In the Middle: Exploring the Challenges of Research Brokers in Education

• In Event: Navigating Boundaries at the Nexus of Research and Practice

Abstract

Purpose
The purpose of this paper is to explore the challenges that research brokers face in navigating the space between research and practice in order to better understand and support their critical roles.

Framework
There is increased recognition of the role of intermediaries as research brokers. Neal and colleagues (2015) note that these roles have been described as brokers, intermediaries, and boundary spanners, while others have used the term “linking agents” (Fullan, 1990; Spencer & Louis, 1980). In addition, studies apply these terms both to individuals (who may not have brokering in their formal job descriptions) and organizations such as regional laboratories.

Research has found such intermediaries to serve an important role in addressing the gap between research and practice. Specifically, their work across boundaries creates more enduring relationships that are necessary to sustain the identification, trust and willingness to coordinate (Akkerman & Bakker, 2011). According to Kirst (2000), intermediaries pay more more attention to sources, channels of communication, and formats than researchers. Akkerman and Bakker (2011) further emphasize their role in promoting reflection on new ideas or “boundary objects” (e.g., reports, research information, shared goals).

There are significant challenges associated with these critical roles, however. Both earlier and current research suggest that brokering or boundary spanning, when carried out by individuals, is stressful and often results in marginalization within the work setting (Keller & Holland, 1975; Weerts & Sandmann, 2010). Given the nascency of brokerage studies in the context of education, a deeper understanding of the challenges commonly faced in these roles is needed to effectively develop and leverage these individuals and organizations to bridge the research-practice gap.

Data Sources and Methods
Data from a larger study seeking to better understand brokerage in education offer insight into the challenges faced by intermediaries. As a preliminary step in research design, we conducted hour-long semi-structured interviews of leaders of 14 intermediary organizations about their work, focusing on the ways they served as research brokers and the challenges they faced in doing so. Among other issues, a team of researchers inductively coded for self-identified challenges. We present a summary of the themes that emerged here.

Results
Challenges fell into five categories. Internal challenges pertained to the actual work of brokers. External challenges pertained to researchers, to research, to practitioners, and to the disconnect between researchers and practitioners. In this paper, we elaborate on these reported challenges, which makes visible the complexity of the space in which brokers work—negotiating their own institutional and practical challenges as well as those related to connecting research and practice.

Significance
Our data reveal that, in working across research and practice, intermediaries not only negotiate challenges internal to their organizations, but also navigate features of the education and research systems that pose barriers. These findings establish the multi-dimensionality of brokers’ work and highlight the resources and skills required to successfully navigate this terrain. Understanding these complex challenges can help identify malleable conditions for strengthening brokers as a mechanism for connecting research and practice.

Authors

• Elizabeth N. Farley-Ripple, University of Delaware

• Joseph C Tise, The Pennsylvania State University - University Park

• Karen Seashore Louis, University of Minnesota