the Growth and Diversity of Programme Models
Language: English
Authors: K. L. Akerlof, Todd Schenk, Adriana Bankston, Kelsey Mitchell, Aniyah Syl, Lisa Eddy, Sarah L. Hall, Nikita Lad, Samuel J. Lake, Robert B. J. Ostrom, Jessica L. Rosenberg, Mark R. Schwartz, Abigail R. Sisti, Christopher T. Smith, Lee Solomon, Anne-Lise K. Velez
Source: Evidence & Policy: A Journal of Research, Debate and Practice. 2025 21(4):456-484.
Availability: Policy Press, an imprint of Bristol University Press. University of Bristol, 1-9 Old Park Hill, Bristol BS2 8BB, UK. Tel: +44-117-954-5940; e-mail: pp-info@policypress.co.uk; Web site: https://policy.bristoluniversitypress.co.uk/journals/evidence-and-policy
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2041751
Document Type: Journal Articles
Reports - Research
Descriptors: Public Policy, Researchers, Training, Research and Development, Theory Practice Relationship, Role, Evidence
Geographic Terms: Virginia, United States
DOI: 10.1332/17442648Y2025D000000046
ISSN: 1744-2648
1744-2656
Abstract: Background: Programmes that provide scientists and engineers with support to engage in public policy have proliferated in the United States, with many opportunities available for training, networking and placements within government and government-facing organisations. This trend suggests that an evolution may be occurring at the science--policy interface. However, there is little extant data on the structure, aims and impacts of these programmes. Aims and objectives: This study maps the current landscape of US programmes seeking to train researchers at all career stages to engage in policy. We focus on Virginia, a state with a substantial number and diversity of programmes, to assess: (1) how they conceptualise their audiences, activities and impacts; and (2) which roles in policy and types of evidence use they address. Methods: We developed a database of US policy programmes (n=174) and conducted a case study of those in Virginia through surveys and interviews with their leaders (n=12). Findings: The majority (57%) of science policy programmes are state-based. These programmes include student organisations, government placements and fellowships, and academic certificates, degrees, and other trainings. While these reflect diverse models for how to engage researchers in policy, Virginia programme leaders across these categories similarly conceived long-term impacts, audiences and activities, researcher roles in policy, and types of decision-maker evidence use. And they perceived limited ability to implement evidence-based approaches within their programmes. Discussion and conclusion: Building additional programmatic capacity -- through shared learning and partnerships -- could lend support to this emerging trend in science policy with implications for US research and governance.
Abstractor: As Provided
Notes: https://osf.io/uj2s4
Entry Date: 2026
Accession Number: EJ1491561
Database: ERIC
FullText Text:
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  Data: Training Researchers to Engage in Policy in the United States: Mapping the Growth and Diversity of Programme Models
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  Data: <searchLink fieldCode="AR" term="%22K%2E+L%2E+Akerlof%22">K. L. Akerlof</searchLink><br /><searchLink fieldCode="AR" term="%22Todd+Schenk%22">Todd Schenk</searchLink><br /><searchLink fieldCode="AR" term="%22Adriana+Bankston%22">Adriana Bankston</searchLink><br /><searchLink fieldCode="AR" term="%22Kelsey+Mitchell%22">Kelsey Mitchell</searchLink><br /><searchLink fieldCode="AR" term="%22Aniyah+Syl%22">Aniyah Syl</searchLink><br /><searchLink fieldCode="AR" term="%22Lisa+Eddy%22">Lisa Eddy</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+L%2E+Hall%22">Sarah L. Hall</searchLink><br /><searchLink fieldCode="AR" term="%22Nikita+Lad%22">Nikita Lad</searchLink><br /><searchLink fieldCode="AR" term="%22Samuel+J%2E+Lake%22">Samuel J. Lake</searchLink><br /><searchLink fieldCode="AR" term="%22Robert+B%2E+J%2E+Ostrom%22">Robert B. J. Ostrom</searchLink><br /><searchLink fieldCode="AR" term="%22Jessica+L%2E+Rosenberg%22">Jessica L. Rosenberg</searchLink><br /><searchLink fieldCode="AR" term="%22Mark+R%2E+Schwartz%22">Mark R. Schwartz</searchLink><br /><searchLink fieldCode="AR" term="%22Abigail+R%2E+Sisti%22">Abigail R. Sisti</searchLink><br /><searchLink fieldCode="AR" term="%22Christopher+T%2E+Smith%22">Christopher T. Smith</searchLink><br /><searchLink fieldCode="AR" term="%22Lee+Solomon%22">Lee Solomon</searchLink><br /><searchLink fieldCode="AR" term="%22Anne-Lise+K%2E+Velez%22">Anne-Lise K. Velez</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Evidence+%26+Policy%3A+A+Journal+of+Research%2C+Debate+and+Practice%22"><i>Evidence & Policy: A Journal of Research, Debate and Practice</i></searchLink>. 2025 21(4):456-484.
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  Data: Policy Press, an imprint of Bristol University Press. University of Bristol, 1-9 Old Park Hill, Bristol BS2 8BB, UK. Tel: +44-117-954-5940; e-mail: pp-info@policypress.co.uk; Web site: https://policy.bristoluniversitypress.co.uk/journals/evidence-and-policy
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  Data: 29
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  Data: 2025
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  Data: National Science Foundation (NSF)
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  Data: <searchLink fieldCode="DE" term="%22Public+Policy%22">Public Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Researchers%22">Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Research+and+Development%22">Research and Development</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Data: 10.1332/17442648Y2025D000000046
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  Data: 1744-2648<br />1744-2656
– Name: Abstract
  Label: Abstract
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  Data: Background: Programmes that provide scientists and engineers with support to engage in public policy have proliferated in the United States, with many opportunities available for training, networking and placements within government and government-facing organisations. This trend suggests that an evolution may be occurring at the science--policy interface. However, there is little extant data on the structure, aims and impacts of these programmes. Aims and objectives: This study maps the current landscape of US programmes seeking to train researchers at all career stages to engage in policy. We focus on Virginia, a state with a substantial number and diversity of programmes, to assess: (1) how they conceptualise their audiences, activities and impacts; and (2) which roles in policy and types of evidence use they address. Methods: We developed a database of US policy programmes (n=174) and conducted a case study of those in Virginia through surveys and interviews with their leaders (n=12). Findings: The majority (57%) of science policy programmes are state-based. These programmes include student organisations, government placements and fellowships, and academic certificates, degrees, and other trainings. While these reflect diverse models for how to engage researchers in policy, Virginia programme leaders across these categories similarly conceived long-term impacts, audiences and activities, researcher roles in policy, and types of decision-maker evidence use. And they perceived limited ability to implement evidence-based approaches within their programmes. Discussion and conclusion: Building additional programmatic capacity -- through shared learning and partnerships -- could lend support to this emerging trend in science policy with implications for US research and governance.
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      – Text: English
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      – SubjectFull: Public Policy
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      – SubjectFull: Researchers
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      – SubjectFull: Training
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      – SubjectFull: United States
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