Bridging Higher Education Research and Policy. The Role of Institutional Knowledge Brokers.

Autor/inn/en	Fraenkel, Yishai; Bamberger, Annette
Titel	Bridging Higher Education Research and Policy. The Role of Institutional Knowledge Brokers.
Quelle	In: Higher education quarterly, 79 (2025) 4, Art. 70064, 12 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0263-9769; 0951-5224; 1468-2273
DOI	10.1111/hequ.70064
Schlagwörter	Staat; Hochschulforschung; Wissenschaft; Hochschule
Abstract	We examine the role of institutional knowledge brokers in bridging higher education research (HER) and higher education policy, focusing on a parliamentary advisory body in Israel. Using citation and topic analysis, supplemented by stakeholder interviews, we investigate the topics addressed, sources of evidence utilised and perceptions of different forms of evidence. Findings reveal the limited influence of HER on advisory outputs, with governmental sources dominating the evidence base. The marginal role of HER is linked to perceptions of its limited timeliness, theoretical focus and perceived ideological biases. We highlight the inherent tensions faced by institutional knowledge brokers operating in political contexts, where navigating the demands for neutrality and relevance often limits their ability to engage with contentious or systemic issues. This challenge is particularly acute in the contemporary context, where academic knowledge production itself has become increasingly contested and a focal point of public and political polarisation. This study underscores the persistent challenge of integrating HER into policy and emphasises the need for more effective strategies to enhance the impact of scholarly research on policymaking. While grounded in the situated context of Israel's parliamentary advisory system, our findings illuminate tensions in the research-policy interface that may resonate beyond this setting. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/3