Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review

Item

Title

Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review

Abstract/Description

There is an increasing movement in education towards closer collaboration between researchers and practitioners and research-practice partnerships (RPPs) are seen as one promising approach. However, some challenges still exist. To work in a new collaborative context such as RPPs, researchers and practitioners must adjust their roles in relation to each other. To better inform this movement, we conducted a systematic literature review of 80 articles investigating what roles researchers and practitioners are described to assume in RPPs. The results demonstrate eight different roles for researchers and practitioners, respectively, which reflect variations in both the main processes and tasks for school improvement in RPPs, as well as how these tasks are divided between the participants. Further, based on how tasks are distributed, the different roles provide varying opportunities to pursue a democratisation of evidence.

Author/creator

Sjölund, Simon

Lindvall, Jannika

Larsson, Maria

Ryve, A.

Date

2022

In publication

Educational Review

Volume

0

Issue

0

Pages

1-29

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Synthesis/Overview

Keywords

professional development

research practice partnership

school development

collage school cooperation

partnerships in education

teacher role

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0013-1911

DOI

10.1080/00131911.2021.2023103

URL

Open Access Publisher's Webpage (Taylor & Francis)

Citation

Sjölund, S., Lindvall, J., Larsson, M., & Ryve, A. (2022b). Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review. Educational Review, 0(0), 1–29. https://doi.org/10.1080/00131911.2021.2023103

Item sets

2022 October IRE Newsletter

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