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      Mobilising research knowledge in education

      London Review of Education

      IOE Press

      RESEARCH UTILISATION, KNOWLEDGE MOBILISATION, POLICY, PRACTICE

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          Abstract

          The field of knowledge mobilisation (KM) addresses the multiple ways in which stronger connections can be made between research, policy and practice. This paper reviews the current situation around knowledge mobilisation in education. It addresses changing understandings of KM, considers some of the main issues in conducting empirical research in the field, and looks at the state of activity to promote and increase KM, offering commentary and suggestions in each area.

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          Most cited references 22

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          The Many Meanings of Research Utilization

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            How Can Research Organizations More Effectively Transfer Research Knowledge to Decision Makers?

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              A guide to knowledge translation theory.

              Despite calls over several decades for theory development, there remains no overarching knowledge-translation theory. However, a range of models and theoretical perspectives focused on narrower and related areas have been available for some time. We provide an overview of selected perspectives that we believe are particularly useful for developing testable and useful knowledge-translation interventions. In addition, we discuss adjuvant theories necessary to complement these perspectives. We draw from organizational innovation, health, and social sciences literature to illustrate the similarities and differences of various theoretical perspectives related to the knowledge-translation field.A variety of theoretical perspectives useful to knowledge translation exist. They are often spread across disciplinary boundaries, making them difficult to locate and use. Poor definitional clarity, discipline-specific terminology, and implicit assumptions often hinder the use of complementary perspectives. Health care environments are complex, and assessing the setting prior to selecting a theory should be the first step in knowledge-translation initiatives. Finding a fit between setting (context) and theory is important for knowledge-translation initiatives to succeed. Because one theory will not fit all contexts, it is helpful to understand and use several different theories. Although there are often barriers associated with combining theories from different disciplines, such obstacles can be overcome, and to do so will increase the likelihood that knowledge-translation initiatives will succeed.
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                Author and article information

                Journal
                10430
                London Review of Education
                IOE Press
                1474-8460
                01 March 2011
                : 9
                : 1
                : 15-26
                Article
                1474-8460(20110301)9:1L.15;1- s3.phd /ioep/clre/2011/00000009/00000001/art00003
                10.1080/14748460.2011.550431
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                London Review of Education
                Volume 9, Issue 1

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