The role of knowledge brokering in fostering connections between educational research, policy, and practice

Joel Malin; Lucy Rycroft-Smith; Vicky Ward

The role of knowledge brokering in fostering connections between educational research, policy, and practice

Joel Malin^*
, Lucy Rycroft-Smith
, Vicky Ward

^*Corresponding author for this work

Management (Business School)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter introduces knowledge brokering as a concept and set of practices focusing on its applications, strengths, and challenges in education. The chapter is divided into five sections. First, we consider the sorts of knowledge it is possible to broker. Next, we focus on the various approaches to brokering knowledge, followed by the actors operating in the knowledge brokering landscape. Then, we consider the competencies that knowledge brokers require in order to tighten connections between research, policy, and practice, before concluding with a summary and recommendations.

Original language	English
Title of host publication	The BERA SAGE handbook of research-informed educational practice and policy
Editors	Dominic Wyse, Vivienne Baumfield, Nicole Mockler, Martin Reardon
Place of Publication	London
Publisher	SAGE Publications Sage UK: London, England
Chapter	6
Publication status	Published - 1 May 2025

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 17 Partnerships for the Goals

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Malin, Joel ; Rycroft-Smith, Lucy ; Ward, Vicky. / The role of knowledge brokering in fostering connections between educational research, policy, and practice. The BERA SAGE handbook of research-informed educational practice and policy. editor / Dominic Wyse ; Vivienne Baumfield ; Nicole Mockler ; Martin Reardon. London : SAGE Publications Sage UK: London, England, 2025.

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abstract = "This chapter introduces knowledge brokering as a concept and set of practices focusing on its applications, strengths, and challenges in education. The chapter is divided into five sections. First, we consider the sorts of knowledge it is possible to broker. Next, we focus on the various approaches to brokering knowledge, followed by the actors operating in the knowledge brokering landscape. Then, we consider the competencies that knowledge brokers require in order to tighten connections between research, policy, and practice, before concluding with a summary and recommendations. ",

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The role of knowledge brokering in fostering connections between educational research, policy, and practice. / Malin, Joel; Rycroft-Smith, Lucy; Ward, Vicky.
The BERA SAGE handbook of research-informed educational practice and policy. ed. / Dominic Wyse; Vivienne Baumfield; Nicole Mockler; Martin Reardon. London: SAGE Publications Sage UK: London, England, 2025.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

TY - CHAP

T1 - The role of knowledge brokering in fostering connections between educational research, policy, and practice

AU - Malin, Joel

AU - Rycroft-Smith, Lucy

AU - Ward, Vicky

PY - 2025/5/1

Y1 - 2025/5/1

N2 - This chapter introduces knowledge brokering as a concept and set of practices focusing on its applications, strengths, and challenges in education. The chapter is divided into five sections. First, we consider the sorts of knowledge it is possible to broker. Next, we focus on the various approaches to brokering knowledge, followed by the actors operating in the knowledge brokering landscape. Then, we consider the competencies that knowledge brokers require in order to tighten connections between research, policy, and practice, before concluding with a summary and recommendations.

AB - This chapter introduces knowledge brokering as a concept and set of practices focusing on its applications, strengths, and challenges in education. The chapter is divided into five sections. First, we consider the sorts of knowledge it is possible to broker. Next, we focus on the various approaches to brokering knowledge, followed by the actors operating in the knowledge brokering landscape. Then, we consider the competencies that knowledge brokers require in order to tighten connections between research, policy, and practice, before concluding with a summary and recommendations.

UR - https://uk.sagepub.com/en-gb/eur/the-bera-sage-handbook-of-research-informed-education-practice-and-policy/book282002

M3 - Chapter

BT - The BERA SAGE handbook of research-informed educational practice and policy

A2 - Wyse, Dominic

A2 - Baumfield, Vivienne

A2 - Mockler, Nicole

A2 - Reardon, Martin

PB - SAGE Publications Sage UK: London, England

CY - London

ER -

The role of knowledge brokering in fostering connections between educational research, policy, and practice

Abstract

UN SDGs

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