Topic
Knowledge mobilization
About: Knowledge mobilization is a research topic. Over the lifetime, 557 publications have been published within this topic receiving 5644 citations.
Papers published on a yearly basis
Papers
TL;DR: A protocol for a programme of research testing the assumption that engaging the users of research in phases of its production leads to greater appreciation of and capacity to use research and the production of more relevant, useful and applicable research that results in greater impact is presented.
Abstract: Health research is conducted with the expectation that it advances knowledge and eventually translates into improved health systems and population health. However, research findings are often caught in the know-do gap: they are not acted upon in a timely way or not applied at all. Integrated knowledge translation (IKT) is advanced as a way to increase the relevance, applicability and impact of research. With IKT, knowledge users work with researchers throughout the research process, starting with identification of the research question. Knowledge users represent those who would be able to use research results to inform their decisions (e.g. clinicians, managers, policy makers, patients/families and others). Stakeholders are increasingly interested in the idea that IKT generates greater and faster societal impact. Stakeholders are all those who are interested in the use of research results but may not necessarily use them for their own decision-making (e.g. governments, funders, researchers, health system managers and policy makers, patients and clinicians). Although IKT is broadly accepted, the actual research supporting it is limited and there is uncertainty about how best to conduct and support IKT. This paper presents a protocol for a programme of research testing the assumption that engaging the users of research in phases of its production leads to (a) greater appreciation of and capacity to use research; (b) the production of more relevant, useful and applicable research that results in greater impact; and (c) conditions under which it is more likely that research results will influence policy, managerial and clinical decision-making. The research programme will adopt an interdisciplinary, international, cross-sector approach, using multiple and mixed methods to reflect the complex and social nature of research partnerships. We will use ongoing and future natural IKT experiments as multiple cases to study IKT in depth, and we will take advantage of the team’s existing relationships with provincial, national and international organizations. Case studies will be retrospective and prospective, and the 7-year grant period will enable longitudinal studies. The initiation of partnerships, funding processes, the research lifecycle and then outcomes/impacts post project will be studied in real time. These living laboratories will also allow testing of strategies to improve the efficiency and effectiveness of the IKT approach. This is the first interdisciplinary, systematic and programmatic research study on IKT. The research will provide scientific evidence on how to reliably and validly measure collaborative research partnerships and their impacts. The proposed research will build the science base for IKT, assess its relationship with research use and identify best practices and appropriate conditions for conducting IKT to achieve the greatest impact. It will also train and mentor the next generation of IKT researchers.
300 citations
TL;DR: The concept of traditional ecological knowledge (TEK) along with synonymous or closely related terms like indigenous knowledge and native science has some of its origins in literatures on international development and adaptive management as discussed by the authors.
Abstract: The concept of traditional ecological knowledge (TEK), along with synonymous or closely related terms like indigenous knowledge and native science, has some of its origins in literatures on international development and adaptive management. There is a tendency to want to determine one definition for TEK that can satisfy every stakeholder in every situation. Yet a scan of environmental science and policy literatures reveals there to be differences in definitions that make it difficult to form a consensus. What should be explored instead is the role that the concept of TEK plays in facilitating or discouraging cross-cultural and cross-situational collaboration among actors working for indigenous and non-indigenous institutions of environmental governance, such as tribal natural resources departments, federal agencies working with tribes, and co-management boards. This is a philosophical paper that explores how the concept of TEK is defined in science and policy literatures and what purpose it serves for improving cooperative environmental and natural resources stewardship and management between indigenous and non-indigenous institutions. The philosophical method applied here is one that outlines numerous possible meanings of a concept (TEK, in this paper) and the implications of each meaning for science and policy. In science and policy literatures, there are different definitions of TEK. Controversy can brew over TEK when people hold definitions that are based on different assumptions. There are two kinds of assumptions about the meaning of TEK. The first kind refers to assumptions about the mobilization of TEK, or what I call knowledge mobilization. The second kind involves assumptions about how to understand the relationship between TEK and disciplines like ecology or biology, or, in other words, the relation between TEK and science. Different positions that fall under the two kinds of assumptions (knowledge mobilization; TEK and science) can generate disagreements because they imply differences about “whose” definition of TEK gets privileged, who is counted as having expert authority over environmental governance issues, and how TEK should be factored into policy processes that already have a role for disciplines like forestry or toxicology in them. In light such disagreements, I argue that the concept of TEK should be understood as a collaborative concept. It serves to invite diverse populations to continually learn from one another about how each approaches the very question of “knowledge” in the first place, and how these different approaches can be blended to better steward natural resources and adapt to climate change. The implication is that environmental scientists and policy professionals, indigenous and non-indigenous, should not be in the business of creating definitions of TEK. Instead, they should focus more on creating long term processes that allow the different implications of approaches to knowledge in relation to stewardship goals to be responsibly thought through.
284 citations
TL;DR: In this article, a conceptualization of the knowledge mobilization process is presented that identifies three overlapping and interacting domains: the production of research, the end use of research and the intermediary processes that link these two.
Abstract: This paper is about the relationship between research, policy and practice in education It outlines reasons for the increased interest in research and its impact and describe some of the difficulties in studying this relationship A conceptualization of the knowledge mobilization process is presented that identifies three overlapping and interacting domains – the production of research, the end use of research, and the intermediary processes that link these two The paper reviews current research and develops ideas about all three of these aspects, identifying areas of understanding and gaps in current knowledge
A video abstract of this article can be viewed at https://vimeocom/56377921
268 citations
TL;DR: In this paper, the authors examine efforts in education to address the research-practice gap through an emerging field called knowledge mobilization (KM), and assess the current state and desirable future directions of efforts to strengthen the role of research in education.
Abstract: The last decade of education change has been characterized by the rise of evidence-based policy and practice agendas. Internationally, we are witnessing efforts to increase and incorporate research use in public services. This article examines efforts in education to address the research–practice gap through an emerging field we term knowledge mobilization (KM). We explore some of the controversy surrounding the use of ‘evidence’, outline national and international KM initiatives and consider some of the issues and challenges that arise from the increased interest in evidence and research use in education. We also assess the current state and desirable future directions of efforts to strengthen the role of research and evidence in education.
237 citations
TL;DR: A review of the current state of knowledge in the physical activity domain, as it relates to the core tenets of Bandura's SCT, and in particular those aspects of the theory that have received less attention is provided in this paper.
217 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 69 |
| 2020 | 49 |
| 2019 | 47 |
| 2018 | 38 |
| 2017 | 44 |
| 2016 | 55 |