Why is research–practice collaboration so challenging to achieve? A creative tourism experiment

• Autor(a) principal: Duxbury, Nancy
• Data de Publicação: 2019
• Outros Autores: Bakas, Fiona Eva, Carvalho, Cláudia Pato de
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10316/87231; https://doi.org/10.1080/14616688.2019.1630670
• topic: Research-and-application; Industry–academia gap; Knowledge mobilization; Participants as co-researchers; Reciprocity; Reflexivity; Para-ethnography; Rural; Portugal; 关键词: 研究与应用; 产学研差距; 知识动员; 合作研究者参与; 互惠; 反省性; 辅助民族志; 乡村地区; 葡萄牙

Within tourism research, there has been little attention to research–practice knowledge exchange during the research process nor to practice-based research. This article examines a research-and-application project on creative tourism in which research–practice collaboration is explicitly foregrounded and made central. Through a reflexive process, the challenges this hybrid approach embodies and the pragmatic dilemmas that accompany the complexities of building closer research–practice relations and capturing practice-based knowledge are examined in three strategic areas: developing spaces for ongoing knowledge exchange, enabling practitioners to take on the role of co-researcher, and fostering researchers’ close attention to the application side of the project. In the context of the CREATOUR project, hybrid roles question who can do research, reinforce consideration of the added value of research processes for practitioners, and lead researchers to go beyond traditional research activities, with this ‘disruptive’ context causing tensions, uncertainties, and dynamic co-learning situations. Ongoing interactions over time are necessary to build relations, understanding, and trust, while flexibility and responsiveness are vital to address emerging issues. Training on research–practice collaboration, knowledge transfer, and mentorship techniques for both researchers and practitioners is advised. Challenges in integrating practice-based knowledge directly into research articles suggest a customized communication platform may be a useful ‘bridging’ mechanism between practice-based and academic knowledge systems.