Table 3 Overarching programme theories for Re:CAP (Expanded)
‘Label’ | Elements of programme theory | Lines for further inquiry from mid-range theory | Example of source data |
|---|---|---|---|
Research capacity will be effected if… | “This was what we achieved….” “This is what I think….” | ||
By Activity | |||
PT1. ‘Exceeding the sum of the parts’ | Individuals/organisations/networks realise a contribution that they are unlikely or less likely to achieve in isolation | Social Network and Organisational Theory Community of Practice [69] Social Capital | “Building research capacity is a complex challenge and needs to be thought of as a holistic process. Each constituent part is vital to the success of the whole, and is inextricably interlinked with all the others – a gestalt-like phenomenon in which the whole is greater than the sum of its parts” [70] |
PT2. ‘Learning by doing’ | Individuals/organisations prototype or practise activities required for subsequent full engagement, and sequentially learn through cycles of reflection | Experiential Learning Model [55, 61] Learning Organisation | “‘Learning by doing’ approaches, usually in the form of developmental or seed grants, hands-on training in ongoing research programmes or mentorship programmes, are effective approaches that complement academic degree offerings. They are also most appropriate for building capacity on the ‘demand’ side so that those who use research findings understand and appreciate their value in improving health outcomes” [1] |
Social Capital Learning Organisation | “Training should be and should remain one of the central foci when partnerships are awarded. Training young scientists in the context of such ongoing projects is irreplaceable (so-called ‘learning by doing’) and leads to a rapid acquisition and development of research skills and experience” [57] | ||
PT3.1 ‘Liberating the talents’ | Individuals/organisations release the dormant potential of their skills and experience | Bourdieu’s Theory of Practice 1977 | “A more focused approach can accelerate progress in building capacity and allows researchers and teachers to develop their ‘natural talents’” [70] |
PT4. ‘Releasing resources’ | Resources provided to overcome individual/organisational inhibition and act as a focus for activity, and information is freely shared about these opportunities | Lewin Model of Change (Unfreeze/Change/Freeze) Social Capital | “Evidence of resource investment from the organisation to support pump-priming of research, e.g. research support sessions, pump-priming money for pre-protocol or pilot work” |
PT5. ‘Coproducing knowledge’ | Individuals/organisations share ideas and knowledge development through networks and partnerships | Beresford [71] Social Change | “Engaging other stakeholders – such as service users, community members, health practitioners and policy-makers – is helpful for setting realistic goals, meeting local priorities and addressing resource issues. This requires extensive participation and hence more resources” [74] |
“A new kind of production of knowledge is emerging. This new model of knowledge production is called ‘Mode 2’ ...Mode 2 knowledge production is characterized as multi-professional driven, allowing ideas and knowledge to be generated and reflected upon within research groups which combine heterogeneous skills and experience. Within Mode 2, research groupings change from project to project and tend towards non-hierarchical, networking arrangements” [52] | |||
Symbolic | |||
PT6. ‘Feeling that you are making a difference’ | Individuals/organisations perceive that research has an impact on health/wealth/knowledge creation/tackling inequalities | Social Change | “Both nurses had never been involved in research before but were actively interested in taking part as they perceived that the research process would directly benefit patients in the short and long term, as well as giving them the opportunity to learn about research through a problem-based approach” [61] |
PT7. ‘Modelling positive behaviours’ | Individuals observe the positive impact of involvement in research by others in the organisation | “The best aspect of the workshop was having access to senior GP academics – as role models – and meeting early career researchers— as reassurance” “Role modelling from academics and research-minded registrars was influential. It was good to discover that academics were not scary!” [75] | |
PT8. ‘Signalling importance and making research core business’ | Individuals perceive that involvement in research is a valid activity in relation to competing priorities within the organisation | Social Norms | “Some saw next stages as about consolidation, making sure that gains were hard-wired in and that senior managers themselves were proactive, for example in operationalizing research objectives through the appraisal system” [76] “The Office of Research staff …do not become involved in graduate student education or research presentation materials. The support services provide instrumental assistance and convey a clear message about the importance of preparing competitive grant applications” [49] |