The Capabilities in Academic Policy Engagement (CAPE) programme in England: a mixed methods evaluation

Area of Science:

• Social Sciences
• Policy Studies
• Higher Education Research

Background:

• Limited evidence exists on effective academic-policy engagement interventions.
• The Capabilities in Academic Policy Engagement (CAPE) programme aimed to address this gap.
• Understanding what works, how, and for whom is crucial for optimizing engagement.

Purpose of the Study:

• To evaluate the activities, outcomes, and impacts of the CAPE programme.
• To identify enabling conditions for academic-policy engagement.
• To utilize a modified framework for assessing academic-policy engagement.

Main Methods:

• Mixed-methods evaluation of four intervention types: seed funding, policy fellowships, training, and knowledge exchange events (2021-2024).
• Data collection included interviews (n=129), activity observations (n=32), and surveys (n=42).
• Data analysis employed inductive and framework approaches.

Main Results:

• CAPE interventions fostered capacity-building, connectivity, conceptual change, and tacit knowledge, primarily through linear (training) and relational (fellowships, seed funding, knowledge exchange) approaches.
• Interventions were resource-intensive and required skilled intermediaries, with fellowships being particularly demanding.
• While engagement activities increased, no direct impact on policy processes or outcomes was observed.
• Experienced participants disproportionately benefited, potentially widening inequalities.

Conclusions:

• The CAPE programme successfully increased academic-policy engagement activities but did not demonstrate policy impact.
• Interventions yielded both costs and benefits, often favoring those with prior engagement experience.
• Future interventions must consider individual/organizational factors, strategic planning, and diversity/inclusion to maximize value and equity.