Beyond sharing knowledge: knowledge brokers’ strategies to build capacity in education systems

Abstract

Purpose

The study analyzes how equity-focused knowledge brokers, working at different levels of the US education system, understand and discuss capacity building in education systems, such as schools, districts, state and local education agencies, to answer this research question: How do equity-focused knowledge brokers support capacity building in education systems?

Design/methodology/approach

Semi-structured interviews were conducted with five well-known equity-focused organizations that broker evidence-based knowledge and resources to educational systems, practitioners and policymakers. The research team members qualitatively analyzed 18 h of recordings, using their co-developed codebook based on the research questions and prior research on knowledge mobilization.

Findings

Four strategies to build capacity within the educational systems were identified. Pursuing sustainable educational change, brokering organizations built capacity with context-specific strategies: (1) engaging various roles within educational systems, (2) fostering communities and partnerships, (3) supporting educators and policymakers’ agency and efficacy and (4) creating a wider culture of external support beyond the systems themselves.

Originality/value

This study shows how knowledge brokers employed context-specific strategies targeting whole systems instead of individuals to ensure that the organization and individuals within had the mindsets, capability, and conditions to engage with and adapt the brokered knowledge and resources. Findings build on existing literature showing how knowledge brokers build capacity through well-known approaches, such as workshops/training, online tutorials and other online resources.

Citation

Caduff, A., Lockton, M., Daly, A.J. and Rehm, M. (2023), "Beyond sharing knowledge: knowledge brokers’ strategies to build capacity in education systems", Journal of Professional Capital and Community, Vol. 8 No. 2, pp. 109-124. https://doi.org/10.1108/JPCC-10-2022-0058