ABSTRACT
This chapter explores the system aspects of quality research use by considering system influences, system supports and system practices. Drawing on data collected from educators and system actors, it reports how:
to understand quality use as a system, we must probe what quality use of research requires of system actors in terms of their practices and their provision of support;
the findings shared here represent early insights that are based more on the views of educators than the views of system actors;
system-level influences do not feature frequently in educators’ accounts of using research well in school and, when they do, are cited as barriers more than enablers;
there are calls for improved system support through removing barriers to research use and providing targeted skill development in research use;
system actors’ own practices are characterised by variable levels of research use and variable involvement in evidence sharing;
the potential of system actors to enable and support quality use of research within and across schools is yet to be fully realised; and
key priorities are strengthening system actors’ involvement in research use, system role modelling of quality use, and system-level support for research use.
