Implementation of a data-driven decolonization initiative: A mixed-methods research project
File(s)
Author(s)
Skopec, Mark
Type
Thesis or dissertation
Abstract
Background
Implementation of educational innovations in HE is underexplored. Imperial has created an automated reading list analysis tool to help users assess the geographic provenance of the research they include in their teaching. Such analyses could help redress long-standing imbalances in the research landscape that perpetuate inequalities in health outcomes. This thesis aimed to assess the barriers and facilitators to the implementation of this tool across the School of Public Health.
Methods
The mixed-methods research design combined the Transformative Paradigm and Normalization Process Theory as its theoretical framework. A systematic scoping review determined what methods are used to conduct quantitative reading list analyses in HE. A quantitative analysis of the reading lists in the SPH assessed how reliably Imperial’s Tool analyzes available data. Qualitative data in the form of non-participant observations and open-ended interviews with stakeholders clarified how implementation of the Tool occurs.
Results
The systematic scoping review revealed that there are different methodological choices to quantitatively analyze reading lists. The quantitative analysis revealed that the Tool can review reading lists at pace and at scale, but a significant amount of data is missing. The qualitative data demonstrated that users are less concerned with the methodological limitations of the Tool. Instead, they were unclear what they were expected to do. Tensions between library and teaching staff could hinder implementation. Adoption could be impeded by lack of access to more diverse resources.
Discussion
Improving Coherence by providing support around the Tool could facilitate adoption. Cognitive Participation could be improved by bridging the gap between teaching and library staff. Collective Action can be facilitated by providing staff with resources to identify more diverse research. My thesis advances the field of implementation science by providing an example of prospective use of NPT to study an innovation designed for educator development in HE.
Implementation of educational innovations in HE is underexplored. Imperial has created an automated reading list analysis tool to help users assess the geographic provenance of the research they include in their teaching. Such analyses could help redress long-standing imbalances in the research landscape that perpetuate inequalities in health outcomes. This thesis aimed to assess the barriers and facilitators to the implementation of this tool across the School of Public Health.
Methods
The mixed-methods research design combined the Transformative Paradigm and Normalization Process Theory as its theoretical framework. A systematic scoping review determined what methods are used to conduct quantitative reading list analyses in HE. A quantitative analysis of the reading lists in the SPH assessed how reliably Imperial’s Tool analyzes available data. Qualitative data in the form of non-participant observations and open-ended interviews with stakeholders clarified how implementation of the Tool occurs.
Results
The systematic scoping review revealed that there are different methodological choices to quantitatively analyze reading lists. The quantitative analysis revealed that the Tool can review reading lists at pace and at scale, but a significant amount of data is missing. The qualitative data demonstrated that users are less concerned with the methodological limitations of the Tool. Instead, they were unclear what they were expected to do. Tensions between library and teaching staff could hinder implementation. Adoption could be impeded by lack of access to more diverse resources.
Discussion
Improving Coherence by providing support around the Tool could facilitate adoption. Cognitive Participation could be improved by bridging the gap between teaching and library staff. Collective Action can be facilitated by providing staff with resources to identify more diverse research. My thesis advances the field of implementation science by providing an example of prospective use of NPT to study an innovation designed for educator development in HE.
Version
Open Access
Date Issued
2025-11-20
Date Awarded
2026-07-01
Copyright Statement
Attribution-NonCommercial 4.0 International Licence (CC BY-NC)
License URL
Advisor
Harris, Matthew
Lennox, Laura
Anderson, Mark
Sponsor
National Institute for Health Research (Great Britain)
Publisher Department
School of Public Health
Publisher Institution
Imperial College London
Qualification Level
Doctoral
Qualification Name
Doctor of Philosophy (PhD)