Knowledge transfer between two geographically distant action research teams

Abstract

Purpose -The objective of this study is to observe and document the transfer of a train the trainers program in knife sharpening and steeling. This knowledge transfer involved two groups of researchers: the experts and the learners. These groups are from geographically dispersed regions and evolve in distinct contexts by their language and culture. Design/methodology/approach -The paper favors the learning history (LH) technique, a methodology that enabled the different participants to share their experience through reiterate interviews.Findings -Based on the dynamic knowledge transfer capacity model, the absorptive capacity of the train the trainers process appears to have been mobilized. Although there were a number of hitches, people are confident that the project will be successful and that they will put what they have learned to good use in upcoming phases to transfer this program to other organizations.Research limitations/implications -The conclusions apply solely to a context of interprovincial transfer of a train the trainers program. It is believed that it is important to complete the first-phase interviews "before" project start-up. Being unilingual may have prevented some individuals from participating fully when asked to react to the summary documents. Originality/value -The model is explicit enough to encompass the overall dimensions required to understand the dynamics of knowledge transfer. In a short and geographically dispersed context it was found that adjustments to the methodology were necessary, there was a wealth of data and that LH has fostered necessary adjustments that in turn have mobilized the actors.

Operationalization of the concepts of interdisciplinarity

“…The operational strategies proposed at this level are supported by the studies of Schnieder and Wegener (2010), Noy, and Little who have emphasized providing a comprehensive and compatible ontology, management of scientific terms, and attainment of a common ontology in interdisciplinarity activities. [ 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 ]…”

“…Investigations by Desmarais et al , vom Brocke and Lippe, Ivanitskaya et al , Modo and Kinchin, and Harden, have entirely supported the impact of interdisciplinarity curriculum, using Harden's education eleven-fold integration phases, interdisciplinarity and critical pedagogy, and outcome-oriented curriculum. [ 37 45 46 47 48 49 52 ]…”

“…[ 14 ] The knowledge activities relate to familiarity with the proposed strategies and implications as follows. [ 36 45 46 47 48 49 50 51 52 ]…”

Content analysis as a means of exploring research opportunities from a conference programme

“…It can be well aligned with the methods of creativity and idea generation mentioned here. It can also allow for a participatory or collaborative approach where library users can be involved in ideas generated from conference attendance, and it can be conducted across distances 10,41,42 . Action research can be applied in following up on ideas generated, but it also seems appropriate to assess the value of employing different techniques of creativity and idea generation.…”

Le transfert de connaissances au RRSSTQ

“…Les études montrent, par exemple, que la source première d'information -et de loin -repose sur les collègues (Hayward et al, 1997;Ulvenes et al, 2009). Les individus privilégient les ressources locales et les guides locaux, car plus proches de leur réalité (Armstrong, 2003;Desmarais et al, 2009). Les études montrent aussi que la sous-utilisation des recommandations des guides de pratique clinique ne s'expliquent pas tant par une carence de crédibilité ou un défaut d'adhésion que par une carence quant à leur adéquation avec la réalité (Carlsen et Kjellberg, 2010;Lugtengberg et al, 2009;Dahan et al, 2008).…”