Actor Roles in Research–Practice Relationships: Equality in Policy–Practice Nexuses

Abstract This chapter offers insights into an education policy–practice nexus operationalised in a recent nationwide government initiative for the development of solid and stable research–practice relationships (RPRs) education. Among main challenges productive RPRs are physical, linguistic, work-related, financial cultural distances, which characterise separate research practice. Governments universities alike have introduced initiatives aimed at strengthening these through practitioner involvement research. Although is not new, today’s expectations newer ways working collaboratively bring forward several issues regarding roles actors involved. In this chapter, we study discuss practitioners successful requirements developing ownership relevance collaborations. The analysis shows that equality issue researchers more epistemological question how knowledge researcher activated rather than practical can become involved work.