Fragmentierter Wissenstransfer der Sozialwissenschaften: Zur Relevanz disziplinenspezifischer Kontextfaktoren

Froese, Anna; Mevissen, Natalie

doi:10.1515/9783839434024-002

Cited by 3 publications

(7 citation statements)

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“…This process can determine to what extent the scientific system should adapt to external requirements without giving up its own boundaries (Weingart, 1998(Weingart, , 2001. Thus, identification processes allow researchers to consider the needs of practitioners by, for example, including them in the development of their research question (Froese et al, 2014).…”

Section: Learning Mechanisms At Boundariesmentioning

confidence: 99%

“…The potential of the coordinative mechanism lies not in reconstruction but in overcoming the boundary in the sense of establishing a continuity that allows for future and effortless movement between different sites. In project structures, Froese et al (2014) advocate the proactive planning of explicit phases for translation work and the establishment of a shared language. Typically, interaction with practitioners occurs toward the project's conclusion in preparation for the subsequent knowledge utilization.…”

Section: Learning Mechanisms At Boundariesmentioning

confidence: 99%

“…The second strategy is aimed at collaboration between research and practice in order to take practical problems into account in research projects. The collaboration between educational research, practice and policy differs in in its design (Froese et al, 2014;Mohajerzad and Schrader, 2022). In this context, collaboration refers to targeted partnerships or networks that aim to bridge the gap between research and practice.…”

Section: Introductionmentioning

confidence: 99%

“…From a social science perspective, there is evidence that different types of collaborations exist in research projects, e.g. binding (formal structure) but also loose contracts (informal structure) are concluded when researchers and educational practitioners work together in research projects (Froese et al, 2014). Project collaboration takes on both informal and formal structures, with a preference for the use of informal structures, which are characterized by their unsystematic and flexible nature (Froese et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…binding (formal structure) but also loose contracts (informal structure) are concluded when researchers and educational practitioners work together in research projects (Froese et al, 2014). Project collaboration takes on both informal and formal structures, with a preference for the use of informal structures, which are characterized by their unsystematic and flexible nature (Froese et al, 2014). However, exactly how formal and informal collaboration is organized in research projects is an empirical question that we will address in the first research question.…”

Section: Introductionmentioning

confidence: 99%

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Working on boundaries: linking research and practice

Mohajerzad,

Diekmann

2024

IJEM

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PurposeThe aim of this study is to investigate how educational researchers work together with practitioners in practical research projects.Design/methodology/approachMixed-method.FindingsOur findings suggest that researchers recognize their own limitations as well as those of practitioners and policy makers and learn from collaboration, but that they lack ideas on what activities they can undertake to overcome limitations. Furthermore, educational researchers emphasize the importance of continuous and systematic organized exchange with educational practitioners. We discuss the needs and challenges of educational researchers interacting with educational practitioners during their research.Originality/valueWe believe that sustainable research and practice partnerships (RPPs) provide a more effective platform for collaboration between researchers and practitioners. This is because long-term engagement in cross-boundary work within these partnerships promotes the development of new knowledge, routines and methods, thereby improving educational practice. Unfortunately, there are few RPPs in Germany (the context of the researchers interviewed). Consequently, it is critical that funding policies, particularly outside the United States, provide greater support for RPPs and the necessary resources for these partnerships. Even if funding for RPPs is not always possible, our research suggests that short-term collaborative agreements in research-practice projects are preferable to relying on informal transfer channels.

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Section: Learning Mechanisms At Boundariesmentioning

confidence: 99%

Section: Learning Mechanisms At Boundariesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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