(Robert) R.A.J. Borst MSc

(Robert) R.A.J. Borst MSc

PhD Candidate Erasmus School of Health Policy & Management Health Care Governance (HCG)
Erasmus University Rotterdam

Latest academic publication

A. Hasnida, R.A.J. Borst, A.M. Johnson, N.R. Rahmani, S.L. van Elsland & M. Kok (2016). Making health systems research work: time to shift funding to locally-led research in the South. The Lancet Global Health, 5, e22. doi: http://dx.doi.org/10.1016/S2214-109X(16)30331-X[go to publisher's site]

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I first touched upon the fascinating dynamics of scientific research during my training and practice as medical radiation technologist. Especially the politics surrounding health research in practice intrigued me, and eventually led me to pursue a degree in health sciences.

The work for my master’s thesis was embedded in science and technology studies and thus proved to be my introduction in this fluid discipline. I particularly focused on the role of ‘stakeholder engagement’ in the translation of research findings. This exploration was part of SEE-IMPACT, a study on stakeholder engagement led by Professor Boaz from Kingston University London and St George’s University of London. I successfully defended my thesis, and I am pleased to remain involved in the SEE-IMPACT study.

My current research activities center around two themes: my main focus is on studying how knowledge platforms in health research are constructed and evolve over time. Drawing on STS theory, I aim to provide insights into how health research practices are platformed and enacted. The second theme focuses on studying global health systems research practices, including the mapping of persisting controversies and inequities (e.g. Hasnida et al., 2016).

Apart from my research activities, I have the incredible opportunity to be involved in several teaching activities, including a role as lecturer in several (under)graduate programmes, (guest) speaker on field-epidemiology, and supervisor of interns. Teaching provides me with a lot of energy and inspiration, especially through reflexive practices and thought-provoking debates with students.