This article studies higher education research reflexively based on the analysis of a framework for viewing the relationship between expert knowledge and policy-making. The role of expert knowledge on policy-making becomes essential in the process of increasing initiative by politicians and evidence-based policy. However, expert knowledge is not fully utilized in policy reports. One of the reasons is that the characteristics of reports make establishing a casual relationship difficult. The other and main reason is the issue of two clear-cut communities or cultures between scientists and policy makers. An important approach is to seek the possible role of expert knowledge on the presumption of existence of these different communities or cultures, and we need to secure a given number of researchers who are well-versed in policy trend or mechanics of government in the research group. Furthermore, it is necessary to fully look at policymaking beyond the didactic interaction between researchers and policy makers that includes citizens or local-knowledge. Expert knowledge and policy-making is a fertile theme for persistent reflection and thinking about higher education research.