EQ 6: Provided Sida’s model for bilateral research cooperation has contributed to intended outcomes, is it likely that the benefits of Sida’s programmes are sus-tainable beyond the Swedish support?
• Key components of the programmes related to institutional development and indi-vidual research capacity are established and likely to be sustainable, but further development and sustainability of high-quality and relevant research is inhibited by the limited BRC programme focus on research as practice and research net-works.
• All three ongoing BRC case-study programmes will have challenges maintaining their research activities should the Sida programme discontinue. The experience from Vietnam after the termination of the Sida BRC programme demonstrates the importance of broad research networks for sustainability (EQ3b).
EQ 7: What are the major factors influencing long-term sustainability of re-search cooperation capacity- and institution-building results?
• Long-term sustainability of results will be influenced by political developments in the partner countries, the level of research funding by national governments and other donors and the status and role of research-based knowledge in the partner countries.
• The fulfilment of the ultimate goal of contributing to research-based knowledge for poverty reduction and sustainable development will also depend on the com-mitment by national governments to pursue such policies and the ability and will of the research institutions and researchers to relate to and engage critically with such issues.37
6.2 THE BASIC LOGIC AND SYSTEM APPROACH
EQ 13: To what extent is the evidence of research cooperation implementation consistent with the application of a holistic approach and its effects?
The ‘holistic approach’ to institutional change has been applied in a generic man-ner, with limited systematic attention to differences in political, economic and socio-cultural context. While all main components of the System Approach have usually
37 EQ 11 (What is the best approach in terms of selecting one or a combination of modalities for building research capacity in low-income countries?) and EQ 12 (What will be the best way to monitor and evaluate research quality and relevance in a future programme?) will be related to in the concluding Chapter 7.
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been deployed for institutional development, the national institutions (ministries, reg-ulating bodies, research councils) and partner universities differ in size, structure and capacity. This has had consequences for the relevance and effects of the research co-operation interventions. Some national institutions and universities have had rather rigid structures that have not been open to change, some do not fulfil the role they are supposed to in the system – and some have benefited from the programme mainly through tangible interventions in administration, finance, quality assurance etc. There are few if any cases where fundamental research policies and practices at national and university levels have changed significantly.
EQ 14: To what extent is this an integrated programme with synergies and are its effects greater than the sum of its parts? To what extent is the approach insti-tutionally and financially sustainable?
The System Approach is unique in approaching research capacity development through interventions at international, regional, national and university levels. But the links between the System Approach and Basic Logic and its assumed interrelations between institutional and individual research capacity development, more and better research and development impact are not clear. In particular, we have identified gaps in the logic between support to formal national and university systems and structures on the one hand and the focus on individual research capacity development on the other – with limited attention to the role of research as practice. The System Ap-proach has contributed to enhanced institutional capacity and competence, but sus-tainability will depend on the extent to which relevant governments take responsibil-ity for research. Sustainabilresponsibil-ity is also affected by the limited attention to donor coor-dination in the BRC programmes.
EQ 15: What is the evidence that research cooperation builds capacities at indi-vidual and institutional level and how effective is it at doing this?
A core and successful element of the BRC programme has been to build individual academic research capacities and provide exposure to alternative research environ-ments (Sweden) – although questions could be raised as to how efficient this ap-proach has been in terms of number of PhD graduates produced. However, while the impact of this training on the PhD graduates home university and on the research en-vironment has been good in terms of administration, teaching and individual careers it has not been realised in terms of continued research activities and research outputs.
This has been due to limited resources for doing research, limits of capacity and net-works for developing new research projects.
EQ 16: What is the evidence that research cooperation leads to environments conducive to higher education and research and if so what is its contribution?
The most important contributions to the research environment have been the (in)direct effects of a long-term and comprehensive capacity development and re-search programme at universities aspiring to become rere-search based. This has been provided through administrative support to university policies of particular relevance for the programme (programme coordination), investments in physical infrastructure
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(ICT, libraries, laboratories) and some university-based research funding that have se-cured a sufficient level of research support. Less emphasis has been given to changing management processes and addressing the institutional and structural constraints re-lated to power and authority.
EQ 17: To what extent does improved research capacity and research environ-ments lead to more and better research?
Improvements in research environments and capacity have been important for en-hancing the position and role of research at partner universities. But the translation of this into ‘more and better research’ has been negatively affected by a combination of institutional constraints (funding, teaching, administration), the inadequate capacity of young researchers to develop independent research proposals and the dearth of re-search networks for financial support and academic collaboration. Exceptions have mainly been identified in cases where space for pursuing research activities and rela-tions have been created in individual departments and special research centres.
EQ 18: Does improved research contribute to better teaching outcomes?
While teaching or pedagogics are not an integrated part of the BRC programmes, the exposure to alternative forms of teaching and research experience have influenced individual teaching practices. However, changes in overall university teaching prac-tices and professor-student relationships (embedded in academic and socio-cultural practices specific to partner countries and universities) have been slower to appear particularly at universities where teaching is effectively prioritised at the expense of research and research impact.
EQ 19: Does improved research lead to improved knowledge contributions and how does this feedback into teaching?
The programme has led to limited contributions to ‘knowledge frontiers’ in a global or academic sense, with exceptions being BRC programme researchers who are part of larger international research groups. PhD research projects have been based on national development challenges and priorities and important contributions have been made to ‘national’ knowledge frontiers and teaching. But wider impacts have been affected by the limited access to research funding (competitive funds and grants) and the limited tradition in most partner universities of active dissemination of research findings.
EQ 20: Does improved research and knowledge improve contributions to sci-ence-based policy-making? How is the discourse between academia and policy actors managed?
Contributions to policy-making are primarily accomplished through individual ra-ther than systemic interaction with the state. The BRC programmes’ understanding of
‘contributions to policy making’ seems to rest on its practical and instrumental link-ages to policy outcomes rather than contributions to science-based critical analysis
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and public debates. However, there are differences in the extent and nature of re-search dissemination between the different partner countries and universities – largely attributable to the overall political context.
EQ 21: Do improved research and knowledge outcomes contribute to improved products and services? Are there impediments to the engagement by university researchers with the private sector?
The Sida model/BRC programmes’ capacity to contribute to improved products and services is hampered by a private sector that often does not trust the quality of lo-cal research compared to international alternatives. The private sector may also be un-willing to pay for services, and universities are usually not sufficiently professional in terms of selling new ideas, products and services. Exceptions mainly rely on individ-ual relations between change agents in the private sector and at the universities – even though there are promising developments related to recently established centres of in-novation. Lack of career incentives for university staff to engage with the private sec-tor also inhibit the production of new products and services.
EQ 22: Do the above improvements contribute to sustainable societies (economic development, environmental protection, human rights adherence, gender equal-ity, poverty reduction, etc.) and, if so, in what respects?
The monitoring and evaluation of the BRC programmes’ contributions to sustaina-ble societies is complicated by the time needed for such change to appear and the in-adequacy of the RBM indicators for capturing intangible dimensions of development.
Much if not most of the research done within the programme relates to, but do not systematically monitor, the impact on economic development, human rights, the envi-ronment, poverty and gender in one way or the other. At the same time, it is increas-ingly acknowledged that contributions to key global challenges of economic develop-ment, environmental protection, human rights and poverty reduction require a
stronger focus on multi- and interdisciplinary research – which so far has been given limited attention in the BRC programmes. The sustainability of universities as institu-tions will ultimately depend on the extent to which universities are given sufficient funding and academic space and the ability of university managements, researchers and their networks to produce relevant and high-quality research.
EQ 23: What evidence is there to support the robustness of Sida’s Basic Logic, the causal connections between its elements, the validity of its assumptions and what do we learn from this?
Sida’s System Approach has helped frame contributions to improved research structures/environments and been successful in increasing individual research capac-ity through the sandwich programme. However, there is less evidence that the envis-aged outcomes of the Basic Logic have been realised. The BRC programmes have primarily focused on delivering tangible ‘products’ in the form of PhDs, physical in-frastructure, research projects etc. as measured by results-based management frame-works, with less focus on institutional changes in structures and processes and the role of individual researchers and research groups as agents of change. The results are
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inadequate – even after long-term cooperation – in terms of transforming the partner institutions, research norms and research relationships in ways that enhance the longer-term options for research of high quality and relevance for poverty reduction and sustainable development.
7 Recommendations
In writing these recommendations, our points of reference are, i) the findings about the relevance, effectiveness, impact and sustainability of Sida’s BRC programmes (Chapter 2 and 3); ii) lessons learnt from alternative donor programmes for bilateral research capacity development (Chapter 4); iii) the relevance of the BRC pro-gramme’s System Approach and Basic Logic to research capacity development (Chapter 5); and iv) feedback from Sida about the kind of changes that are possible within the existing institutional priorities and constraints.38 The recommendations re-spond to the conclusions that the evaluation team has presented in the preceding chapter.