Formula student as part of a mechanical engineering curriculum Dr Huw Davies – ENGIN.
Professor Huw Davies
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Transcript of Professor Huw Davies
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DirectorKnowledge Mobilisation & Capacity
Building
From Knowledge Transfer to Knowledge Exchange - changing models of research use and impact
Professor Huw Davies
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“Yes, it’s quite a noise – but are we having any impact?”
The challenge for all of us in the knowledge business…
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What do we mean by
research, evidence and knowledge?
Understanding the
complexities of knowledge
creation and use.
Implications for facilitating better use.
CEO
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First generation modelling - Linear Models (1960s-mid 90s)
LANGUAGE KEY ASSUMPTIONS
• Research use
• Dissemination
• Diffusion
• Knowledge
transfer
• Knowledge uptake
• Implementation
• Knowledge is a product of
research
• Knowledge is generalisable
across
contexts
• Key process is handoff from
researchers to users
• “Uptake” is a function of
effective
packaging and appropriate
channels
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From Knowing to DoingTraditional linear model – assumes rather
uncomplicated relationships between research/knowledge and knowledge/action
Knowledge Creation
Knowledge
validation
Knowledge Disseminatio
n
Knowledge
adoption
Researchers
Users
‘KT’
--- THE PROBLEM WITH THIS MODEL ---Too - simple, rational, linear, uni-directional, individualised, unproblematised, asocial, and
acontextual (otherwise, OK…)
Research priorities
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How do we KNOW stuff? biomolecular sciences
clinical epidemiology
some health services research…
some organisations research…
…much health services research
…much organisations research
patient & user experience
case studies, ethnographies
C O
N T
E X
T
Varieties of research
Harder, quantitative, facts-based, explanatory…
Softer, qualitative, exploratory, more meaning-oriented…
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Knowledge required for effective policy is much broader than simply “what works”
• Know-about (problems): e.g. the nature, formation, natural history and interrelations of health and social problems in context…
• Know-why: explaining the relationship between values and policy/practice…
• Know-how (to put into practice): e.g. pragmatic knowledge about serviceand programme implementation…
• Know-who (to involve): e.g. service team composition; building alliances for action…
Enlightenment knowledge: problematising, re-framing…Methodological pluralism: contentiousnessEngagement with values: politics & negotiation
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Research ➮ Evidence ➮ Knowledge - very uncertain process; engages with values, existing (tacit) knowledge, and experience…
- socially, politically and contextually situated…
- not necessarily convergent/shared…
- may require some difficult ‘unlearning’.
Challenge of “knowledge”
And, not just what knowledge/evidence, but crucially, whose knowledge/evidence?
- ‘evidence’ may be used selectively/tactically
- knowledge/power intimately co-constructed
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Second generation: Relationship Models (late 90s-)
LANGUAGE KEY ASSUMPTIONS
• Knowledge
exchange
• Knowledge
brokerage
• Boundary
spanners
• Research impact
• Knowledge from multiple sources –
research, theory and practice;
• Key process is interpersonal,
involving
social relationships;
• Networks of producers and
consumers
• Collaboration through the
production-
synthesis-integration cycle;
• Knowledge is context-linked - must
be
adapted prior to adoption;
• Degree of use is a function of
effective
relationships and inter-linking
processes.
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Another take: Mode I or Mode II?
MODE I
• Focus is knowledge
generation
• Learn from outside
• Knowledge created elsewhere
by experts
• Clear methodological
standards & hierarchies
MODE II
• Focus is problem-solving
• Learn by doing in situ
• Knowledge is co-created and
context dependent
• Flexible methods &
contingent application
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“Use” is Complex, Social & Situated
• The importance of context, networks & systems;
• Social and collective learning, and unlearning;• Interaction with other types of knowledge (tacit;
experiential; political awareness);• ‘Use’ as an adaptive process - not an event;• Non-individualised embedded uses of research;• Inherent non-linearity of systems.
…moving us away from ideas of research as “answers”;
… problematising “knowledge transfer”;
Emphasising “situated knowledge interaction”, recognising:
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Third generation: Systems Models
LANGUAGE KEY ASSUMPTIONS
•Knowledge translation
•Knowledge interaction
•Knowledge integration
•Knowledge mobilization
•Knowledge intermediation
•Knowledge cycle is tightly woven within local priorities, culture and context;
•Explicit and tacit knowledge need to be integrated to inform decision making;
•Relationships mediate throughout the cycle, and must be understood from a systems perspective - in the context of the organization and its strategic processes (complex adaptive systems);
•Knowledge application is a function of the effective integration of organisations and wider systems (managed knowledge flows).
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From ‘bridging’ to dialogue,
from knowledge transfer to knowledge exchange,knowledge interaction, & knowledge mobilisation