An exploration of individual, job, and organizational characteristics associated with district research leaders' knowledge brokering work

Abstract

The role of district research leaders (DRLs) in central offices has emerged as a strategy for improving the creation, flow, and use of research knowledge in decision-making. However, there is limited information about the responsibilities, opportunities, and challenges inherent in these roles. This exploratory qualitative study features document analysis to examine the individual backgrounds, job demands, and organizational contexts of DRLs. The result of this study suggest that multiple pathways to the DRL role exist, but few include formal training in knowledge brokering. Further findings suggest that DRL jobs are complex and entail diverse tasks, but share a focus on research leadership and coordination, identifying and obtaining relevant research information, and facilitating evidence-informed change. Moreover, organizational contexts varied in supportiveness for knowledge brokering work. Overall, there was limited evidence of alignment across individual, job, and organizational characteristics, signaling an opportunity to better define and support those in DRL roles.

Analyzing Congressional Research Service Reports on Education: How Is Information Used at Congress’s Think Tank?

“…These organizations do not decide on the adoption or implementation of policy directly but, instead, they serve primarily in a supporting role, such as through the provision of information or expert advice (Barnes et al, 2014; Cooper & Shewchuk, 2015; Hammond et al, 2022; Lubienski et al, 2014; Malin et al, 2020; Neal et al, 2019; Ness, 2010; Nutley et al, 2007; Shewchuk & Farley-Ripple, 2022; Tseng & Nutley, 2014). Similar to research on knowledge brokering, authors underscore the role of trust by policymakers when considering whether an intermediary is viewed as a valued source of research and information (Barnes et al, 2014; Daly et al, 2014; Finnigan & Daly, 2014; Malin et al, 2020; Ness, 2010; Shewchuk & Farley-Ripple, 2022). For example, DeBray et al (2014) investigate the use and misuse of research by intermediary organizations in New Orleans regarding charter school effectiveness.…”