Supporting policy and practice development through the sharing of knowledge and expertise

In this blog we share the work undertaken as part of the Developing Academic Policy Engagement (DAPE) project. An overview of the DAPE project is provided, followed by a brief overview of two of the projects undertaken. Our conclusions provide some useful ‘hints and tips’ for academics who are ambitious to share their work with government departments to provide insights for policymakers.

What is DAPE?

DAPE is a programme developed at Nottingham Trent University by Professor Karen Slade, and Rich Pickford, manager of Nottingham Civic Exchange in 2020. It facilitates connections between academics and government partners.  Academics are invited to provide expertise by interpreting evidence to impact upon a priority policy issue in collaboration with a Policy Lead within government.  Support is provided to create an evidence-based output for the partner organisation; in this case the Ministry of Justice (MoJ).  DAPE outputs aim to translate a body of evidence to support policy development, its implementation or to influence a practice change. DAPE is a form of knowledge exchange, in which the sharing of ideas, knowledge and expertise is emphasised for mutual benefit. Details of the format and idea can also be reviewed in the mini guide.

During 2022 the MoJ collaborated with NTU on several DAPE projects to deliver evidence-based policy briefings, including: debt / financial capability and higher education in prisons.  A brief outline of each of these projects is provided below:

Project A: Debt and Financial Capability

This DAPE project produced a best practice guide for professionals and policymakers who work with prisoners, offenders and ex-offenders who experience debt issues. It draws on leading literature and evidence from professionals in the field to highlight the complexities of providing debt advice in a criminal justice setting.

It seeks to provide an evidence base to help shape professional conversations about working effectively with prisoners and ex-offenders and the broader policy issues that influence people’s lived experience and the delivery of services. A key element of the guide is a case study that highlights the ways in which effective intervention in this area can achieve positive outcomes for service users.

The best practice guide can be accessed here: https://irep.ntu.ac.uk/id/eprint/49596/1/1792683_Machin.pdf

Project B: Higher Education in prisons: access, benefits, and challenges

Research into the impact of education in prisons has shown that it is a net positive investment. However, the role of higher education (HE) in prisons in England and Wales has not yet been widely considered. Engaging in HE has been found to increase a prisoner’s chances of employment, encourage active citizenship and desistance from crime, and improve general wellbeing – both during and after their sentence. The policy briefing produced as part of the DAPE project presents an overview of the current evidence in relation to HE in prisons, bringing together information from academic sources, government briefs, and commissioned reports from around the world. The report focussed on six key questions about access, benefits, and challenges relating to HE in prisons.  In concluding the report, analysis of the evidence from the reviewed literature, suggested that a system wide HE offer should be a key component of the prison education system in England and Wales, as this would provide notable economic and social benefits.  The full policy brief document can be accessed here:http://ntu.ac.uk/__data/assets/pdf_file/0014/2171120/Policy-Briefing-HE-in-prisons-301122-FINAL.Updated.pdf

Dissemination and Impact

The opportunities to disseminate the findings of each of the projects; to influence policy and practice; as well as inform our knowledge and understanding of these topics has been broad. As an example, both projects were invited to present at the HMPPS Insights Festival in the autumn of 2023 which showcases innovative work taking place across prison, probation, youth services, voluntary sector, and wider justice services.  Additionally, the authors have disseminated at Knowledge Exchange events at Nottingham Trent University, at UK and international conferences, and through the publication of a book chapter¹.The projects continue to inform practice.  For example, Project B has supported the work of colleagues who are undertaking a project with a HMP to explore and evaluate the feasibility of developing and providing accredited, digital higher education distance learning opportunities in the prison estate.

Conclusion: hints and tips

Working in partnership was stimulating, fruitful and challenging.  Stimulating because the DAPE project allowed both partners to engage in worlds they do not inhabit on a day-to-day basis; through discussion we were able to explore questions, consider interpretations and co-construct new insights.  Fruitful because, in partnership, outputs developed provide a new evidence-base to inform policy and practice thinking for the future.  And challenging, because life is busy, and organisations bring with them their own cultures – ways of working and thinking.  As explored elsewhere (see Teague, Hamilton, and O’Grady, 2023), partnership working is an amazing opportunity for all those involved to grow in knowledge, skills and understanding. This is true of both individuals and institutions. It should also be recognised that partnerships require a lot of time, effort, compromise, diplomacy, and negotiation; they require nurturing – and timely reviews - to confirm each participant’s understanding of their contribution toward achieving the goal of the partnership. Don’t forget that there are colleagues around you who can help. To know more about DAPE and engaging with policy makers don’t hesitate to contact Karen and Rich and Nottingham Civic Exchange.

Richard Machin is a Senior Lecturer, Department of Social Work, Care and Community, Nottingham Trent University Richard Machin | Nottingham Trent University

Dr Anne O’Grady is a Principal Lecturer, Nottingham Institute of Education, Nottingham Trent University Anne O'Grady | Nottingham Trent University

1. Jones, D; Jones, M., and Strudwick, K. (2003) Eds. Public Criminology: Reimagining Public Education and Research Practice: Teague, K., Hamilton, P. and O’Grady, A., Advancing Prison Education Through Partnership Working and Public Criminology; Chapter 11, Palgrave: London.