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How to break through with knowledge? Dialogue is key

The main theme of the conference was the collaboration and dialogue between these three groups. As one speaker noted,“Collaboration is no longer simply an option; it has become the new orthodoxy”. Over the two-day conference, participants listened to 11 presentations delivered across 3 thematic sessions, as well as a discussion panel that summarised the event. The meeting, held on 5–6 November 2024, was organised by the Analysis and Research Team of the Foundation for the Development of the Education System, with support from the Publications Team and the TCA Team.

Why is collaboration between researchers and practitioners important?

On the first day of the conference, Martin Brown, PhD, from Dublin City University emphasised the need to establish collaborative networks across various areas. He highlighted that collaboration enhances policy efficiency by developing solutions through dialogue with its stakeholders, improving resource utilisation, increasing innovation capacity, and boosting social cohesion. However, building collaborative networks is a challenging task, and the results can sometimes be contrary to expectations. Using the example of building school networks, Martin Brown stressed the importance of considering the voices and opinions of direct beneficiaries of proposed solutions, such as parents, students, and local communities.

What are the barriers to this collaboration?

Thais Franca, PhD, from the University Institute of Lisbon presented the key success factors, as well as the barriers in collaboration between researchers and practitioners, as well as the barriers. These mainly include differences in goals and priorities, but also inequalities in resources, and constraints such as time, finances, communication issues, or excessive bureaucracy. Both sides are also often concerned about intellectual property and resistance to change.

During the discussion panel, Professor Dorota Piotrowska from the Łódź University of Technology pointed out that research findings often fail to be applied in practice because researchers use academic language that is difficult for others to understand. She underlined the need for a change in communication methods and more effective dissemination of research results.

Other panellists also highlighted that differing expectations among researchers, practitioners, and policy-makers regarding timeframe, financial resources allocated to research, and even the results achieved, often pose substantial barriers.

How to overcome these barriers?

The solutions proposed by speakers for improving collaboration between researchers and practitioners primarily involved creating spaces for dialogue, such as action research, knowledge transfer platforms, or running blogs and podcasts. Researchers and practitioners should also seek and establish common goals and priorities, agree on flexible and realistic timelines, and ensure a clear division of responsibilities in joint research projects.

Regarding the impact of research on public policies, speakers emphasised the importance of making research findings understandable and accessible to stakeholders from various backgrounds. Karol Sobestjański from FRSE presented research activities by the Polish National Agency for the Erasmus+ Programme and the European Solidarity Corps. The speaker noted that research helps improve the programme by identifying which areas need improvement and which are working well, while also highlighting the importance of feedback from stakeholders Further discussions covered the necessity of involving experts, practitioners and policy-makers in making practical recommendations based on research findings.

Conference participants agreed that the responsibility for effectively communicating research results and their practical application lies not only with researchers, but also with policy-makers shaping education policy.

Research results on mobility and practitioners’ voices

The conference also provided a great opportunity to learn about the latest research on the internationalisation of education.

Marina Steinmann from DAAD and Julia Zimmerman, PhD, from FernUniversität in Hagen presented quantitative data  on student mobility within Erasmus+ over the years and in individual countries, highlighting, for example, the dominance of mobility in certain sectors and types of educational institutions. The research showed that mobility enhances participants' adaptability in various aspects of professional and personal life and strengthens their sense of self-efficacy.

To complete the overview of the impact of mobility on its participants, Anna Kowalczyk from the Erasmus Student Network presented findings from two waves of research. She demonstrated which factors most motivate participation in mobility programmes, and also pointed out the financial, social, and psychological barriers accompanying participants during their travels.

Willeke van der Werf, PhD, from Nuffic / Dutch National Agency for the Erasmus+ Programme noted that intervention projects, such as those carried out within the key actions of the Erasmus+ programme, should go beyond measuring predetermined outcomes (outputs) and include unintended benefits (impacts). She emphasised the need to develop solutions and project outcomes in a participatory spirit. "About them, not without them, step by step," she said.

Alina Besleaga from SALTO Participation and Information, representing practitioners, highlighted the importance of producing information for Erasmus+ programme participants. She argued that information should be transparent, accessible, and inclusive, to strengthen civic and social participation.

The conference demonstrated that establishing collaboration between research, educational practice, and public policy is not easy, but is essential for effectively achieving educational goals at the European level. Effective collaboration requires intensive dialogue, mutual learning, and the elimination of bureaucratic barriers. Engagement and flexibility are key to building lasting and effective collaborative networks in the education and research sectors.

The seminar provided an excellent opportunity to exchange experiences, share knowledge about research on EU educational programmes, and establish new contacts. The next edition will take place next year.

Feel free to review the materials presented at the conference:

Keynote speeches:

• From Evidence to Excellence: Enhancing Professional Learning Networks through Evidence-Informed Practice
  Martin Brown (Dublin City University)
• Connecting research and practice – experiences of ENIS network
  Thais França (CIES-Iscte, University Institute of Lisbon)

Session I. From data to information:

• International Mobility seen by students: never-ending challenges or improved satisfaction?
  Anna Kowalczyk (Erasmus Student Network)
• Effects and Impact of International Student Mobility
  Marina Steinmann (DAAD/German National Agency Erasmus+ Higher Education)
• Campus International 2022
  Julia Zimmermann (FernUniversität in Hagen)
• Polish universities in European Alliances: methodology and lessons learned
  Marta Jaworska (Nicolaus Copernicus University in Toruń)

Session II. From information to knowledge:

• ToC approach and the use of impact research results in practice: case of Dutch NA TCA Impact
  Willeke van der Werf (Nuffic/Dutch National Agency Erasmus+)
• From Information to Participation: Encouraging Knowledge-Based Approaches in Projects
  Alina Besleaga (SALTO Participation and Information)
• Squaring the circle: making research matter for policy and practice
  Andreas Karsten (RAY Research Network)

Session III. From knowledge to practice:

• Frontiers in Research on Non-formal Adult Education Participation
  Jan Kalenda (Tomas Bata University in Zlin)
• Evidence-based practice in a digital teacher community – Digital TA, the Erasmus+ Teacher Academy project
  Agnieszka Szplit (Jan Kochanowski University of Kielce)
• Mainstreaming innovative project results of Erasmus+: lesson learned from European studies
  Bert-Jan Buiskool (Ockham IPS)