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Historically, Scottish education policymaking has been implemented independently of central educational policy makers, with policymakers negotiating with a variety of interest groups and elected policy makers. The paper discusses Scotland’s research policy; the purpose of research and its possible link to teaching and learning, the function of a research policy and a critical discussion of the theory of policy networks and policy communities to establish the key players who “really” shape and set Scotland’s research policy. The paper draws on documentary evidence to support recommendations on how to enhance the policy‐making process to ensure a greater representation and more effective implementation at the “grass roots” level of Scottish researchers and their academic managers.

The development of electronic monitoring policy over the last decade in Scotland has contributed towards its expansion and the intensification of what McNeill (2019) refers to as mass supervision. Often posited as a solution to relieve problems in the criminal justice system such as prison overcrowding and high remand populations, electronic monitoring can be punitive and problematic, exposing more people to diffused forms of social control and functioning more as a supplementary feature of prisons as opposed to a substitution for prisons. In this chapter, I explore the existing and emerging policy landscape of penal electronic monitoring Scotland, drawing upon qualitative, experiential data about being subject to and enforcing penal electronic monitoring in Scotland (see Casey, 2021) to highlight how policy is enacted in practice. Ultimately, I argue that there are fundamental issues with how electronic monitoring is currently enacted in terms of what it promises, in terms of fairness and in relation to the potential harms of integration. I call for a fundamental and holistic reframing of policy and regulation of penal electronic monitoring in Scotland that avoids siloed approaches towards policymaking, attending to both the social and digital impacts of electronic monitoring in people’s lives, thus contributing to arguments about how ‘mass supervision’ should be moderated and resisted.

This paper reports the first phase of a research project on mental health policy in Scotland that investigates the way knowledge is mobilised in the policy process. In this first phase of the project, the authors' concern has been to map the organisational domain of mental health policy in Scotland, paying attention to the form and structure of agencies and organisations as well as to the relationships between them. The paper describes a set of organisations in which central government is dominant but notes also a range of organisational forms and functions, and a diversity of sources of knowledge, expertise and information on which they draw. A dense network of linkages between agencies is identified.

This study focuses on emergency and strategic responses to drug-related deaths. This paper uses policy network theory and policy analysis frameworks to subject programme development and financial decision-making processes to critical scrutiny.

A qualitative, case-based design focuses on Scottish Government responses to rising drug-related deaths, using publicly available data to produce interpretive critical analysis.

Analysis indicates that established drug policy communities influence emergency and strategic policy and programme development in relation to drug deaths. Results reveal that policy communities aid government to develop placebo policies and avoid policy traps associated with social determinants of drug-related deaths. This study documents a lack of transparency and accountability in financial decision-making by a third party operating on behalf of Scottish Government. To improve accountability necessitates that drug policy decisions acknowledge existing legislative duties to address socio-economic inequality in this policy area.

In seeking convergence and corroboration publicly available data sources were identified that focus on emergency and strategic responses to drug-related deaths in Scotland. The authors recognise the potential for bias in qualitative and interpretive analysis of this data (Bowen, 2009).

This study provides robust critical analysis on how policy networks exert influence on spending decisions related to drug policy in Scotland. This is useful for researchers and drug policy advisors.

While much has been written on drug deaths in Scotland, using policy network and policy success frameworks to examine policy and programme development, provides originality of analysis in this under-researched aspect of drug policy.

This chapter will provide an overview of Bachelor’s degrees into teaching in Scotland. It will consider how policy contexts shaped the original Bachelor degrees in Education (BEd) and more recently how policy discourse and texts have helped to shape the development of the new Bachelor's degrees in Education now on offer in Scotland.

Whilst the traditional Bachelor's degree in Education for many years remained the main undergraduate route for teacher education in Scotland, the publication of ‘Teaching Scotland's Future’ (Donaldson, 2011) recommended a gradual phasing out of the traditional undergraduate degree and the development of a new Bachelor's in Education ‘concurrent’ or ‘combined’ four-year undergraduate route. Donaldson's ‘vision’ of concurrency has been interpreted in many different ways across Scotland's universities resulting in a rich variety of new Bachelor's degrees in Education reflecting a range of structural, contextual, attitudinal and environmental constraints and opportunities which have influenced the nature of ‘concurrency’ at each institution.

The chapter traces how a number of influential policy texts from the 1960s onwards have influenced the repositioning of the new Bachelor degrees, which in turn aimed to broaden student teachers' understanding of teaching in the twenty-first century.

The purpose of this paper is to quantify the impact of women's enterprise on Scotland's economy and to provide policy recommendations to the Scottish Government on increasing women's business ownership.

The paper has been developed in collaboration with the Royal Bank of Scotland Group (RBS Group) and has utilised existing business data and research sources which have not recently been analysed to provide gender‐based information on businesses within Scotland. Where possible, calculations of gross value added (GVA) contribution by gender have been made. In addition, a review of relevant entrepreneurship data was carried out and comparative studies from other parts of the UK and North America were used to benchmark findings.

The impact of women's business ownership on Scotland's economic performance is not consistently measured by the Scottish Government. An increased commitment to women's enterprise policy development from the UK Government has not been emulated in Scotland despite devolved responsibility for economic development.

Practical outcomes from this research include: policy recommendations for the Scottish Government; practical recommendations for business support providers; actions for the RBS Group “Women in Business” team; recommendations for improved data disaggregation.

This is the first report to evaluate the impact of women's enterprise on the Scottish economy since 2005. Its findings and recommendations are of value to the Scottish Government and Scotland's economic development and business support agencies.

At the centre of recent reforms relating to Scottish teacher education is the report of a large-scale review, ‘Teaching Scotland's Future’ (Donaldson, 2011). This chapter provides a critical overview of one aspect of the review, namely partnership. Two key agendas underpinned the 50 recommendations contained in the Donaldson Report: the development and strengthening of partnership between universities, local authorities and schools; and, the modernisation and ‘re-invigoration’ of teacher professionalism. In ‘Teaching Scotland's Future’ it was argued that both of these are required for the development of ‘high quality’ teachers through initial teacher education. The report positioned teaching as an intellectual occupation, highlighting the complexity involved, making clear that teacher preparation should remain within the context of higher education.

Although the key messages from ‘Teaching Scotland's Future’ received support from across the education sector, the extent to which they have been achieved in practice remains unclear. We will explore the extent to which this key text has been translated into current initial teacher education provision through results from the Measuring Quality in Initial Teacher Education (MQuITE) Project and the ways in which partnership was experienced in post-Donaldson working. Through this partnership working will be examined in Scotland. The chapter will conclude by considering where we are now, and some final thoughts will be presented about the role that ‘Teaching Scotland's Future’ can play in a changing partnership policy landscape.

This article briefly outlines some of the debates and discussions currently taking place in public health with regards to what ‘counts’ as evidence, as well as evidence use. This provides the context for describing a new programme of work currently being developed in Scotland by the national health improvement agency, as one of several support functions for the implementation of the Scottish Executive National Programme for Improving Mental Health and Well‐Being. This programme of work is aiming to support evidence into practice and practice into evidence in mental health improvement in Scotland.

This chapter examines curriculum reform in Scotland, showing how the ambitious aspirations of its flagship policy, Curriculum for Excellence, were subject to a complex array of global, national and local pressures and had to take account of political and cultural circumstances that posed particular challenges. Both the Scottish Government's management of the reform programme and the teaching profession's response to it are subject to detailed scrutiny. The discussion pays particular attention to the discourse used in promoting the policy, the shifting nature of the official narrative as the recommendations of international agencies were taken on board, and the issues that arose as the policy moved from intention to enactment. Drawing on the notion of ‘curriculum making’, which serves as a conceptual thread for all the contributions to this volume, the analysis highlights both evidence of progress and sites of continuing debate.

Purpose – This chapter explores the way in which the food crisis of 2008 and issues of food security have impinged upon debates about agriculture and agricultural support in Scotland.

Methodology/approach – Adopting a discourse analytic approach, a series of pivotal Scottish agricultural policy documents produced between 2001 and 2010 are examined. Official agricultural policy discourse over time is traced as is the nature of that discourse as the food crisis impinged upon and altered the context of debates about agricultural policy reform.

Findings – The chapter finds that prior to the food crisis, agricultural policy documents were dominated by neoliberal discourse that emphasised the importance of agriculture becoming more oriented towards the market and by a growing emphasis on multifunctionality. But after the food crisis, the dominant political rhetoric utilised different arguments to defend agricultural subsidies and argue for a continuing role for the state in perpetuating agricultural production. It is suggested, however, that the key factor in this retrenchment to continued farm support was not the food crisis per se; rather, it was the intersection of issues of food security with the rise to power of the Scottish nationalists and their resistance to the UK's neoliberal position.

Originality/value – The chapter provides the key insight that, for Scotland at least, the food crisis did not spark a change in domestic agricultural policies, but rather became an argumentative resource that was opportunistically deployed in established debates about agricultural policy reform.