Beyond knowledge exchange: doctoral training, collaborative research and reflective pedagogies in human geography

Background: Fuse was established in 2008 as one of five public health research centres of excellence in the UK funded by the UK Clinical Research Centres collaboration. The centre works across five universities in the North East of England. This is an innovative collaboration and enables the pooling of research expertise. A prime focus of the centre is not just the production of excellent research, but also its translation into usable evidence, a dual focus that remains uncommon.Aims/objectives: This practice paper outlines Fuse’s approach to knowledge exchange (KE) by reflecting on ten years of collaborative research between academics and policy and practice partners in the North East of England. We will describe the principles and assumption underlying our approach and outline a conceptual model of four steps in Fuse’s KE process to develop collaborative research and achieve meaningful impact on policy and practice.Key conclusions: Our model describes a fluid and dynamic approach to knowledge exchange broken down in four steps in the KE process that are concurrent, iterative and vary in intensity over time: awareness raising; knowledge sharing; making evidence fit for purpose; and supporting uptake and implementation of evidence. These steps support the relational context of KE. Relationship building and maintenance is essential for all stages of KE to develop trust and explore the meaning and usefulness of evidence in a multi-directional information flow that supports the co-creating and application of evidence.

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Qualitative methods II

Progress in Human Geography ◽

10.1177/0309132516664439 ◽

2016 ◽

Vol 41 (6) ◽

pp. 823-831 ◽

Cited By ~ 35

Author(s):

Robyn Dowling ◽

Kate Lloyd ◽

Sandra Suchet-Pearson

Keyword(s):

Qualitative Methods ◽

Collaborative Research ◽

Human Geography ◽

Progress Report ◽

Power Relationships ◽

Human Research ◽

The World ◽

Growing Body ◽

Research Relationships ◽

Methodological Approaches

Various identified ‘turns’ in human geography, such as relational, non-representational, material and performative, urge and enable geographers to rethink complex people-nature relationships as contingent and layered processes, and the world as projects of human and more-than-human inhabitation. This shift challenges researchers to do geography differently, or in other words, invites alterations in thinking and methods. This progress report focuses on how qualitative researchers in human geography are grappling with the challenge of more-than-human research methodologies. We chart analyses of more-than-human worlds that are reliant on conventional methodological approaches, as well as more innovative methodological approaches which extend more-than-human understandings whilst recognizing their own limits. The report finally considers a small but growing body of work that takes an additional methodological step in developing human–more-than-human collaborative research relationships that are actively engaging with power relationships by reconsidering the author-ity of their research. We conclude that although the more-than-human ‘turn’ is being thoroughly debated and engaged with in theory, the implications of this have not carried through to the same extent in terms of praxis.

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Knowledge exchange and management research: barriers and potentials

European Business Review ◽

10.1108/ebr-02-2017-0047 ◽

2018 ◽

Vol 30 (2) ◽

pp. 169-182 ◽

Cited By ~ 4

Author(s):

Torben Bager

Keyword(s):

Collaborative Research ◽

Knowledge Exchange ◽

Case Study Research ◽

Secondary Data ◽

Illustrative Case ◽

Management Research ◽

Content Type ◽

Illustrative Case Study ◽

High Level

Purpose The growing involvement of management researchers in knowledge exchange activities and collaborative research does not seem to be reflected in a growing academic output. The purpose of this paper is to explore barriers for the limited academic output from these activities as well as the potential for ‘interesting’ papers. Design/methodology/approach The paper uses secondary data and statistics as well as an illustrative case study to trace knowledge exchange activities and barriers for academic output based on these activities. Findings The paper identifies a number of barriers for the turning of data derived from knowledge exchange activities into academic papers such as low priority of case study research in leading management journals, a growing practice orientation in the research funding systems, methodological challenges because of limited researcher control and disincentives for researcher involvement in knowledge exchange activities. The paper also identifies a potential for ‘interesting’ research and discoveries through collaborative research. Research limitations/implications Diminishing the barriers for collaborative and case-based research and exploring the potential for ‘interesting’ discoveries has the potential to increase the number of published papers with a high level of scientific rigor as well as a high level of relevance for practice. Originality/value An outcome focus on the relationship between knowledge exchange activities and management research is to the author’s knowledge new in the debate about weak practical relevance of management research.

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Collaboration before collaborative research: The development of ‘Distant Voices’

Methodological Innovations ◽

10.1177/2059799120937270 ◽

2020 ◽

Vol 13 (2) ◽

pp. 205979912093727

Author(s):

Fergus McNeill ◽

Alison Urie

Keyword(s):

Collaborative Research ◽

Large Scale ◽

Knowledge Exchange ◽

Collaborative Action Research ◽

Knowledge Generation ◽

Second Phase ◽

Action Research Project ◽

Research Project ◽

Current Form ◽

Creative Processes

In this article, we explore the origins and early development of the ongoing collaborative action research project ‘Distant Voices – Coming Home’. We begin by explaining why and how our somewhat different backgrounds and interests came to be connected in Distant Voices. We then go on to explore the project’s first two development stages. In discussing the first phase (Distant Voices 1), we focus on how and why we developed creative processes and practices as modes of communication, knowledge exchange and public engagement. In discussing the second phase (Distant Voices 2), we reflect upon how and why these practices came to be seen as constitutive of sites of personal and community development and of knowledge generation. In conclusion, we reflect briefly on the challenges of formalising Distant Voices in its current form – as a large-scale, collaborative research project.

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Lessons from coordinating a knowledge-exchange network for connecting research, policy and practice

Research for All ◽

10.18546/rfa.03.2.07 ◽

2019 ◽

Vol 3 (2) ◽

pp. 204-217

Author(s):

Tanya Wilkins ◽

Ian Cooper

Keyword(s):

Public Engagement ◽

Collaborative Research ◽

Research Policy ◽

Soft Skills ◽

Knowledge Exchange ◽

Policy And Practice ◽

Definition Of ◽

The Uk ◽

Exchange Network ◽

Start Ups

This article explores ten lessons learnt by the UK knowledge-exchange network, the Adaptation and Resilience in the Context of Change (ARCC). The lessons signpost the importance of 'soft skills' required for the development of effective knowledge exchange and indicate the need for a broad definition of knowledge exchange that allows for a flexible approach to meet the diverse and changing needs of research, policy and practice. Such flexibility will also encompass collaborative research conducted with business, consultancy, training, start-ups and commercialization components. The ten lessons here will be valuable to: networks and individual academics undertaking knowledge exchange to achieve research excellence and impact with non-academic audiences; those undertaking public engagement and stakeholder engagement with research; and government policymakers and research managers tasked with shaping and implementing the UK's proposed Knowledge Exchange Framework (KEF).

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The University of Cincinnati’s Doctoral Training Program

Perspectives on Issues in Higher Education ◽

10.1044/ihe8.1.8 ◽

2005 ◽

Vol 8 (1) ◽

pp. 8-10

Author(s):

Gloriajean L. Wallace ◽

Nancy A. Creaghead

Keyword(s):

Training Program ◽

Doctoral Training ◽

The University

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Competition Spurs Enhanced Doctoral Training Opportunities

ASHA Leader ◽

10.1044/leader.ae.09092004.1 ◽

2004 ◽

Vol 9 (9) ◽

pp. 1-23 ◽

Cited By ~ 2

Author(s):

Gloriajean L. Wallace

Keyword(s):

Doctoral Training ◽

Training Opportunities

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Doctoral Training of Psychology Students in France

European Psychologist ◽

10.1027//1016-9040.8.1.3 ◽

2003 ◽

Vol 8 (1) ◽

pp. 3-8 ◽

Cited By ~ 2

Author(s):

Christine Roland-Lévy

Keyword(s):

Doctoral Programs ◽

Psychology Students ◽

Doctoral Training ◽

University System ◽

The Third ◽

Conducting Research ◽

The University ◽

Psychology Doctoral ◽

Phd Programs ◽

Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

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Knowledge Contribution in Organizations via Social Media

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000169 ◽

2017 ◽

Vol 16 (1) ◽

pp. 12-24 ◽

Cited By ~ 2

Author(s):

Nicole Behringer ◽

Kai Sassenberg ◽

Annika Scholl

Keyword(s):

Social Media ◽

Social Identity ◽

Social Identity Theory ◽

Knowledge Exchange ◽

Expectancy Theory ◽

Perceived Usefulness ◽

Abstract Knowledge ◽

The Social ◽

Willingness To Contribute ◽

Social Media Tool

Abstract. Knowledge exchange via social media is crucial for organizational success. Yet, many employees only read others’ contributions without actively contributing their knowledge. We thus examined predictors of the willingness to contribute knowledge. Applying social identity theory and expectancy theory to knowledge exchange, we investigated the interplay of users’ identification with their organization and perceived usefulness of a social media tool. In two studies, identification facilitated users’ willingness to contribute knowledge – provided that the social media tool seemed useful (vs. not-useful). Interestingly, identification also raised the importance of acquiring knowledge collectively, which could in turn compensate for low usefulness of the tool. Hence, considering both social and media factors is crucial to enhance employees’ willingness to share knowledge via social media.

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