Knowledge Mobilization Practices of Educational Researchers Across Canada

Cooper, Amanda; Rodway, Joelle; Read, Robyn

doi:10.7202/1050839ar

Cited by 22 publications

(18 citation statements)

References 22 publications

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“…As individuals, the faculty members in these colleges may recognize the value of both generating and mobilizing knowledge, yet survey results demonstrate that the relative importance of mobilizing knowledge remains low. As a whole, these results reflect prior research related to both individual education faculty (Cooper, 2011;Cooper et al, 2018) and colleges of education (Cooper, 2016;Qi & Levin, 2013). What is noteworthy about this study is the fact that it arrived at these results while concentrating exclusively on colleges of education with organization-level KM agendas.…”

Section: Discussionsupporting

confidence: 85%

“…These low rankings suggest that the relative value of KM events and products remains low. Despite organization-level KM agendas, these results mirror prior studies of individual educational researchers working at colleges without concerted organizational efforts to facilitate KM (Cooper et al, 2011). Thus, organization-level KM agendas, again, did not show a noteworthy short-term shift away from traditional scholarly orientations among faculty with one noteworthy exception: community outreach.…”

Section: Providing Resources and Enhancing Organizational Orientationssupporting

confidence: 71%

“…These include intermediaries such as knowledge brokers (Knight & Lyall, 2013) and contractors (Farley-Ripple & Jones, 2015) who interact with both producers and users. Other alternative strategies organize faculty and practitioners in active, continuous, and multi-way exchanges (Klein & Gwaltney, 1991;Tseng, 2012a) such as partnerships (Penuel, Coburn, & Gallagher, 2016;Tabak & Margolin, 2013) and other knowledge mobilization (KM) processes (Cooper, Macri, & Read, 2011;Levin, 2004;2011). The expanding array of KM strategies attempts to increase excellence and relevance by raising expectations for broader impact.…”

Section: Introductionmentioning

confidence: 99%

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Recognizing and Transforming Knowledge Mobilization in Colleges of Education

Zuiker

Piepgrass²,

Tefera³

et al. 2019

IJEPL

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This study examines emerging efforts by three colleges of education to contribute to research use through public systems of knowledge exchange among researchers, practitioners, policymakers, and other education stakeholders. Often labeled knowledge mobilization (KM), such organization-and individual-level agendas seek to enhance, expand, and sustain engagement with educational research. Colleges of education with public KM agendas signal formal, local efforts at a time when KM remains weakly integrated within education. This study seeks to highlight the interdependent opportunities and challenges that accompany individual and organizational capacities for such change associated with KM. Findings from analysis of faculty survey responses (n = 66) suggest that progressive engagement with KM among colleges of education challenges their faculty to navigate the competing demands of knowledge production and mobilization.

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Section: Discussionsupporting

confidence: 85%

Section: Providing Resources and Enhancing Organizational Orientationssupporting

confidence: 71%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Recognizing and Transforming Knowledge Mobilization in Colleges of Education

Zuiker

Piepgrass²,

Tefera³

et al. 2019

IJEPL

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show abstract

“…With only minor variation between their ranked value among respondents and their perceived value to their COEs, KMSErelated practices appear only among the five lowest ranked in Figures 1 and 2 and, among all 34 products and activities, 6 remain in the lower half overall (see Appendix D for full participant ratings of scholarly products and activities). These results parallel those reported by Cooper, Rodway Macri, and Read (2011), who surveyed educational researchers from wide-ranging colleges.…”

Section: Kmse As Both Complementary and Competing Demandsupporting

confidence: 89%

If Mobilizing Educational Research Is the Answer, Who Can Afford to Ask the Question? An Analysis of Faculty Perspectives on Knowledge Mobilization for Scholarship in Education

Fischman¹,

Anderson

Tefera

et al. 2018

AERA Open

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Today it is rare to find a college of education (COE) that does not request faculty to include metrics in annual reports of their scholarly productivity (e.g., number of articles published in high-impact factor journals, H-factors, altmetrics, citations, funded grants). At the same time, faculty and COEs alike often struggle to understand if and how the educational research they produce is useful and used among wider stakeholders (Southerland, Gadsden, & Herrington, 2014). The gap between research production and potential use is likewise reflected in university promotion and tenure practices, which increasingly rely on indirect measures of research quality (Cooper, 2015a). For example, the journal impact factor (JIF) is a metric that reveals little about the quality or relevance of any article, yet it remains one of the most influential indicators for research accountability and to distribute incentive (Piwowar, 2013). Many scholars recognize the limitations of indirect metrics and seek to broaden definitions of scholarly impact (e.g.

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“…Globally, there are challenges in ensuring that research evidence is being used, while at the same time there is increasing pressure for evidence‐based decision making (LaRocca, Yost, Dobbins, Ciliska, & Butt, ). In addition, there is more emphasis from government for the research community to demonstrate that their research is contributing positively to society (Cooper, Rodway, & Read, ). This emphasis has resulted in the development of a range of terms to describe the application of research findings including knowledge mobilization, knowledge translation and more recently K*, as an overarching term (Matheson & Edwards, ).…”

Section: Introductionmentioning

confidence: 99%

Safety culture research and practice: A review of 30 years of research collaboration

Fleming

Harvey

Cregan

2018

J Appl Biobehavioral Res

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as a means of reinforcing rules and operational procedures upon employees (IAEA, 1986). The report describes "nuclear safety culture" as a "reinforcement process which should be used in conjunction with the necessary disciplinary measures (IAEA, 1986, p. 9)." From this perspective, the intent of having a safety culture was to "foster an atmosphere" where demanding practices were seen as a benefit (e.g., tedious quality checks) as opposed to a hindrance for employees.Although the INSAG-1 report used the term safety culture to describe a general issue of rule compliance that could be present in any nuclear power plant, the term was used by some governments to support the claim that a Chernobyl-type incident could not happen in their country. For example, Organization for Economic Cooperation and Development (OECD), headquartered in France, produced a report concerning Chernobyl (OECD, 1987) arguing that member states have a superior safety culture than that of the Soviet Union and that no action in this area was necessary. They argued that OECD member countries had a good safety culture due to their operator qualification systems, good control room design, effective control of operator behavior, and effective regulatory oversight. In short, they argued that safety culture was a Soviet problem and that no actions were required by OECD countries. It is interesting to note that neither the INSAG-1 nor OECD reports define safety culture, even though the OECD report contains a glossary of terms.

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Knowledge Mobilization Practices of Educational Researchers Across Canada

Cited by 22 publications

References 22 publications

Recognizing and Transforming Knowledge Mobilization in Colleges of Education

Recognizing and Transforming Knowledge Mobilization in Colleges of Education

If Mobilizing Educational Research Is the Answer, Who Can Afford to Ask the Question? An Analysis of Faculty Perspectives on Knowledge Mobilization for Scholarship in Education

Safety culture research and practice: A review of 30 years of research collaboration

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