Knowledge mobilisation in education across Canada: a cross-case analysis of 44 research brokering organisations

Abstract

Knowledge mobilisation (KMb) attempts to address research-policy-practice gaps in education. Research brokering organisations (RBOs) are third party, intermediary organisations whose active role between research producers and users is a catalyst for research use in education. Sample: 44 Canadian RBOs in the education sector. Methodology: employed a new tool to measure KMb efforts of organisations using data from websites. Findings: typology of RBOs (governmental, notfor- profit, for-profit and membership), organisational features of RBOs (mission statements, target audiences, size, scope, operating expenses, KMb efforts), and eight brokering functions (linkage and partnerships, awareness, accessibility, engagement, capacity building, implementation support, organisational development and policy influence).

Mobilising knowledge to improve UK health care: learning from other countries and other sectors – a multimethod mapping study

“…in action research approaches or quality collaboratives). 129 A recent study, 130 which may be the first to map the work of knowledge brokering organisations, found that the organisations carried out a wide range of brokering functions, including building partnerships, raising awareness, capacity building, implementation support and policy influence. Relational approaches emphasise ongoing, interactive processes of collaboration between research producers and research users around formulation of RQs, production of research evidence and sharing of research findings.…”

Transfert de connaissances issues de la recherche en éducation : situation globale, défis et perspectives

“…Or, pour que ces connaissances puissent se traduire par des pratiques plus efficaces et une réussite scolaire rehaussée, encore faut-il qu'il y ait transfert. Des études révèlent pourtant que le transfert des CIR dans les milieux scolaires est des plus complexes et difficiles (Cooper, 2013;Dagenais, Lysenko, Abrami, Bernard, Ramdé et Janosz, 2012;Levin, 2010). Certains dénoncent d'ailleurs l'existence d'un écart important entre les CIR et les pratiques observées en milieu scolaire (Brown, 2012;Davidson et Nowicki, 2012;Lemire, Bigras et Eryasa, 2011).…”

“…Pour d'autres encore, les approches de TC prisées au plan organisationnel consistent trop souvent en des gestes et initiatives isolés au lieu de démarches systémiques (Levin et al, 2011;Landry et al, 2008). Des recherches conduites en éducation témoignent en outre de l'importance de l'interactivité dans le TC, de la présence d'échanges formels et informels entre producteurs (ou accompagnateurs) et utilisateurs (Becheikh et al, 2010;Campbell, 2011;Cooper, 2013;Sa, Li et Faubert, 2010).…”

“…2) d'autres définissent le concept comme un processus interactif qui implique différents moyens et efforts pour accroitre l'utilisation des connaissances par les praticiens (par ex., Abrami et al, 2010;Cooper, 2013;Sa et al, 2010) …”

Knowledge banking in global education policy: A bibliometric analysis of World Bank publications on public-private partnerships

“…However, critics from a range of disciplines have questioned the reliability, quality, and ideological foundations of the knowledge produced by the Bank (Banerjee, Deaton, Lustig, Rogoff, & Hsu, 2006;Broad, 2006;Klees, 2008;Torres, 2001;Wilks, 2004). In order to better understand the World Bank's role in the generation and diffusion of knowledge, we adopt the concept of knowledge mobilization, defined as the movement of research from production to dissemination to its ultimate impact on policy and practice (Cooper, 2014).…”