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      Bringing adult learning principles to university–policy engagement training involving students and policy professionals

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          Abstract

          Within the knowledge exchange literature, there is growing recognition of the role that students have in contributing to knowledge exchange through university-based programmes. To add to this growing, but embryonic, knowledge base, this paper brings together reflections of policy engagement facilitators delivering an optional, online policy training course at UCL (University College London) and the University of Manchester, UK. Known as the Policy Boot Camp, it involved fifty policy professionals, from the civil service, think tanks, local government and the third sector, and three hundred students from undergraduate and master’s degree courses. We reflect on how we drew on the principles of andragogy to create our knowledge exchange programme, so that it was problem-focused, student-led, and interactive and collaborative in nature. We discuss if an intervention such as this can be a route to support more collaborative and fluid policymaking processes. Although our conclusions from this small-scale programme are tentative, we sketch out directions for future research that could contribute to evidencing the potential benefits of courses such as this.

          Most cited references21

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          Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education

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            The modern practice of adult education: from pedagogy to andragogy.

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              How Should Academics Engage in Policymaking to Achieve Impact?

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                Author and article information

                Journal
                rfa
                Research for All
                UCL Press (UK )
                2399-8121
                11 October 2022
                : 6
                : 1
                : 21
                Affiliations
                [1 ]Former facilitator, University of Manchester, UK
                [2 ]Deputy Director of UCL Public Policy, Innovation and Global Engagement, UCL (University College London), UK
                Author notes
                Author information
                https://orcid.org/0000-0001-8758-2207
                Article
                10.14324/RFA.06.1.21
                92d23c8c-e7eb-4065-8a16-14b61b90fcfe
                Copyright 2022, Reuben Williamson and Olivia Stevenson

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                History
                : 28 June 2019
                : 21 July 2022
                Page count
                References: 25, Pages: 11
                Categories
                Practice case study

                Assessment, Evaluation & Research methods,Education & Public policy,Educational research & Statistics
                knowledge exchange,public policy,academic policy engagement,adult learning,andragogy,curriculum co-design,students

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