The article introduces the emerging profession of knowledge brokering, emphasizing its role in facilitating two-way information exchange between scientists and various stakeholders. It highlights the profession's increasing prominence, diverse skill requirements, and potential impact on translating research into tangible benefits for society.

This research article explores knowledge brokering in education. It emphasizes the importance of interpersonal relationships, social contexts, and a deep understanding of both research and practice for effective knowledge brokering while calling for further theoretical and empirical research to clarify its purpose, challenges, and potential for evaluation and accountability in educational contexts.

Hosted by the Center for Research Use in Education in 2021, the Research Broker Network Meeting was a virtual event focused on the role of intermediary organizations as brokers between research and practice. Those attending the convening included education brokers from all system levels, including school-based educators, state-level policymakers, education associations, membership organizations, and trusted experts in the field.

Click here to visit the event website with videos, presentations, and other resources.

Click here to read the summary that describes the collaboratively developed agenda for learning, policy and research among the broker community.  

This blog emphasizes the crucial role of knowledge brokers who straddle both research and practice or policy, facilitating effective evidence use by building trusted relationships and negotiating shared research agendas. It particularly highlights the significance of Training and Technical Assistance providers, advocating for strategic partnerships and a deeper understanding of their work to enhance evidence-use efforts in government.

The research article critically examines the role of knowledge brokers in bridging the gap between researchers and practitioners, highlighting inherent challenges and tensions between different aspects of brokering, types and sources of knowledge, and the in-between position of brokers. The authors advocate for a shift from relying on individual brokers to embracing a collective process of brokering, supported at organizational and policy levels, to effectively mobilize research evidence in day-to-day practice and maximize its impact on policy and practice.

The article provides an overview of an edited volume titled "Networks, Knowledge Brokerage and the Public Policymaking Process," which explores the role of knowledge brokers in policymaking and the importance of network analysis in understanding knowledge exchange dynamics. Funded by the William T. Grant Foundation, the volume discusses challenges in integrating research evidence into policy decisions and advocates for leveraging network analysis to identify influential knowledge brokers. It also highlights the evolving role of knowledge brokers, emphasizing the potential of digital technology in supporting knowledge brokerage efforts. Overall, the volume aims to advance understanding of the complex interplay between knowledge, networks, and brokers in shaping public policy.

This systematic review rigorously investigates the utilization and definitions of brokers, intermediaries, and boundary spanners (BIBS) in the transfer of research evidence. With aims to discern the patterns of BIBS term usage and understand when and how these terms are defined, the review meticulously examines a substantial body of literature. While uncovering diverse applications of BIBS terminology across sectors, it highlights a notable gap in explicit definitions. Commonly, 'broker' and 'brokerage' are associated with multifunctional roles in health, 'intermediary' with research-disseminating organizations in education, and 'boundary spanner' with relationship-building entities in the environment. This review's findings underscore implicit distinctions among BIBS terms and advocate for standardized definitions to guide future research effectively.

The study aims to bridge the gap between research and practice in K–12 education by examining the role of knowledge brokers in facilitating the use of research in educational settings. It investigates the indirect relationships between research and practice communities through individuals and organizations acting as knowledge brokers. Using qualitative methods, the study explores three areas: identifying knowledge brokers, understanding the transformation of research-based products, and tracing the paths of information from research to practice. Through backward tracking case studies, the research uncovers the complexity of brokerage processes, highlighting diverse actors, activities, and motivations involved in the exchange of research-based knowledge. Findings reveal the critical role of brokers in mobilizing research, but also underscore challenges in leveraging brokerage systems effectively. Recommendations are provided for stakeholders, including educators, administrators, researchers, brokering organizations, policymakers, funders, and training institutions, to strengthen the relationship between research and practice in education through formalizing broker roles, promoting collaboration, and investing in supportive structures.

This article provides a comprehensive overview of the challenges and mechanisms involved in transferring research evidence into healthcare policy and practice. It emphasizes the significance of this process for addressing health inequities and optimizing resource allocation. The discussion highlights the complexities arising from differences between researchers and decision makers in priorities, communication styles, and time frames. The proposal of intermediaries or brokers to facilitate knowledge transfer is introduced as a solution to bridge this gap. The article explores various models of knowledge brokering, including knowledge management, linkage and exchange, and capacity building. Key challenges such as resource constraints and role ambiguity are discussed, along with the lack of evidence regarding the effectiveness of brokering. Finally, the article underscores the need for a systematic framework to guide and evaluate knowledge brokering interventions effectively.

This chapter advocates for democratizing the evidence movement in education, highlighting the need for a more inclusive approach to utilizing research and data. Despite significant progress over the past 15 years, there remains a disconnect between evidence-based initiatives and stakeholder support, often driven by top-down forces and lacking input from educators and diverse perspectives. To address this, the chapter proposes aligning evidence efforts with democratic principles, sharing research agendas among a broader range of stakeholders and fostering collaborative exchanges between researchers and educators. Emphasizing shared values and redefined roles, the chapter calls for productive relationships and collaborative efforts among practitioners, researchers, and community stakeholders, envisioning a future where diverse perspectives inform research agendas and decision-making processes, ultimately aiming to improve education for all students.

Educational leaders, researchers, and community members have found that collaborating on research supports improvement in their schools, districts, and the wider community – but how do we develop these partnerships? With essential tools, frameworks, and tips for brokering in research-practice partnerships (RPPs), this practical book provides guidance on cultivating and sustaining impactful relationships and supportive infrastructure with partners.

This is an online self-assessment tool and resource guide that knowledge brokers can use to help them identify and improve their research, dissemination, facilitation, and implementation skills. Individuals who complete the self-assessment will be provided with a learning profile that details current areas of strength and areas for professional development. They will also be directed to resources that support their professional development. This self-assessment is free to complete.  Individuals wishing to complete the assessment will need to register for a free account. Note: This resource was originally developed for brokers working in Canadian healthcare contexts. However, the self-assessment and resources equally apply to any individual who wants to improve their knowledge brokering capacity.