Knowledge Brokering Repertoires: Academic Practices at Science-Policy Interfaces as an Epistemological Bricolage

Abstract With the rise of research impact as a ‘third’ space (next to and teaching) within universities in United Kingdom beyond, academics are increasingly expected not only produce but also engage brokering knowledge beyond academia. And yet little is known about ways which shape their practices order respond these new forms institutionalised expectations make sense form academic practice. Drawing on 51 qualitative interviews with researchers users involved two large initiatives UK, this study identifies four repertoires co-production practices: (i) Challenge existing policy framework, (ii) Deliberation between diverse stakeholders, (iii) Evidence intervention producing actionable knowledge, (iv) Advocacy for specific evidence-based options. By exploring navigation different production regimes – traditionally policy-oriented paper contributes debates by providing insights into nature navigating science-policy interactions process epistemological bricolage, requiring an assemblage meanings, values Importantly, choice repertoire limited individual researcher rather, it shaped broader institutional context higher education, risking instrumental bias oriented towards practical solutions incentivised over critical or participatory engagement.