University of the Western Cape

This article reviews the shifting relationship between higher education (HE) research and policy-making, with particular focus on the possible lessons to be learnt from the South African case. It is commonly assumed that the impact of HE research is, for a variety of reasons, limited. The article outlines a number of ways in which the real or perceived epistemological and cultural gap between HE research and policy-makers can be conceptualised: a strict bipolar view, a soft bipolar view and a ‘third way ’ integrated approach. It is argued that our understanding of this relationship also depends on our conceptions of the two constitutive elements: research and policy. These two elements are discussed. Drawing from this framework, historic shifts in the relationship between research and policy in South Africa are outlined. The main conclusion is that the principle contribution of research to policy will rest on the longer-term, more diffuse shaping of thinking and discourse, rather than on the shorter term problem-solving approach, important though this remains. It is argued that measures are possible to bridge the gap and that therefore the soft bipolar view of the optimal relationship between research and policy is the most appropriate and accurate