In the shift to a post-industrial order, the production and use of knowledge is gaining greater importance in a world beyond science. Particularly in the health sciences, research foundations are emphasising the importance of translating research results into practice and are experimenting with various strategies to achieve this outcome, including requiring practitioners to become part of funded research teams. In this paper, we present a case of a partnership between researchers and decision-makers in Canada who collaborated on an investigation of implementing change in health care organisations. Grounded in this case and recent empirical work, we propose that such research collaborations can be best understood from a communicative perspective and as involving four key elements: relational stance that researchers and decision-makers assume toward each other; purpose at hand that situates occasions for developing and using knowledge; knowledge-sharing practices for translating knowledge; and forums in which researchers and practitioners access knowledge. Our analyses suggest that partnerships are most effective when researchers see the value of contextualising their work and decision-makers see how this work can help them accomplish their purpose at hand.

Through the past several years, the emphasis in education has shifted from a teachercentered to a learner-centered approach. Traditional teaching has too often been based on a passive lecture model, dependent on an expert teacher who funnels knowledge into the somewhat retentive minds of students. More current learning theory suggests a different role for teachers-that of facilitators. Based on research about how people learn, this article advocates that teachers use more active, inductive instruction in the classroom and demonstrates a student-centered approach using classroom examples implemented in a required, college-level business communication course.

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The Saskatchewan Leadership Program (SLP) was developed based on the LEADS framework and aligned with Lean management to build leadership renewal and sustainability conducive to transformational change in the Saskatchewan health system. This article describes the development, implementation, and evaluation of the SLP, including experiences and lessons learned.

Within the Information Systems domain, employers are often dissatisfied with graduates’ competence of the necessary technical skills in the area of integrated business processes. However, teaching complex concepts related to integrated business processes—such as the 5S lean philosophy—is particularly challenging. In this article, we describe how Kolb's experiential learning cycle was used to design a direct‐experience project to support students’ learning of the 5S lean philosophy. We also share the results of our inquiry into the effectiveness of the project in maximizing students’ learning of and ability to apply the 5S lean philosophy. Based on the results of this study, students’ knowledge of categories of waste and lean tools and knowledge of 5S steps significantly increased.