[38] (n.a.) (2020), “Will the latest UK Research Excellence Framework turn out to be the last?”, Nature, Vol. 578/7795, pp. 338-338, https://doi.org/10.1038/d41586-020-00451-4 (accessed on 1 July 2025).
[16] AITSL (2018), Australian Professional Standards for Teachers, Australian Institute for Teaching and School Leadership (AITSL), https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf (accessed on 26 June 2023).
[30] Bentley, P. and S. Kyvik (2012), Academic work from a comparative perspective: a survey of faculty working time across 13 countries, https://doi.org/10.1007/s10734-011-9457-4 (accessed on 1 July 2025).
[25] Durham University (n.d.), Science Outreach and Engagement, https://www.dur.ac.uk/science.outreach/ (accessed on 14 April 2023).
[21] EC (2023), Enabling open science and societal engagement in research, Publications Office of the European Union, Luxembourg, https://www.ouvrirlascience.fr/wpcontent/uploads/2022/01/Enabling-open-science-and-societal-engagement-in-research-en.pdf (accessed on 5 June 2025).
[11] Education International (2019), Global Framework of Professional Teaching Standards, Jointly developed with UNESCO. Education International, https://www.ei-ie.org/en/item/25734:global-framework-of-professional-teaching-standards (accessed on 17 June 2025).
[26] EUA (2025), Doctoral education in Europe today: enhanced structures and practices for the European knowledge society, European University Association (EUA) asbl, Brussels, https://www.eua.eu/publications/reports/doctoral-education-in-europe-today-enhanced-structures-and-practices-for-the-european-knowledge-society.html?utm_campaign=social-X-06-06-2025&utm_medium=social&utm_source=X (accessed on 17 June 2025).
[22] EUA (2024), Trends 2024: European higher education institutions in times of transition, European University Association (EUA) asbl, Brussels, https://www.eua.eu/publications/reports/trends-2024.html (accessed on 28 August 2024).
[28] European Commission (2023), Competence frameworks for policymakers and researchers, Publications Office of the European Union, Luxembourg, https://knowledge4policy.ec.europa.eu/projects-activities/competence-frameworks-policymakers-researchers_en#{e20ffa98-4f2e-4807-ab4d-d0743b7b3d25}{138} (accessed on 23 June 2023).
[19] Finnish Teacher Education Forum (2022), Teacher Education Development Programme 2022–2026, Finnish Ministry of Education, https://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/164179/TeacherEducationDevelopmentProgramme.pdf?sequence=1&isAllowed=y (accessed on 28 June 2023).
[18] Government of Sweden (2025), The ULF Agreement, https://www.ulfavtal.se/w/ul/en/the-ulf-agreement (accessed on 31 August 2023).
[3] HE-School Clusters (2018), Regionale VO-HO Netwerken: Focus 2018-2023 [Regional HE-School Networks: Focus 2018-2023], https://www.vohonetwerken.nl/wp-content/uploads/2018/11/VoHo-ConferentieA5-05-DRUKWERK.pdf (accessed on 26 June 2023).
[39] Musset, P. (2010), “Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects”, in OECD Education Working Papers No. 48, OECD Publishing, Paris, https://files.eric.ed.gov/fulltext/ED529644.pdf (accessed on 20 April 2023).
[36] NCCPE (2017), School-University Partnerships: Lessons from the RCUK-funded School-University Partnerships Initiative (SUPI), National Co-Ordinating Centre for Public Engagement (NCCPE), https://www.publicengagement.ac.uk/sites/default/files/publication/nccpe_supi_lessons.pdf (accessed on 22 June 2023).
[34] NEWS (2025), Nationaal Expertisecentrum Wetenschap en Samenleving (NEWS) [National Centre of Expertise for Science and Society (NEWS)], https://wetenschapensamenleving.nl/ (accessed on 28 April 2025).
[10] OECD (2025), “Ensuring quality in VET and higher education: Getting quality assurance right”, OECD Education Policy Perspectives, No. 118, OECD Publishing, Paris, https://doi.org/10.1787/812ff006-en (accessed on 1 July 2025).
[2] OECD (2025), Everybody Cares About Using Education Research Sometimes: Perspectives of Knowledge Intermediaries, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/5ef88972-en (accessed on 1 July 2025).
[14] OECD (2025), “Fostering excellence in higher education and VET: Going beyond quality assurance”, OECD Education Policy Perspectives, No. 119, OECD Publishing, Paris, https://doi.org/10.1787/e6862056-en (accessed on 1 July 2025).
[13] OECD (2024), “The state of academic careers in OECD countries: An evidence review”, OECD Education Policy Perspectives No. 91, https://doi.org/10.1787/5cc2d673-en (accessed on 1 March 2024).
[20] OECD (2023), “Communicating science responsibly”, OECD Policy Briefs, Vol. No. 2/OECD Publishing, Paris, https://doi.org/10.1787/5c3be7ce-en (accessed on 5 June 2025).
[24] OECD (2023), “Education and innovation for the digital and green transitions: How higher education can support effective curricula in schools”, OECD Education Policy Perspectives No. 81 OECD Publishing, Paris, https://doi.org/10.1787/3dedf4cb-en (accessed on 1 July 2025).
[8] OECD (2023), “Education and innovation for the digital and green transitions: How higher education can support teachers and school leaders”, OECD Education Policy Perspectives No. 82 OECD Publishing, Paris, https://doi.org/10.1787/6407e9f4-en (accessed on 6 August 2024).
[7] OECD (2022), Education at a Glance 2022, OECD Publishing, Paris, https://doi.org/10.1787/19991487 (accessed on 28 July 2023).
[1] OECD (2022), Who Cares about Using Education Research in Policy and Practice?: Strengthening Research Engagement, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/d7ff793d-en (accessed on 28 July 2023).
[33] OECD (2020), Resourcing Higher Education: Challenges, Choices and Consequences, Higher Education, OECD Publishing, Paris, https://doi.org/10.1787/735e1f44-en (accessed on 1 July 2025).
[12] OECD (2019), A Flying Start: Improving Initial Teacher Preparation Systems, OECD Publishing, Paris, https://www.oecd.org/education/a-flying-start-cf74e549-en.htm (accessed on 14 April 2023).
[27] OECD (2019), Benchmarking Higher Education System Performance, Higher Education, OECD Publishing, Paris, https://doi.org/10.1787/be5514d7-en (accessed on 1 July 2025).
[32] OECD (2008), Tertiary Education for the Knowledge Society, OECD Publishing, Paris, https://www.oecd.org/education/skills-beyond-school/41266690.pdf (accessed on 6 June 2023).
[4] Ostrołęka (2023), ProEDU, https://www.pedagog.uw.edu.pl/ostroleka/o-wspolpracy/ (accessed on 31 August 2023).
[37] REF (2025), Research Excellence Framework (REF) 2029, https://2029.ref.ac.uk/ (accessed on 5 June 2025).
[23] Reimers, F. (2021), “Can Universities Help “Build Back Better” in Education? The Socially Embedded University Responds to the Covid-19 Pandemic”, Frontiers in Sustainability, Vol. 2, p. 636769, https://doi.org/10.3389/FRSUS.2021.636769/BIBTEX (accessed on 28 July 2023).
[9] Révai, N. (2018), “What difference do standards make to educating teachers?: A review with case studies on Australia, Estonia and Singapore”, OECD Education Working Papers No. 174 OECD Publishing, Paris, https://doi.org/10.1787/f1cb24d5-en (accessed on 1 July 2025).
[29] Rosa, V. (2023), “Writing practically-relevant education research: Template, format, and guidelines”, The Cuvette, Vol. 1, https://doi.org/10.21428/a70c814c.fade888d/39138e86 (accessed on 1 July 2025).
[17] Teaching Council Ireland (2020), Céim: Standards for Initial Teacher Education, https://www.teachingcouncil.ie/en/teacher-education/initial-teacher-education/ceim-standards-for-initial-teacher-education/ (accessed on 5 May 2023).
[31] Teichler, U., T. Aarrevaara and F. Huang (2022), “Conclusion: What We Know About the Teaching-Research Nexus in the Knowledge-Based Society”, in Huang, F. (ed.), Teaching and Research in the Knowledge-Based Society. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, Springer, https://doi.org/10.1007/978-3-031-04439-7_13 (accessed on 1 July 2025).
[5] University of Stavenger (n.d.), Knowledge Centre for Education, https://www.uis.no/en/knowledge-centre-for-education/research/knowledge-centre-for-education (accessed on 27 May 2025).
[6] Vallance, P. et al. (2025), “Understanding the impact of knowledge brokering organizations: the case of the UK What Works Centres”, Research Evaluation, Vol. 34, https://doi.org/10.1093/reseval/rvaf022 (accessed on 1 July 2025).
[35] Verkade, A. and I. Smeets (2023), Action plan for the National Centre of Expertise on Science & Society - The Netherlands (summary), https://zenodo.org/record/7808844 (accessed on 13 July 2023).
[15] Zhang, T. (2025), Staff development in learning and teaching at European universities, European University Association (EUA) asbl, Brussels, https://www.eua.eu/publications/reports/staff-development-in-learning-and-teaching-at-european-universities.html (accessed on 20 June 2025).