Building entrepreneurial researcher capacity to increase positive changes in practice

Abstract

Background: Over the past decade, research-based and evidence-informed decision-making have played increasingly important roles in influencing educational policy and impacting practices in education. The dissemination, implementation and sustainability of research-to-practice are thus fruitful topics for discussion. Even though, as Oliver and Cairney (2019) report, there is no shortage of literature on the topic, many academics struggle with where to start. This entrepreneurial concept is based on the current literature and the author’s experiences working with an Ontario Ministry of Education in Canada initiative designed to promote a systems approach to building research-practitioner partnerships so as to mobilise findings into practice. Aims and objectives: This practice paper is meant to offer such a starting place. It introduces the concept of the `entrepreneurial researcher’ and provides concrete strategies by which contemporary researchers can develop entrepreneurial skills to plan, promote and mobilise their research and findings. In doing so, the researchers may arrive at a better understanding of self-actualization opportunities and move beyond the institutional barriers (i.e. academic institutions), that underlie and incentivise much of scholarly publication, to broaden their research focus and dissemination (Best and Holmes 2010). Key conclusions: We suggest a revised research process that includes the importance and application of collaborative planning, networking, partnerships and knowledge mobilisation processes. Also, recognizing the goals of many research agendas to improve and impact practice, we provide a list of recommendations for researchers to support greater transfer of research into practice.