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

These research materials were used in the study outlined below. The data are not shared, as participant re-identification may be possible.

Background: Interventions to support engagement between academics and policy professionals have proliferated, yet little evidence about impacts, costs or benefits is available to guide what works, how, or for whom.

Aims and objectives: To evaluate the activities and outcomes of the Capabilities in Academic Policy Engagement (CAPE) programme in England and identify enabling conditions, using a modified framework for academic-policy engagement.

Methods: Mixed methods evaluation across four intervention types (seed funding, policy fellowships, training and knowledge exchange events), between 2021-2024. We interviewed academic, research support staff and policy professionals (n=129), observed 32 activities, and distributed a survey (n=42, 27% response rate). We analysed data using inductive and framework analyses.

Findings: CAPE interventions focused at the linear (training) or relational (fellowships, seed funding and knowledge exchange) levels. Interventions led to capacity-building, connectivity, conceptual and attitude change, and tacit knowledge development. All interventions were resource intensive and required responsive intermediary skills to work effectively, particularly fellowships. We found influencing factors at individual (e.g. prior experience), organisation (e.g. value placed on engagement) and system levels (e.g. overlapping engagement initiatives). The most experienced preferentially benefitted from engagement opportunities, potentially perpetuating or even exacerbating inequalities.

Discussion and conclusions: CAPE supported academic-policy engagement through linear and relational activities rather than systemic interventions. Interventions generated costs as well as benefits, and often benefited the most privileged individuals and organisations. Future academic-policy engagement interventions should consider motivations, capabilities, goals and resources at the individual and organisation levels, while using strategic planning and coordination to maximise their value.