85 FIVE Knowledge mobilisation in australian education research John Polesel, Professor of Education, Melbourne Graduate School of Education, University of Melbourne Acknowledgement The assistance of Michael McBain, Kevin Yang and Clare O’Hanlon from the Melbourne Graduate School of Education (MGSE) in supplying data, setting up and implementing the online survey and conducting an internet search of knowledge mobilisation activities is gratefully acknowledged. introduction This chapter examines the role of the objective of knowledge mobilisation – framed in
65 FOUR Knowledge mobilisation in education in england David Gough, Institute of Education, University of London introduction This chapter provides an overview of knowledge mobilisation by universities in England. It first provides an introduction to the capacity of the education systems and the research structures, capacity and quality measures in the UK more generally. It then describes knowledge mobilisation issues in education in England, as one part of the UK – first in terms of recent historical developments since the 1990s, then in relation to new
209 Voluntary Sector Review • vol 7 • no 2 • 209–18 • © Policy Press 2016 • #VSR Print ISSN 2040 8056 • Online ISSN 2040 8064 • http://dx.doi.org/10.1332/204080516X14650415652384 policy and practice Knowledge, knowledge mobilisation and the third sector Iain A Lang, i.lang@exeter.ac.uk Rebecca Hardwick, r.j.l.hardwick@exeter.ac.uk University of Exeter, UK This paper is about third sector organisations (TSOs) and how they use knowledge. Drawing from the emerging field of knowledge mobilisation, we argue that current policy and thinking about knowledge and
199 Evidence & Policy • vol 12 • no 2 • 199–216 • © Policy Press 2016 • #EVPOL Print ISSN 1744 2648 • Online ISSN 1744 2656 • http://dx.doi.org/10.1332/174426415X14399903490979 Collaborative research partnerships for knowledge mobilisation Hilary Edelstein, hledelstein@gmail.com Holland Bloorview Kids Rehabilitation Hospital, Netherlands This study examines elements of collaborative research partnerships (CRPs) between university researchers and organisations who engage in knowledge mobilisation activities in education. The study uses key informant
Education Conference, Ottawa, Ontario, Canada. 369Some Canadian contributions to understanding knowledge mobilisation Evidence & Policy • vol 6 • no 3 • 2010 • 351-69 • 10.1332/174426410X524839 Sá, C., Li, S. and Faubert, B. (in press) ‘Faculties of education and institutional strategies for knowledge mobilization: an exploratory study’, Journal of Higher Education, doi 10.1007/s10734-010-9344-4. Sin, C.H. (2008) ‘The role of intermediaries in getting evidence into policy and practice: some useful lessons from examining consultancy–client relationships’, Evidence
201 Evidence & Policy • vol 13 • no 2 • 201–23 • © Policy Press 2017 • #EVPOL Print ISSN 1744 2648 • Online ISSN 1744 2656 • https://doi.org/10.1332/174426416X14534671325644 Accepted for publication 02 December 2015 • First published online 27 January 2016 Missing in action? The role of the knowledge mobilisation literature in developing knowledge mobilisation practices Alison Powell, aep2@st-andrews.ac.uk Huw Davies, hd@st-andrews.ac.uk Sandra Nutley, smn@st-andrews.ac.uk University of St Andrews, UK Despite a burgeoning literature and the development of
. (1998) ‘Getting research findings into practice: when to act on evidence’, BMJ, vol, 317, pp 139-49. 39 Knowledge mobilisation and utilisation Spar, D.L. (1999) ‘The public face of cyberspace’, in I. Kaul, I. Grunberg and M. A. Stern (eds) Global public goods: international cooperation in the 21st century, New York, NY: Oxford University Press (published for the United Nations Development Programme), pp 344-362. SSHRC (Social Sciences and Humanities Research Council) (2008) SSHRC’s knowledge mobilization strategy, Ottawa: SSHRC. Stiglitz, J. (1999) ‘Knowledge as
social innovation in York Region.1 The University of Victoria is working through EvP_5_3_August_2009.indd 8 03/08/2009 14:39:07 215 Evidence & Policy • vol 5 • no 3 • 2009 • 211-27 • 10.1332/174426409X463767 Knowledge mobilisation builds local research collaborations... its Knowledge Mobilization Unit located within the Office of Community Based Research to provide similar services to faculty and local communities in Victoria. The two universities operate as a network, sponsoring inter-institutional research and knowledge mobilisation activities. Elsewhere in
183 TEN Knowledge mobilisation and education policy making in china Chengwen Hong, Leiyu Mo, Yan Meng, Yipeng Tang, Xianming Xia and Yijuan He, Beijing Normal University, China University of Mining and Technology Acknowledgement This chapter could not have been finished without support from the faculty of education, Beijing Normal University (BNU). The chapter is a team effort. We would like to give our thanks to the Department of Development at BNU for the provision of data. We are grateful to all the people who have provided support. We are grateful to
165 NINE Knowledge mobilisation in education in south africa Johan Muller and Ursula Hoadley, University of Cape Town introduction In this chapter we consider both the notion of knowledge mobilisation and practices associated with it in the South African context. The chapter begins by providing an overview of the education system in South Africa, including the higher education policy and funding context. We then go on to trace the evolution of the concept of community engagement (the more common term denoting knowledge mobilisation in South Africa). We
