Knowledge brokering initiatives in education – a systematic map of the Nordic countries
The international trend of evidence-based practice has led to the establishment of a new type of organisation, knowledge brokering initiatives, to strengthen the link between research-based knowledge and policy and practice. Policymakers in many countries, among them the Nordic countries, have incre...
Published in: | Nordic Journal of Studies in Educational Policy |
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Online Access: | http://hdl.handle.net/11250/2471802 https://doi.org/10.3402/nstep.v2.31111 |
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ftnifu:oai:nifu.brage.unit.no:11250/2471802 2023-05-15T16:50:26+02:00 Knowledge brokering initiatives in education – a systematic map of the Nordic countries Wollscheid, Sabine Opheim, Vibeke 2016-07-11T15:26:21Z application/pdf http://hdl.handle.net/11250/2471802 https://doi.org/10.3402/nstep.v2.31111 eng eng http://www.nordstep.net/index.php/nstep/article/view/31111 urn:issn:2002-0317 http://hdl.handle.net/11250/2471802 https://doi.org/10.3402/nstep.v2.31111 cristin:1367511 18 2016 Nordic Journal of Studies in Educational Policy 1 Nordic countries Knowledge brokering initiatives Systematic map Teacher education Journal article Peer reviewed 2016 ftnifu https://doi.org/10.3402/nstep.v2.31111 2022-11-18T06:51:03Z The international trend of evidence-based practice has led to the establishment of a new type of organisation, knowledge brokering initiatives, to strengthen the link between research-based knowledge and policy and practice. Policymakers in many countries, among them the Nordic countries, have increasingly paid attention in grounding decisions on the best evidence, for example, to addressing declining learning outcomes among students. Even though the Nordic countries share a long tradition of lifelong learning and valuing research in policy-making, the establishment of such initiatives in education is a relatively new phenomenon. Applying a systematic mapping approach, our purpose is to portray existing initiatives in the five Nordic countries, Denmark, Finland, Iceland, Norway and Sweden, by describing similarities and differences in their main characteristics, organisation, mandate and conceptions of knowledge and methods. In general, we find different patterns of initiatives across the Nordic countries, with the highest number and variation in Denmark, in contrast to Finland with a less varied pattern and a broader concept of evidence-informed practice. By discussing the findings in light of context differences in the link between teacher education and research, we provide some implications for further research. publishedVersion Article in Journal/Newspaper Iceland Nordic Institute for Studies innovation, research and education: NIFU Open Access Archive (Brage) Norway Nordic Journal of Studies in Educational Policy 2016 1 31111 |
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Nordic Institute for Studies innovation, research and education: NIFU Open Access Archive (Brage) |
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ftnifu |
language |
English |
topic |
Nordic countries Knowledge brokering initiatives Systematic map Teacher education |
spellingShingle |
Nordic countries Knowledge brokering initiatives Systematic map Teacher education Wollscheid, Sabine Opheim, Vibeke Knowledge brokering initiatives in education – a systematic map of the Nordic countries |
topic_facet |
Nordic countries Knowledge brokering initiatives Systematic map Teacher education |
description |
The international trend of evidence-based practice has led to the establishment of a new type of organisation, knowledge brokering initiatives, to strengthen the link between research-based knowledge and policy and practice. Policymakers in many countries, among them the Nordic countries, have increasingly paid attention in grounding decisions on the best evidence, for example, to addressing declining learning outcomes among students. Even though the Nordic countries share a long tradition of lifelong learning and valuing research in policy-making, the establishment of such initiatives in education is a relatively new phenomenon. Applying a systematic mapping approach, our purpose is to portray existing initiatives in the five Nordic countries, Denmark, Finland, Iceland, Norway and Sweden, by describing similarities and differences in their main characteristics, organisation, mandate and conceptions of knowledge and methods. In general, we find different patterns of initiatives across the Nordic countries, with the highest number and variation in Denmark, in contrast to Finland with a less varied pattern and a broader concept of evidence-informed practice. By discussing the findings in light of context differences in the link between teacher education and research, we provide some implications for further research. publishedVersion |
format |
Article in Journal/Newspaper |
author |
Wollscheid, Sabine Opheim, Vibeke |
author_facet |
Wollscheid, Sabine Opheim, Vibeke |
author_sort |
Wollscheid, Sabine |
title |
Knowledge brokering initiatives in education – a systematic map of the Nordic countries |
title_short |
Knowledge brokering initiatives in education – a systematic map of the Nordic countries |
title_full |
Knowledge brokering initiatives in education – a systematic map of the Nordic countries |
title_fullStr |
Knowledge brokering initiatives in education – a systematic map of the Nordic countries |
title_full_unstemmed |
Knowledge brokering initiatives in education – a systematic map of the Nordic countries |
title_sort |
knowledge brokering initiatives in education – a systematic map of the nordic countries |
publishDate |
2016 |
url |
http://hdl.handle.net/11250/2471802 https://doi.org/10.3402/nstep.v2.31111 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
18 2016 Nordic Journal of Studies in Educational Policy 1 |
op_relation |
http://www.nordstep.net/index.php/nstep/article/view/31111 urn:issn:2002-0317 http://hdl.handle.net/11250/2471802 https://doi.org/10.3402/nstep.v2.31111 cristin:1367511 |
op_doi |
https://doi.org/10.3402/nstep.v2.31111 |
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Nordic Journal of Studies in Educational Policy |
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2016 |
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1 |
container_start_page |
31111 |
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1766040587261181952 |