Sustainability-by-design levers and dimensions of research-practice partnership (RPP) effectiveness
| Dimensions of RPP effectiveness | |||||
|---|---|---|---|---|---|
| Design lever | Building trust | Rigorous research | Supporting partners' goals | Relevant, useful knowledge | Building capacity |
| Reciprocal value | Visible value return builds relational trust | – | Each actor's goals are structurally addressed | Usable products tied to practitioner cases | Student teachers gain research competence; in-service teachers gain scientific mindsets |
| Support infrastructure | Low transaction costs sustain willingness to collaborate | Method scaffolds support rigour at scale | Onboarding and templates reduce barriers to entry | Standardised outputs ensure usability | Codified knowledge base enables self-directed learning |
| Governance and role clarity | Named contacts and check-ins maintain relational quality | Clear deliverable expectations support methodological discipline | Accountability structures prevent coordination drift | – | |
| Adaptive modularity | – | – | Local adaptation ensures contextual fit to partners' needs | – | Enables cross-national scaling without diluting core mechanism |
| Recruitment pipeline | Alumni pathways signal that past partners valued the work | – | – | Dissemination artefacts demonstrate practical relevance to prospective partners | Secures renewable participation across cycles |
| Trust and legitimacy | Norm that setbacks are tolerable deepens relational trust | – | Partners return because they know the model absorbs disruption | – | Builds institutional reputation that outlasts individual champions |
| Dimensions of RPP effectiveness | |||||
|---|---|---|---|---|---|
| Design lever | Building trust | Rigorous research | Supporting partners' goals | Relevant, useful knowledge | Building capacity |
| Reciprocal value | Visible value return builds relational trust | – | Each actor's goals are structurally addressed | Usable products tied to practitioner cases | Student teachers gain research competence; in-service teachers gain scientific mindsets |
| Support infrastructure | Low transaction costs sustain willingness to collaborate | Method scaffolds support rigour at scale | Onboarding and templates reduce barriers to entry | Standardised outputs ensure usability | Codified knowledge base enables self-directed learning |
| Governance and role clarity | Named contacts and check-ins maintain relational quality | Clear deliverable expectations support methodological discipline | Accountability structures prevent coordination drift | – | |
| Adaptive modularity | – | – | Local adaptation ensures contextual fit to partners' needs | – | Enables cross-national scaling without diluting core mechanism |
| Recruitment pipeline | Alumni pathways signal that past partners valued the work | – | – | Dissemination artefacts demonstrate practical relevance to prospective partners | Secures renewable participation across cycles |
| Trust and legitimacy | Norm that setbacks are tolerable deepens relational trust | – | Partners return because they know the model absorbs disruption | – | Builds institutional reputation that outlasts individual champions |
Note(s): Cells indicate how each design lever supports the corresponding effectiveness dimension. Empty cells mark areas where the lever operates outside the RPP effectiveness framework, addressing sustainability concerns (scaling, renewal, disruption tolerance) that the evaluative lens does not foreground
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