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Student evaluations of quantitative methods courses in political science often reveal they are characterised by aversion, alienation and anxiety. As a solution to this problem, this paper describes a pedagogic research project with the aim of embedding quantitative methods by stealth into the first-year undergraduate curriculum. This paper describes the development and evaluation of new teaching and learning materials using active learning pedagogies. The learning activities were designed to develop introductory-level quantitative skills and create a positive first impression of quantitative methods by clearly communicating their value and relevance. The paper demonstrates how the study of psephology – electoral and polling data – can be used to embed quantitative methods within the substantive political science curriculum. This involved devising effective ways of not only teaching psephology but also recreating the experiences of 'being a psephologist' as a learning experience in a way that develops quantitative skills and embeds quantitative methods. This study illustrates how quantitative methods can be successfully embedded into the substantive curriculum and explores a range of relevant debates for pedagogical practice and curriculum design.

This paper explores some of the critical debates in social science research methods education and is set out in three parts. The first section introduces the importance and relevance of research methods to the social sciences. It then outlines the problems and challenges experienced in the teaching and learning of research methods, which are particularly acute in the case of quantitative methods. The second part of the paper provides an overview of the policy activity and pedagogic solutions presented in response to the context introduced in the first part. This section explains how the practice of research method teaching is changing and accounts for the trends of using pedagogies informed by constructivist learning theory and embedding methods in the substantive curriculum. The third section identifies three critical debates emanating from the two previous sections. First an appraisal of applicability of constructivist pedagogies, second the case for holistic curriculum design across a whole degree programme, and third, an analysis of the relevancy of efforts to strengthen the nexus between research and teaching.

Higher education is undergoing unprecedented transformation. In the global knowledge economy universities are of paramount importance to governments worldwide. This creates a strong rationale for an element exploring how the interactions between universities and the state are being reconfigured, while highlighting the role policy analysis can play in explaining these dynamics. Specifically, this element draws on four theoretical approaches - New-Institutionalism, the Advocacy Coalition Framework, the Narrative Policy Framework, and Policy Diffusion and Transfer - to inform the analysis. Examples are drawn from a range of countries and areas of potential research informed by policy theory are identified. This element features a section dedicated to each of the three main missions of the university followed by an analysis of the institution as a whole. This reveals how universities, while typically seeking greater autonomy, remain subject to a multifaceted form of nation state oversight as they continue to globalise in an uncertain world.

AbstractThis paper explores the territory between the evidence‐based policymaking (EBPM) agenda and the research impact agenda. Although these two related agendas are typically considered in isolation, this paper provides an analysis dedicated to how they interact. It begins with a discussion outlining the origins of research impact and the use of evidence in policymaking. This is followed by an overview of the Australian policy context that shapes academic research and its impact. We argue that although the relationship between EBPM and research impact can be viewed as a symbiotic one, there are some tensions that arise in practice. Such difficulties can be further exacerbated when using research to inform policy in times of crisis, as illustrated by governing during the COVID‐19 pandemic. The insights provided contribute to our understanding of impact and are of value to policymakers and academic researchers as they help clarify the changing context within which they operate.

In 2003, viral hemorrhagic septicemia virus (VHSV) emerged in the Laurentian Great Lakes causing serious losses in a number of ecologically and recreationally important fish species. Within six years, despite concerted managerial preventive measures, the virus spread into the five Great Lakes and to a number of inland waterbodies. In response to this emerging threat, cooperative efforts between the Michigan Department of Natural Resources (MI DNR), the Michigan State University Aquatic Animal Health Laboratory (MSU-AAHL), and the United States Department of Agriculture-Animal and Plant Health Inspection Services (USDA-APHIS) were focused on performing a series of general and VHSV-targeted surveillances to determine the extent of virus trafficking in the State of Michigan. Herein we describe six years (2005–2010) of testing, covering hundreds of sites throughout Michigan's Upper and Lower Peninsulas. A total of 96,228 fish representing 73 species were checked for lesions suggestive of VHSV and their internal organs tested for the presence of VHSV using susceptible cell lines. Of the 1,823 cases tested, 30 cases from 19 fish species tested positive for VHSV by tissue culture and were confirmed by reverse transcriptase polymerase chain reaction (RT-PCR). Gene sequence analyses of all VHSV isolates retrieved in Michigan demonstrated that they belong to the emerging sublineage "b" of the North American VHSV genotype IV. These findings underscore the complexity of VHSV ecology in the Great Lakes basin and the critical need for rigorous legislation and regulatory guidelines in order to reduce the virus spread within and outside of the Laurentian Great Lakes watershed.