ABSTRACT
This chapter explores the messy and challenging nature of entanglement in assemblages, and the ways in which 'impact' might be achieved in the context of institutional change. It also explores the implications of such an analysis for educational research, policy and practice. In terms of policy, the chapter argues that there are a series of implications which can be drawn out. The first is that student engagement spans a range of practices, which are often seen in 'teaching and learning' policy and resource allocation as separate. It illustrates the kinds of elements that form the assemblages needed for studying. A potential move beyond frameworks would be to use a series of prompts, such as the elements listed above, as a heuristic in order to focus participants on the sociomaterial components likely to intermingle for a particular task or purpose.
