As we have seen, a core principle for Evidence Cafés is to have equitable two-way exchange of understanding (rather than a one-way transfer of evidence). This means we need to allow time and space for the voices from multiple perspectives to be equally heard and recognised. To achieve this, we need to clearly map out what voices there are in any domain of practice and research.
Evidence Cafés support equitable communication, focused on good quality evidence that is research- and practice-based. The Evidence Café process supports evidence from different contexts, helping to combine them and resulting in sustainable, significant and scalable impact for both practice and research. However, barriers to this can arise when there are conflicting motivations from practice and academia, especially when certain
Table 6.1: Roles, artefacts and activities during an Evidence Café (Clough and Adams, 2020)
Key Roles and artefacts | Activities during the Evidence Café | |||
---|---|---|---|---|
Research Champion (RC) | Introduce: Evidence Café (jointly with EBC) explaining how the EC will run | Facilitate discussions and use of | Facilitate feedback roundup session | Record activities and discussions for final report and collect research |
Evidence-based Champion (EBC) | Introduce Evidence Café (jointly with RC) Contextualise the research topic in terms that are relevant to practice | Facilitate discussions and use of discussion object for reflective meaning making | Facilitate feedback roundup session | |
Academic Expert | Present research | Facilitate use of discussion object for reflective meaning making | Facilitate feedback roundup session | Collect data (optional) |
Participants | Discuss topic offering personal experience facilitated by discussion in groups | Feedback to whole group | ||
Discussion object artefact | Triggers discussion and meaning making amongst participants |
An Evidence Café is usually initiated by the host organisation and is coordinated by the evidence café champion who acts as the main point of contact between the host organisation and academic(s). In the video in Unit 2.1 of the course this was Sophie, however Evidence Cafés have been adapted to be developed by multiple organisations. The key driver should be to incorporate equity in the exchange. Evidence Cafés depend on academic and practitioners’ availability, so plan as far in advance as possible. Ideally you should try to give at least two to three months’ notice, but if that’s not possible, three weeks minimum. Finally, it is important to ensure that the process supports informal communication, which often means hosting the event in a café space or informal community area.
For more specific guidance around the whole Evidence Café process download the free brochure.
An invitation letter should include briefly what an Evidence Café is, why the participant has been invited, the venue for the café, and how much time it will take.
One of the first things to do when planning an Evidence Café is to work out who the key
In the next activity you will return to the video you watched in Section 2.1. In this migration discussion we have five voices which we have now detailed below. The next activity will show you whether you can identify who each voice is.
There are two parts to this activity.
Based on what you have learned throughout the course and from rewatching Video 2.1, match the name of the Evidence Café participant to their stakeholder role.
This activity reveals the importance of trying to understand the contexts that Evidence Café participants come from, their various interests and their perspectives on – in this case – migration. There are likely to be as many perspectives as there are participants, but an Evidence Café helps to make these perspectives clear and structures related evidence, allowing you to co-create knowledge that can better shape practice. Because of these multiple perspectives it is important that as Evidence Café organisers and champions, you don’t pre-judge people or assume that a particular role necessarily leads to a specific perspective. It is this sensitivity to the multiple roles and contexts in which Evidence Café participants work that is critical when you plan and take on champion roles for an Evidence Café.
This Unit has given you the opportunity to listen to part of an Evidence Café discussion.
Unit learning outcomes
Next move onto the End-of-course quiz to test your knowledge of Evidence Cafés before moving on to the End-of-course survey.
Grateful acknowledgement is made to the following sources:
Every effort has been made to contact copyright holders. If any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity.
Important: *** against any of the acknowledgements below means that the wording has been dictated by the rights holder/publisher, and cannot be changed.
Course image: rawpixel/123RF
Sharing Knowledge: Bryan Mathers of Visual Thinkery This file is licensed under a Creative Commons Attribution 2.0 Generic (CC BY 2.0) license, https://creativecommons.org/ licenses/ by/ 2.0/
Professor Anne Adams: Professor Anne Adams
Professor Giles Mohan: Professor Giles Mohan
Abiola-George: Abiola-George
Dr. Linda Adhiambo Oucho: Dr. Linda Adhiambo Oucho
Natalie Chimwemwe Chaponda: Natalie Chimwemwe Chaponda
Omolola Olarinde: Omolola Olarinde
Felicity Okoth: Felicity Okoth
Meeting around table: Weekend Images Inc. / iStock / Getty Images Plus
Figure 1.1: Café Científic Sabadell 2014 (cafescientifique.org)
Hands together: rawpixel/123RF
Meeting: nd3000 / 123RF
Empire Windrush UK: Contraband Collection / Alamy Stock Photo
Migration Kenya: Image by MAMADOU TRAORE from Pixabay
Video 2.1: With thanks for their contributions: Giles Mohan, Anne Adams, Abiola George, Linda Oucho, Natalie Chimwemwe
Stones: Photo by Jeremy Thomas on Unsplash
Evidence Cafés: A how-to guide: Clough, G. and Adams A. (2017). Evidence Cafés: A how-to guide. The Open University, Milton Keynes. All images: Copyright Creative Commons Attribution 4.0 International (CC BY 4.0) by Gill Clough, https://creativecommons.org/ licenses/ by/ 4.0/
Fingerprint scanner: Chaikom / Shutterstock
Airport: Photo by Suganth on Unsplash
Presentation print out on table: rawpixel / 123RF
Activity 5.1: Photographs supplied by Professor Anne Adams
Section 5.3: Photograph supplied by Professor Anne Adams
Evidence Cafés: Overcoming conflicting motivations and timings: Clough, G. and Adams, A. (2020) ‘Evidence Cafés: Overcoming conflicting motivations and timings’. Research for All, 4 (2), 220–41. Online. https://doi.org/ 10.14324/ RFA.04.2.07 An open access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/ licenses/ by/ 4.0/
Meeting: Photo by Christina @ wocintechchat.com on Unsplash
Table 6.1: Evidence Cafés: Overcoming conflicting motivations and timings: Clough, G. and Adams, A. (2020) ‘Evidence Cafés: Overcoming conflicting motivations and timings’. Research for All, 4 (2), 220–41. Online. https://doi.org/ 10.14324/ RFA.04.2.07 An open access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/ licenses/ by/ 4.0/
Meeting post-it notes on wall: Photo by Leon on Unsplash
Video 2.1: With thanks for their contributions: Giles Mohan, Anne Adams, Abiola George, Linda Oucho, Natalie Chimwemwe