Abstract
Research-practice partnerships (RPP) are long-term collaborations between researchers and practitioners, organised to investigate current problems, engage in collaborative cycles of inquiry, generate findings, and communicate outcomes to key stakeholders. They are mutually beneficial and intentional and aim to produce original analyses of a problem or an issue. Advocates also claim that partnerships address the research-practice gap and challenge the roles of knowledge consumers and knowledge producers through sustainable and collaborative infrastructures. Ambiguity around the roles and responsibilities of everyone involved can arise and little is known regarding how roles are negotiated and with what consequence for the project outcomes. In addition, little is known about how post-COVID contexts impact the whole partnership project. In our conference paper, we have therefore focused on a post-COVID context that adds to the complexities of creating socially conscious models of working together. The paper is based on reflective pieces, vignettes, of individual academic members when exploring their key values, beliefs, and experiences when entering the RPP and how these shaped the steps undertaken when developing the partnership’s identity.
Author Information
Daniela Bacova, The University of Bolton, United Kingdom
Lucy Caton, The University of Bolton, United Kingdom
Georgia McCrone, The University of Bolton, United Kingdom
Paper Information
Conference: BCE2023
Stream: Professional Training
This paper is part of the BCE2023 Conference Proceedings (View)
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To cite this article:
Bacova D., Caton L., & McCrone G. (2023) Navigating the Early Stages of Research – Practice Partnerships: Affordances and Challenges of a New University – School Project ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2023.22
To link to this article: https://doi.org/10.22492/issn.2435-9467.2023.22
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