joint learning and the shared exploration of resources ( Canhoto et al., 2016 ). Specific linkage and exchange activities that can positively influence knowledge translation include informal personal contacts, participation in committees, boundary spanning, scholar practitioners, and exchange of
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Hebe Schaillée, Ramón Spaaij, Ruth Jeanes, and Marc Theeboom
Jon Welty Peachey, Nico Schulenkorf, and Ramon Spaaij
, social, and cultural benefits ( Long & Sandle, 2019 ). How might such dialogue be promoted and supported in practice? As Schaillee et al. ( 2019 ) demonstrate in their contribution, there is a need for greater boundary spanning and crossing to further integrate theory and practice. In other words, the
