Researchers are under increasing pressure to disseminate research more widely with non-academic audiences (efforts we call knowledge mobilization, KMb) and to articulate the value of their research beyond academia to broader society. This study surveyed SSHRC-funded education researchers to explore how universities are supporting researchers with these new demands. Overall, the study found that there are few supports available to researchers to assist them in KMb efforts. Even where supports do exist, they are not heavily accessed by researchers. Researchers spend less than 10% of their time on non-academic outreach. Researchers who do the highest levels of academic publishing also report the highest levels of non-academic dissemination. These findings suggest many opportunities to make improvements at individual and institutional levels. We recommend (a) leveraging intermediaries to improve KMb, (b) creating institutionally embedded KMb capacity, and (c) having funders take a leadership role in training and capacity-building.

Researchers are under increasing pressure to disseminate research more widely with non-academic audiences (efforts we call knowledge mobilization, KMb) and to articulate the value of their research beyond academia to broader society. This study surveyed SSHRC-funded education researchers to explore how universities are supporting researchers with these new demands. Overall, the study found that there are few supports available to researchers to assist them in KMb efforts. Even where supports do exist, they are not heavily accessed by researchers. Researchers spend less than 10% of their time on non-academic outreach. Researchers who do the highest levels of academic publishing also report the highest levels of non-academic dissemination. These findings suggest many opportunities to make improvements at individual and institutional levels. We recommend (a) leveraging intermediaries to improve KMb, (b) creating institutionally embedded KMb capacity, and (c) having funders take a leadership role in training and capacity-building.

In this article, organisers of the annual conference of the Comparative and International Education Society (CIES), held during March and April 2020, share their story of moving the planned on-site conference to a virtual space, as necessitated by the COVID-19 pandemic. Their analysis of the vCIES (the name given to the virtual conference) process not only provides an example of a disruption to the status quo of the institution of conferencing as a result of a global pandemic, but also extends it by addressing the multiplying concerns, urgent considerations and actions needed within academic communities for more equal and accessible conferencing in the unfolding climate catastrophe. The authors begin by discussing the challenge of academic conferencing in the age of COVID-19 and climate crisis. They highlight how their decolonial political stance (which critiques accepting Western knowledge and Western culture as the norm) and their climate-conscious approach informed their preparation of a virtual conference pilot already intended as an experimental extension to this year's on-site event. They suggest the development of this pilot provided the necessary platform for transforming the vCIES into an effective and engaging virtual experience for participants. The vCIES process, including considerations concerning its structure and format and the necessary technology, is detailed in the subsequent sections. In the final part of their article, the authors briefly identify and discuss some of the opportunities, challenges and implications emerging from their vCIES experiences. Ultimately, they suggest that in a time of instability, insecurity and uncertainty, there need to be alternatives to large on-site conferences which require excessive and extensive academic mobility. The vCIES was a step in that direction as an accessible, environmentally responsive, more equal, and intergenerational and multispecies event that welcomed families, children and pets, while opening the space for new interdisciplinary encounters. Keywords academic conferences • virtual events • decoloniality or decolonial project • equity • COVID-19 pandemic • climate crisis Co-author names are presented alphabetically to reflect the equal contributions of each individual in the production of this article. Résumé Les congrès scientifiques à l'ère de la COVID-19 et de la crise climatique : le cas de la Comparative and International Education Society (Société d'éducation comparée et internationale/CIES)-Dans cet article, les organisatrices de la conférence annuelle de la CIES, qui s'est tenue en mars-avril 2020, nous racontent comment, contraintes par la pandémie de COVID-19, elles ont transplanté une conférence prévue en présentiel dans un espace virtuel. Leur analyse de la vCIES (comme elles ont baptisé la conférence virtuelle) illustre l'effet disruptif de la pandémie mondiale dans le contexte des congrès. Elle aborde toutefois aussi cette question dans l'optique des préoccupations qui se multiplient, des questions pressantes qui se posent et des ac...

Abstract:As a leading mobilizer of international development and educational knowledge, the World Bank has been critiqued in two key areas: (1) the dominance of economic thinking in its policies, and (2) its Northern-generated knowledge which informs its work in the Global South. In this paper, we investigate the disciplinary foundation of Bank knowledge, as well as its geographic representation. This study pays particular attention to knowledge mobilization relating to one of the most contentious policy prescriptions worldwide, and one that the Bank has historically supported: private sector engagement in education. By employing the concepts of economic imperialism and policy networks to frame our study, and through the use of a bibliometric methodological approach, 1 Authorship alphabetical. Vol. 24 No. 95 2 we trace the authorship patterns of publications cited in a series of key World Bank documents on private sector engagement in education. Our findings show that the World Bank mobilizes research production from the Global North, which reflects a disproportionate economic disciplinary focus. Moreover, through a mapping of the cited authors, this network is shown to be highly narrow and privileges authors from a small subset of elite institutions. Keywords: World Bank; global education policy; bibliometric analysis; policy network Bancos de conocimiento en la póliza de educación global: Un análisis bibliométrico de publicaciones de El Grupo del Banco Mundial sobre la colaboración entre el sector público y el privado Resumen: Como un líder en movilizar el desarrollo internacional del conocimiento educacional, el Grupo del Banco Mundial ha sido criticado en dos áreas: (1) la dominancia del pensamiento económico el sus pólices, y (2) el conocimiento que generan es coleccionado en países norteños al cual informan el trabajo en el mundo global del sur. El este documento, investigamos las bases disciplinarias sobre bancos de conocimiento, tanto como su representación geográfica. En particular, este estudio se enfoca en la movilización del conocimiento relativa a uno de los pólices más controversiales cual fue prescrito en todo el mundo, y uno al cual el Banco ha históricamente apoyado: la asociación entre el sector privado y la educación. Usando conceptos de la economía imperialista y redes de política para formular nuestro estudio, y con el uso de metodologías bibliométricas, localizamos la origen de las publicaciones que mencionaron una serie de documentes claves a la conexión entre el sector privado y si su relación con el enlace educativo. Nuestras conclusiones revelan que el Grupo del Banco Mundial moviliza estudios producidos por el mundo global norteño, cual refleja una economía disciplinaria con un enfoque desproporcional. Además, con un método de esquematizar los autores mencionados, resulta que los autores son parte de un grupo pequeño y privilegiado, de instituciones exclusivas. Palabras-clave: El Grupo del Banco Mundial; la póliza de educación mundial; análisis bibliométrico; redes de póliza Conhecime...