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The 13th RISIS Policymakers Session, a crucial event focused on monitoring and analyzing research careers to guide policy making in the European Research Area, took place in Brussels on June 8th, 2023 in HYBRID FORMAT. The event aimed to bring together policymakers, researchers, and professionals from various fields to discuss the challenges and opportunities in understanding and supporting research careers. By exploring frameworks and strategies for data collection, the session provided valuable insights into shaping effective policies that foster research excellence. The Policymakers Session explored various aspects related to research careers and changing frameworks. It started with an introduction by Emanuela Reale, Director of IRCrES, CNR & Member of RISIS Governing Board, providing an overview of the RISIS projects and infrastructure. The first session, titled “Research Careers and Changing Frameworks”, featured presentations by Carolina Cañibano from CSIC, who discussed the conceptual framework for studying science research careers, and Dario Capezzuto from the European Commission, DG RTD, R&I actors and research careers who delved into the scenario of research careers in Europe. The second session, “Monitoring Research Careers,” covered topics such as data collection strategies and their combination in RISIS2, presented by Stephan Stahlschmidt from DZHW, and the development of the Doctoral Degree and Career Pilot Dataset (DDC), presented by Eric Iversen from NIFU. Tudor Ion from the European Commission, DG RTD, and Fernando Galindo-Rueda from the OECD discussed monitoring research careers through a Research and Innovation Careers Observatory. In the afternoon a presentations on “The DocEnhance Career-Tracking Survey of Doctorate Holders” by Julia Boman from the European Science Foundation and “The German National Academics Panel Study (NACAPS)” by Sarah Widany from DZHW. The event ended with a final open debate., Video of discussion: https://www.youtube.com/watch?v=gOrro7qlZOU

Research collaboration promises a useful approach to bridging the gap between research and practice and thus promoting evidence-informed education. This study examines whether information on research collaboration can influence the reception of research knowledge. We assume that the composition of experts from the field and scientists in a research team sends out signals that influence trust in as well as the relevance and applicability of the finding. In a survey experiment with practitioners from the field of adult education the influence of different research team compositions around an identical finding is tested. The results show overall high trust, relevance and applicability ratings with regard to the finding, regardless of the composition of the research team. We discuss the potential importance of additional information about research collaborations for effective knowledge translation and point out the need for more empirical research.