Knowledge Mobilization: Building Two Way Roads
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Transcript of Knowledge Mobilization: Building Two Way Roads
Building Two-Way Roads Knowledge Mobilization in and beyond Arizona’s Systems of Education
Steven Zuiker, Adai Tefera, Niels Piepgrass, Kevin Winn, Katherine Anderson, & Gustavo Fischman
research conducted with support from Spencer Foundation (Organizational Learning Small Grant 10003022)
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youtu.be/FLCQmSs3Gfc
HOW DO WE MOBILIZE KNOWLEDGE?
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HOW DO WE MOBILIZE KNOWLEDGE?
youtu.be/FLCQmSs3Gfc
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RESEARCH
PRACTICE
HOW DO WE MOBILIZE KNOWLEDGE?
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articulating study aims
• characterize the multidirectional flow of knowledge and experience among stakeholders in education “ecologies”
• understand whether/how this flow of knowledge and experience also organizes processes that influence the production of more accessible and usable educational scholarship
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university sports
ecologies
http://www.nytimes.com/interactive/2014/10/03/upshot/ncaa-football-fan-map.html
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defining Knowledge Mobilization for Scholarship in Education
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defining Knowledge
knowledge includes research findings from disciplinary and/or interdisciplinary perspectives as well as the ways these findings combine with the accumulated experiences of: • scholars and scholarly communities • users of these findings, independent of any user’s
technical training
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defining Knowledge Mobilization for Scholarship in Education
• multi-dimensional, interactive processes that increase the accessibility and usability of educational research
• deliberate and systematic coordination of these processes in order to reach a wide range of education stakeholders (e.g., scholars, professionals, practitioners, policymakers, and citizens)
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participants
3 research-intensive colleges of education with “KMSE momentum” & neighboring practitioners (or policymakers)
College Neighbor Schools
Researchers Practitioners/Policymakers
Survey Interview Survey Interview
COE1 2 17 (52%) 7 7 (~18%) 3
COE2 7 30 (41%) 9 53 (~30%) 7
COE3 0* 19 (20%) 6 0 3*
* district research review processes precluded data collection in schools neighboring COE3, therefore we conducted interviews with policymakers instead.
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researcher data collection
survey: 68 likert-scale items; 9 checkbox items; 5 constructed-response items considered 6 topics:
1. scholarly actions & products 2. institutional incentive structures 3. perceived audience recognition 4. professional tools & technologies 5. engagement with local communities 6. personal, professional, & policy influences on
research, teaching, & service
interview: semi-structured protocol with 15 questions considering the same 6 topics
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practitioner data collection
survey: 46 likert-scale items and 5 checkbox items considers topics:
1. research literacy 2. research capacity & engagement 3. engagement with research events, products, &
networks
interview: semi-structured protocol with 23 questions considering the same 3 topics
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data analysis
surveys • descriptive statistics generated via SPSS researcher interviews • multi-level coding process (Onwuegbuzie, Leech, &
Collins, 2012) generated tentative open codes and interrelations across open codes then 14 axial codes
• descriptive narratives for interviewee and for each code across interviewees-by-institution developed holistic analysis of each individual and a cross-sectional analysis for each code across individuals (Mason, 2002; Saldaña, 2012)
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1 2 3profiles
findings: 3 KMSE profiles
common format for meaningfully comparison
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1 2 3profiles
findings: 3 KMSE profiles
1. Educational Research Organization Overview and Strategies characterizes COE and an emerging organizational KMSE strategy in terms of formal & informal tactics
2. Educational Researcher Practices characterizes individual educational researcher repertoires of KMSE practices and situates them in relation to organizational & extra-organizational lines of inquiry
3. Education Practitioner/Policymaker Engagement characterizes research engagement among neighboring practitioners
4. Opportunities and Challenges of Bounded KMSE Ecology synthesizes characterizations of organization, researchers, & practitioners
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overview
1synthesis
2 3profiles
#KMSE #AERO15
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Educational Research Organization Overview and Strategies
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Current Organizational Context
• Separate policies
• No consistent strategy leads to confusion but also opportunities
• Future streamlined approach to KMSE
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COE 1 Priorities
• Based on interviews with faculty and assistant dean of research, college incentivizes traditional scholarly actions and products
• Top three priorities based on survey:
1. Peer-reviewed articles
2. Mentoring students
3. Teaching
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Perceptions
• Based on rankings in the survey, researchers perceive their institution as valuing: grant proposals and MOOCs
• (generating textbooks; artistic activities)
• What researchers personally perceive as important: attending conferences and conducting fieldwork
• (blogs)
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Social Networks at COE 1 vs. COE 2 and COE 3
COE1 COE2 COE3
UseofSocialNetworks
73.3 55.6 41.2
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Social Media
• Maintain personal accounts
• College is listening but not integrating new strategies
• Tension remains as researchers unaware of overall strategy of universities and liability related to personal accounts
• Interviews: Saw potential of social media but skeptical and unsure how to use them
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Uptake of Research
• Results complement other institutions
• Practitioners lack time
• Easy-to-understand research
• Work with “team”
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Interactions with COE 1
• Science project
• Teacher training programs
• Low amount of interactions
• Surveys suggest practitioners turn to their own colleagues rather than institutions
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Opportunities and Challenges of COE1 Bounded KMSE Ecology
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Continuing Demands
• Efficiency
• External funding
• More education services
• Increase institutional visibility
• Wider outreach and engagement
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Managing the tensions
• Personal values: “I personally really value classroom-based research, which takes an exorbitant effort that doesn’t necessarily get recognized in any part of the system.” (Assistant Professor)
• “Play the game” and do “what you have to”
• Potential for multidirectional exchange
• Not unique to COE 1
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overview
1synthesis
2 3profiles
#KMSE #AERO15
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Educational Research Organization Overview and Strategies
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COE 2
• large US research university
• faculty from diverse disciplinary backgrounds
• strong emphasis on university-district partnerships
• significant structural and organizational changes
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organizational & individual strategies
• Technological tools
• 3 institutional centers
• KMSE initiative
• Consulting
• Professional Development
• Webinars
• Methods of research
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Opportunities and Challenges of COE 2 Bounded KMSE Ecology
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opportunities & challenges
• COE 2 located in an institution that formally emphasizes impact and engagement locally and globally
• COE 2 is struggling to assess faculty based on a more expanded definition of impact
• COE 2 continues to rely on traditional forms of assessing faculty’s impact
• COE 2 in the process of learning how to engage in two-way collaborations between practitioners and researchers
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overview
1synthesis
2 3profiles
#KMSE #AERO15
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Educational Research Organization Overview and Strategies
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COE 3
A large Canadian research university
College Mission:
• Shaping public conversation and policy
• Partnering with community organizations to serve community goals
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Institutional Standing
• Positive reputation for quality and accessibility of scholarship
• Strong relationships with communities and government
• Established history of supporting KM initiatives
• “Knowledge Mobilization” originated in Canada
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Institutional Movement
• Formalized structures to recognize KM activities
• Formalized relationships with government
• Programs and initiatives to promote KM
• Lacking strategic or integrated approach to KM
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Researcher Practices: Relationships
• Government and Policy Makers
• Community Members & Organizations
• School Boards and Districts
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Researcher Practices: Public Engagement
• Sharing findings through traditional media
• Providing expert testimony in court
• Translating research for broader audiences
• Serving on advisory boards
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Researcher Practices: Social Media
• Researchers recognize its potential for sharing knowledge
• Tentative about its use
• Comfort level
• Initiative
• Less use of social media at COE 3 compared to other institutions
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Researcher Practices: Service
• Consultation, workshops and professional development for schools and school boards
• Briefs, reports and other research products
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Government practices: University relationships
Formal relationships:
• Advisory panel of practitioners and academics
• Contracts for external research
Informal relationships:
• Personal and professional networks
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Government practices: Programs & development
• Funding for collaborative projects between school boards, COE 3 and other stakeholders
• Funding for self-directed professional development for personnel, including conference attendance
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Opportunities and Challenges of COE 3 Bounded KMSE Ecology
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Opportunities and Challenges
• COE 3 and its faculty have formal and long-standing relationships with government, school districts, communities and traditional media
• COE 3 formally recognizes and values KM-related activities
• COE 3 nonetheless prioritizes scholarly publications over KM activities
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overview
1synthesis
2 3profiles
#KMSE #AERO15
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revisiting study aims
• characterize the multidirectional flow of knowledge and experience among stakeholders in education “ecologies”
• understand whether/how this flow of knowledge and experience also organizes processes that influence the production of more accessible and usable educational scholarship
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synthesizing three KMSE profiles
KMSE profiles offer twin insights:
1. illuminate emerging KMSE strategies and practices in order to understand and improve it
2. enable researchers and research organizations to navigate tensions and challenges at multiple levels in order enact KMSE strategies and practices more productively
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Basic Applied Translated Utilized
Research Practice
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Research Practice
(McLaughlin, 1976)
mutual adaptation
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Research Practice
Partnerships Alliances
(adapted from Stein & Coburn, 2010)77 ZuikerTeferaPiepgrassWinn_AERO15 - December 4, 2015
• Understanding and enabling diverse pathways to and from educational research can develop meaningful educational impact and enduring educational partnerships
• The ways that diverse forms of expertise among education stakeholders currently do, and possibly can, mobilize knowledge must reflect the diversity and complexity of education systems
synthesizing three KMSE profiles
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questions comments
[email protected] [email protected] @szuiker
comment on paper draft at Google Docs bit.ly/KMSE@AERO15 presentation available at slideshare.net/szuiker#KMSE
#AERO1579 ZuikerTeferaPiepgrassWinn_AERO15 - December 4, 2015