scholarly journals 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

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841775013 ◽  
Author(s):  
Gustavo E. Fischman ◽  
Kate T. Anderson ◽  
Adai A. Tefera ◽  
Steven J. Zuiker
Keyword(s):  
Educational Research ◽  
Colleges Of Education ◽  
Knowledge Mobilization ◽  
Faculty Perspectives ◽  
Faculty Careers ◽  
Faculty Surveys

This article explores faculty perspectives at three colleges of education regarding strategies of knowledge mobilization for scholarship in education (KMSE), with consideration for the opportunities and challenges that accompany individual and organizational capacities for change. Faculty surveys ( n = 66) and follow-up interviews ( n = 22) suggest two important trends: First, KMSE presents both a complementary agenda and a competing demand; second, barriers and uncertainties characterize the relevance of knowledge mobilization for faculty careers in colleges of education. This study empirically illuminates the persistence of long-standing challenges regarding the relevance, accessibility, and usability of research in colleges of education housed in research-intensive universities. While KMSE holds promise for expanding the reach and impact of educational research, scholarly tensions underlying these trends suggest that individual and organizational efforts will suffice only with modifications to university procedures for identifying what counts as recognizable, assessable, and rewardable scholarly products and activities for faculty careers.

scholarly journals Recognizing and Transforming Knowledge Mobilization in Colleges of Education

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Steven John Zuiker ◽  
Niels Piepgrass ◽  
Adai Tefera ◽  
Kate T. Anderson ◽  
Kevin Winn ◽  
...  
Keyword(s):  
Educational Research ◽  
Knowledge Production ◽  
Knowledge Exchange ◽  
Research Use ◽  
Colleges Of Education ◽  
Knowledge Mobilization ◽  
Individual Level ◽  
Faculty Survey ◽  
Survey Responses ◽  
Education Stakeholders

This study examines emerging efforts by three colleges of education to contribute to and benefit 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 field- and sector-wide in education. The study therefore illuminates the interdependent opportunities and challenges that accompany individual and organizational capacities for such change. Drawing on faculty survey responses (n=66), findings resolve scholarly practices in terms of both knowledge production and mobilization as well as in relation to individual and organizational agendas, which are considered in terms of four general tensions that influence efforts to extend the reach and impact of scholarship in colleges of education.

scholarly journals Practicability of Application of Re-Engineering the Administrative Processes at Colleges of Education in Universities in Arab-Majority Countries

2021 ◽  
Vol 14 (5) ◽  
pp. 87
Author(s):  
Bannaga Taha El-Zubair ◽  
El-Rusheed Habob Mohammed ◽  
Adil Mohammed Dafalla ◽  
Saad Saleh M. Alqarni
Keyword(s):  
Radical Change ◽  
Arab Countries ◽  
Colleges Of Education ◽  
Strategic Information ◽  
Staff Members ◽  
Strategic Process ◽  
Effective Training ◽  
Arab States ◽  
Teaching Learning

The study aims to highlight the importance of considering the implementation of process of re-engineering Reengineering Administrational Processes (RAP) in the Arab countries universities, particularly, colleges of education to attain good educational outputs. It seeks to highlight the requirements for this implementation and explore the problems associated to the implementation it and distinguish themselves from other organizations is. The Process of Re-Engineering (RAP) is defined as a rapid and drastic re-designing of managerial and strategic process of values at colleges of education in the Arab States Universities in order to attain good educational outputs. The managerial process includes planning, organization, control, follow-up, evaluation and decision taking. The significance of the study is that it can considerably help improve administrative processes applied in the domain of strategic planning at colleges of education in Arab States. The main objective of the study was to outline the main demands of colleges of education for using (RAP) and the obstacles that face its application. For that purpose, the descriptive/ analytic method was used. The study relied heavily on the analysis of the available literature, writings, and publications on the topic, for predicting the practicability of applying RAPRAP. The study came up with the following main results: RAP application, if used properly, can raise the level of job satisfaction among staff members of Arab States colleges of education in particular and the Arab States Universities in general. RAP application can affect total amendments on colleges of education administrative systems for better rendered services. The most demanding requirements of RAP are those that directly relate to the organization structure of the particular corporation, and all its activities for more flexibility, speed and accuracy of performance. The basic human requirements for RAP application include effective training for trainers for the sake of radical change in concepts and ideas. The main obstacles that face RAP application include the poor outcome at colleges of education regarding teaching/learning process, in addition to poor strategic information management on the part of colleges of education and universities. RAP is not fully made use of, despite large sums of money having been spent on for that exact purpose.

scholarly journals A failed review of CCE site inspection standards and processes

2019 ◽  
Vol 27 (1) ◽  
Author(s):  
Stanley I. Innes ◽  
Charlotte Leboeuf-Yde ◽  
Bruce F. Walker
Keyword(s):  
Educational Research ◽  
Quality Standards ◽  
Educational Programs ◽  
Quality Improvements ◽  
High Quality ◽  
Accreditation Standards ◽  
Chiropractic Education ◽  
Chiropractic Practice ◽  
Similarities And Differences

Abstract Background Accreditation of educational programs involves an independent agency assessing quality against a set of defined standards. Site inspection teams are appointed by an accrediting agency and compile a report with the intention of identifying deficiencies and making recommendations for their rectification and continued improvement. For chiropractic programs accreditation is carried out by Councils on Chiropractic Education (CCEs). However, the reliability of their site inspection teams remains unknown. Recent research has suggested that variability in chiropractic practice may be partially traced back to the education provider. This raises the possibility of deficient accreditation procedures that may include unsatisfactory site inspection standards or processes or the accreditation standards by which they work to. We sought to compare the various CCEs documented standards and processes for site inspection teams for similarities and differences with the intent of making recommendations to create uniform and high quality standards. Further, we sought to compare a sample of CCEs site inspection team surveys / reports for commonly identified recommendations and quality improvements and determine if they are adequately described in their accreditation standards. Method In December of 2018 invitation emails were sent to 4 CCEs through their website portals outlining a proposed study investigating site inspection teams’ standards and processes. Access was requested to all appropriately redacted documentation relating to site inspection teams and their chiropractic program reports. Follow up emails were sent several weeks later. Results Only one of four of the CCEs responded by providing the requested information. Conclusion and recommendations Three CCEs did not cooperate with this educational research. The possible reasons for the non-engagement is discussed.

scholarly journals Informing Protected Area Decision Making through Academic-Practitioner Collaborations

Land ◽  
2020 ◽  
Vol 9 (10) ◽  
pp. 375
Author(s):  
Grant Murray ◽  
Carleigh Randall ◽  
Rick Rollins
Keyword(s):  
Information Sources ◽  
External Information ◽  
Knowledge Mobilization ◽  
Management Guidelines ◽  
Academic Researchers ◽  
External Sources ◽  
On Line ◽  
Line Survey ◽  
Provincial Park

This study examined knowledge mobilization and collaboration practices of practitioners in a Canadian provincial park agency, BC Parks. Data was collected through four focus groups, an on line survey (N = 125), and a follow up workshop. Results showed that the most important information sources used by the agency were “internal” (e.g., policy and management guidelines), while “external sources” such as academic researchers or journals were rated lower. However, those who collaborated with outside groups, including academics, and those working in a science capacity within the agency, rated external information sources more positively. Barriers and enabling conditions for effective knowledge mobilization were identified.

Examining the Normative Operations of Nonprofit Academic Centers

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Benjamin Lough
Keyword(s):  
Content Analysis ◽  
Educational Research ◽  
Environmental Scan ◽  
Road Map ◽  
The Future ◽  
Regulatory Landscape

This paper reflects an environmental scan of the activities of existing nonprofit academic centers affiliated with NACC. It summarizes the findings from nine field visits to nonprofit centers, a content analysis of 55 center websites, and follow-up interviews with select center administrators. By comparing the normative operations of legitimized peer centers across their educational, research, and service missions, this research helps to articulate norms whereby new and extant nonprofit centers can legitimize their work. In addition, findings can be used as a road map to inform the future regulatory landscape for nonprofit academic centers. Discussions examine the positive and negative implications of using these findings for purposes of legitimacy and regulation.

scholarly journals The Role of Place, Geography, and Geographic Information Systems in Educational Research

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841986934
Author(s):  
Bryan Mann ◽  
Andrew Saultz
Keyword(s):  
Geographic Information Systems ◽  
Education Policy ◽  
Educational Policy ◽  
Educational Research ◽  
Policy Research ◽  
Strong Relationship ◽  
Colleges Of Education ◽  
Policy Makers ◽  
Geographic Thinking

Despite the strong relationship between geography and education policy, educational research tends to draw from other fields of inquiry such as economics, political science, and history. This special topics collection centers the usefulness of geography and place in educational policy research. The introduction explains the rationale for the collection and discusses the themes and articles in the collection. We conclude with a call for researchers, policy makers, and colleges of education to enhance their capacity in incorporating geographic thinking into educational policy research.

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