Developing a knowledge network for applied education research to mobilise evidence in and for educational practice
Developing a knowledge network for applied education research to mobilise evidence in and for educational practice
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DOI：
10.1080/00131881.2017.1310364
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发表时间：
2017-01-01
影响因子：
3.5
通讯作者：
Tuters, Stephanie
中科院分区：
文献类型：
--
作者：
Campbell, Carol;Pollock, Katina;Tuters, Stephanie
背景：“循证实践”的重要性在教育和其他公共政策领域急剧上升。本文重点讨论知识动员策略、流程和产出的重要性。它关注的是如何支持研究和专业知识证据的调整和实施，以告知教育实践的变化。它介绍了应用教育研究知识网络 (KNAER) 的案例研究，这是加拿大的一项三方倡议，涉及安大略省教育部、多伦多大学和西部大学以及 44 个 KNAER 资助的项目。 目的：本文的目的是分析 KNAER 省级合作伙伴通过规划和实施委员会的管理机构以及大学团队的战略和运营工作支持知识动员的发展方法，以及 44 个项目的知识动员战略、挑战和成功。 KNAER 项目。设计和方法：我们采用定性案例研究方法来调查应用教育研究知识网络 (KNAER) 在四年（2010-2014 年）发展知识动员的方法。为了探索 KNAER 省级合作伙伴的工作，我们分析了规划和实施委员会的 17 份会议记录和大学 KNAER 合作伙伴会议的 9 份记录。为了探讨 KNAER 资助项目的知识动员策略、挑战和成功，我们分析了项目提交的 44 份知识动员计划、141 份中期报告和 43 份最终报告。为了进一步调查 KNAER 项目在实施过程中的经验，我们分析了来自 19 个 KNAER 项目的 21 人的反馈，他们参与了有关其经验的便利讨论。结果：规划和实施委员会的角色涉及三项核心职责：（1）批准提交给 KNAER 的知识动员建议； (2) 确保在地方、省、国家和国际各级发展合作伙伴关系； (3) 批准 KNAER 运营和战略计划。大学合作伙伴承担了运营管理、战略领导以及研究和知识动员专业知识的角色。 KNAER 项目的知识动员策略、挑战和成功各不相同。利用研究项目的重点是与项目重点相关的人员建立联系并吸引实践社区参与，创建需求分析，设计或生产相关知识动员产品，以改进实践，监测新产品的结果或影响，并与他人分享传播过程和结果。建立或扩展网络的项目涉及创建或扩展现有网络、开发基于需求或差距的评估以及根据收集的结果生产适当的产品和传播过程。加强研究经纪项目组织了指导委员会来指导其工作，并通过文献综述或从利益相关者那里收集信息来收集信息，然后通过收集和调动相关知识来指导实践来充当研究经纪人。访问世界专家项目为东道国专家的访问制定了知识调动计划，涉及与包括大学和学校在内的网络建立伙伴关系，并利用社交媒体和沟通流程来开发知识调动产品。结论：KNAER 包括连接证据和实践的线性、关系和系统模型等方面。展望未来，KNAER 正在寻求进一步推进系统性方法。系统模型优先于线性模型（线性模型仅关注证据产生，而不关注研究的动员或吸收）和/或关系模型（可能会发展网络，但不考虑系统和可持续知识动员所需解决的能力和资源障碍）。
Background: The importance of evidence-informed practice' has risen dramatically in education and in other public policy areas. This article focuses on the importance of knowledge mobilisation strategies, processes and outputs. It is concerned with how these can support the adaptation and implementation of evidence from research and professional knowledge to inform changes in educational practices. It presents a case study of the Knowledge Network for Applied Education Research (KNAER), a tripartite initiative in Canada involving the Ontario Ministry of Education, University of Toronto and Western University and 44 KNAER-funded projects.Purpose: The purpose of the article is to analyse the developing approach towards supporting knowledge mobilisation by the KNAER provincial partners through the governing body of the Planning and Implementation Committee and strategic and operational work of the university teams, and also the knowledge mobilisation strategies, challenges and successes of 44 KNAER projects.Design and methods: We utilised a qualitative case study approach to investigate the Knowledge Network for Applied Education Research's (KNAER) approaches to developing knowledge mobilisation over four years (2010-2014).To explore the work of the KNAER provincial partners, we analysed 17 meeting notes from the Planning and Implementation Committee and 9 notes from the university KNAER partners' meetings. To explore the knowledge mobilisation strategies, challenges and successes of KNAER-funded projects, we analysed the 44 knowledge mobilisation plans, 141 interim reports and 43 final reports submitted by projects. To further investigate the experiences of KNAER projects during their implementation, we analysed responses from 21 people from 19 KNAER projects who participated in a facilitated discussion about their experiences.Results: The Planning and Implementation Committee's role involved three core responsibilities: (1) Approving knowledge mobilisation proposals submitted to the KNAER; (2) Ensuring that collaborative partnerships were developed at the local, provincial, national and international levels; and (3) Approving the KNAER operational and strategic plan. The university partners have taken on the roles of operational management, strategic leadership, and research and knowledge mobilisation expertise. KNAER projects varied in their knowledge mobilisation strategies, challenges and successes. Exploiting Research' projects focused on establishing connections and engaging communities of practice with people relevant to the project's focus, creating an analysis of needs, designing or producing a relevant knowledge mobilisation product with the purpose of improving practice, monitoring the results or impact of the new product and sharing the dissemination process and results with others. Building or Extending Networks' projects engaged in creating or extending existing networks, developing a needs-based or gap assessment and producing appropriate products and dissemination processes based on the results gathered. Strengthening Research Brokering' projects organised steering committees to guide their work and gathered information via a literature review or by collecting information from stakeholders and then served as research brokers by collecting and mobilising relevant knowledge to inform practice.Visiting World Experts' projects developed knowledge mobilisation plans for host experts' visits, involving establishing partnerships with networks, including universities and schools, and utilising social media and communication processes for knowledge mobilisation products.Conclusions: KNAER included aspects of linear, relationships and systems models for connecting evidence and practice. Looking forward, KNAER is seeking to further advance a systemic approach. A systems model is in preference to linear models - which focus on evidence production only without attention to mobilisation or uptake of research, and/or relationships models - which may develop networks, but do not attend to capacity and resource barriers that need to be addressed for systemic and sustainable knowledge mobilisation.