AbstractThis article responds to the drive for research partnerships between academics and practitioners, arguing that while potential benefits are clear, these are frequently not actualized resulting in partnerships that are ineffectual or worse, exacerbate damaging or inequitable assumptions and practices. In order to understand/improve partnerships, a systematic analysis of the interrelationship between what counts as evidence and dynamics of participation is proposed. Drawing on data from a seminar series and iterative analysis of seven case studies of partnerships between Higher Education Institutions and International Non‐Governmental Organisations, the article concludes by suggesting substantial shifts in the theory and practice of partnerships. © 2019 The Authors Journal of International Development Published by John Wiley & Sons Ltd