Knowledge Brokering Repertoires: Academic Practices at Science-Policy Interfaces as an Epistemological Bricolage.

Autor/in	Bandola-Gill, Justyna
Titel	Knowledge Brokering Repertoires: Academic Practices at Science-Policy Interfaces as an Epistemological Bricolage.
Quelle	In: Minerva, (2022) 1, S.71-92Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-4695
DOI	10.1007/s11024-022-09478-5
Schlagwörter	Knowledge brokering; Research impact; Co-production; Mode-2; REF; Science policy; Science-policy interface
Abstract	Abstract With the rise of research impact as a ‘third’ space (next to research and teaching) within the universities in the United Kingdom and beyond, academics are increasingly expected to not only produce research but also engage in brokering knowledge beyond academia. And yet little is known about the ways in which academics shape their practices in order to respond to these new forms of institutionalised expectations and make sense of knowledge brokering as a form of academic practice. Drawing on 51 qualitative interviews with researchers and research users involved in two large knowledge brokering initiatives in the UK, this study identifies four repertoires of co-production practices: (i) Challenge to the existing policy framework, (ii) Deliberation between diverse stakeholders, (iii) Evidence intervention producing of actionable knowledge, and (iv) Advocacy for specific evidence-based options. By exploring knowledge brokering as navigation of different knowledge production regimes – traditionally academic and policy-oriented – the paper contributes to the existing debates by providing insights into the nature of navigating science-policy interactions as a process of epistemological bricolage, requiring an assemblage of different meanings, values and practices into new repertoires of practice. Importantly, the choice of a repertoire is not limited to the individual choice of a researcher but rather, it is shaped by the broader institutional context of higher education, risking instrumental bias in which practices oriented towards practical solutions are incentivised over critical or participatory forms of engagement.
Erfasst von	OLC
Update	2023/2/05