Influencing government through policy briefs with Dr Meng Tian

Q: What led you to engaging in policy?

A: Academic publications are typically read by fellow researchers or university students. However, such formats are not always accessible to busy policymakers and practitioners due to academic jargon and journal paywalls.

In my field of educational leadership, we work closely with leaders across all levels of the education system. One key lesson I have learned from two decades of research is that academics have a social responsibility to present research-informed evidence that can counter ideology-driven political narratives.

To effect real change, I wrote my first policy brief on inspection policy and frameworks in England as a bite-size, accessible paper aimed at engaging and influencing the Department for Education and Ofsted.

Q: What are some highlights from your experiences engaging in policy?

A: I recall that in my most recent project on school inspection, we brought together leaders from the inspectorates in England, Scotland, and Wales, alongside representatives from local authorities, academy trusts, headteachers, the national governance association, school improvement advisors, learned societies, universities, and international consultants. Typically, these groups—when represented in news coverage or academic research—tend to disagree or speak past one another.

However, in our project, we succeeded in creating a safe and respectful space where all stakeholders could share their lived experiences—both bitter and sweet—and engage in meaningful dialogue about what works and what does not. I was amazed by the authenticity and openness of the conversation, which ultimately informed three policy briefs that reflected the diverse perspectives in the room.

Q: How do you translate your research findings into policy recommendations?

A: This is the most challenging part, as academic writing differs significantly from policy recommendations. The former focuses on critical analysis of nuanced contexts and diverse perspectives, whereas the latter prioritises precise and concise actions.
What I have done so far is publish research papers—typically around 7,000 words in length—that provide detailed context, weigh multiple viewpoints, and examine the pros and cons associated with various potential pathways. From there, adopting the lens of the policymaker or policy enactor, I formulate actionable recommendations that fall within their scope of influence.

Q: What are your top tips for writing a policy brief and communicating your research to audiences who are unfamiliar with it?

A: I am still learning how to communicate research effectively to MPs. The most important principle is to remain true to our research findings and our values of creating a fairer and more sustainable world. Not all policy recommendations will be palatable to every MP. This may be due to timing, competing priorities, ideological differences, limited resources, or the alignment (or lack thereof) with their personal or political ambitions. If even some of our key messages are heard and lead to action, that is a meaningful success.

I find it effective to present key recommendations grounded in data and lived experiences, accompanied by concrete examples of what MPs can do within their respective roles. I also remind them of ongoing reforms and highlight the missing links they could address to effect meaningful change. For example, Ofsted is planning to launch a new framework, while the Department for Education has appointed RISE advisers. One crucial gap we would like MPs to explore and act upon is how RISE advisers might collaborate with inspectors to drive school improvement.

Q: What are some of the impacts engaging in policy had on your research, your career or your development?

A: I have been extremely fortunate to work at universities in Finland, Switzerland, and England, and to lead projects that have influenced education policies and practices in these countries, as well as in China, India, and Pakistan. As a foreign-born academic working in Europe, I may not possess the same depth of lived experience or local policy networks as my native counterparts. However, what I bring are fresh perspectives and alternative approaches, informed by my observations, experiences, and research across diverse international contexts. I take great satisfaction in serving as a bridge and cultural broker between systems and ideas.