Beyond Brokering: Resource Architects in Knowledge Mobilization

• In Event: Representation, Access, and Engagement: Exploring Problems of Knowledge/Use in Practice and Research

Abstract

Purpose
Organizations external to educational (e.g. districts and schools) and policy systems (e.g. federal, state, and local boards of education) play a crucial role in mobilizing knowledge, including evidence from research and practical experience, into the worlds of policy and practice (Farley-Ripple & Yun, 2021). These organizations can include academic research, practice-based, and intermediary organizations that generate, gather, and interpret evidence for wider distribution. Knowledge mobilization among these organizations has been underexplored. Indeed, no term exists to describe them beyond knowledge broker, which is non-specific and includes internal individuals whose activities differ from external “knowledge brokers.” Therefore, this study examines the question: What characterizes the work of successful knowledge brokers external to systems?

Perspective
Knowledge mobilization is the process of moving knowledge to where it will be most useful (Ward, 2017). This process is iterative, multidirectional, and often collaborative and co-productive (Phipps et al., 2016). Brokers between otherwise disconnected individuals or groups are critically important for the mobilization of knowledge (Stovel & Shaw, 2012). Much of the prior research has focused on knowledge brokers who “pull” knowledge into their systems or organizations (e.g. educators, educational leaders, district personnel) (e.g. Author., 2021). However, it is also necessary to understand the work of brokers external to educational and policy systems who introduce knowledge into these systems.

Methods/Data sources
This study examines the experiences of five well-known, equity-focused organizations in the United States focused on brokering evidence-based resources into different levels of education systems - from classroom teachers to state-level policymakers. Eighteen hours of interviews were coded inductively to establish themes. Member checking helped ensure validity and provided an opportunity for participants to add nuance to the findings.

Findings
Findings reveal that knowledge brokers situated outside of educational systems who introduce knowledge to educators and policymakers engage in various activities that involve more than brokering. Beyond brokering knowledge to practitioners and policymakers, they engage their audiences to (a) build trusting and collaborative relationships and (b) learn about their schemata, contexts, identities, needs, and concerns (Author, forthcoming). Based on this knowledge, they (c) collaboratively create and revise useful, timely resources, and (d) support their audiences in building capacity. Furthermore, they learn from and collaborate with other experts.

In seeking to characterize this type of broker external to systems, we searched for a metaphor to better capture their work and member-checked with interviewees. We determined that they exhibited many parallels with architects. Table 1 outlines the shared characteristics of architects and the type of brokers we studied. We, therefore, believe resource architects is an appropriate term to describe the totality of their work.

Significance
Resource architects are active players in bringing research evidence into public discourse, policy, and practice and, as such, should be the focus of future study and efforts toward knowledge mobilization. This study provides valuable insights into the role of resource architects and a functional descriptor for this group of organizations that do so much more than brokering knowledge.
(487 words)

Authors

• Marie Lockton, University of California - San Diego
  Presenting Author

• Anita Caduff, University of California - San Diego
  Presenting Author

• Alan J. Daly, University of California - San Diego
  Presenting Author

• Martin Rehm, University of Regensburg
  Presenting Author

• Divya Mani, Transcend Inc.
  Presenting Author

• Jeeyoon Kim, Transcend
  Presenting Author