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Professor Huw Davies

Professor Huw Davies. Director Knowledge Mobilisation & Capacity Building From Knowledge Transfer to Knowledge Exchange - changing models of research use and impact. The challenge for all of us in the knowledge business…. “Yes, it’s quite a noise – but are we having any impact?”.

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Professor Huw Davies

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  1. Professor Huw Davies Director Knowledge Mobilisation & Capacity Building From Knowledge Transfer to Knowledge Exchange - changing models of research use and impact

  2. The challenge for all of us in the knowledge business… “Yes, it’s quite a noise – but are we having any impact?”

  3. What do we mean by research, evidence and knowledge? Understanding the complexities of knowledge creation and use. Implications for facilitatingbetter use. CEO

  4. First generation modelling - Linear Models (1960s-mid 90s)

  5. Knowledge Creation Knowledge validation Knowledge Dissemination Knowledge adoption From Knowing to Doing Traditional linear model – assumes rather uncomplicated relationships between research/knowledge and knowledge/action Researchers Users ‘KT’ Research priorities --- THE PROBLEM WITH THIS MODEL --- Too - simple, rational, linear, uni-directional, individualised, unproblematised, asocial, and acontextual (otherwise, OK…)

  6. How do we KNOW stuff? biomolecular sciences clinical epidemiology some health services research… some organisations research… …much health services research …much organisations research patient & user experience case studies, ethnographies Harder, quantitative, facts-based, explanatory… Varieties of research C O N T E X T Softer, qualitative, exploratory, more meaning-oriented…

  7. Knowledge required for effective policy is much broader than simply “what works” • Know-about (problems):e.g. thenature, formation, natural history and interrelations of health and social problems in context… • Know-why: explaining the relationship between values and policy/practice… • Know-how (to put into practice): e.g. pragmatic knowledge about serviceand programme implementation… • Know-who (to involve): e.g. service team composition; building alliances for action… Enlightenment knowledge: problematising, re-framing… Methodological pluralism: contentiousness Engagement with values: politics & negotiation

  8. Challenge of “knowledge” Research ➮ Evidence ➮ Knowledge - very uncertain process; engages with values, existing (tacit) knowledge, and experience… - socially, politically and contextually situated… - not necessarily convergent/shared… - may require some difficult ‘unlearning’. And, not just what knowledge/evidence, but crucially, whoseknowledge/evidence? - ‘evidence’ may be used selectively/tactically - knowledge/power intimately co-constructed

  9. Second generation: Relationship Models (late 90s-)

  10. MODE I Focus is knowledge generation Learn from outside Knowledge created elsewhere by experts Clear methodological standards & hierarchies MODE II Focus is problem-solving Learn by doing in situ Knowledge is co-created and context dependent Flexible methods & contingent application Another take: Mode I or Mode II?

  11. “Use” is Complex, Social & Situated …moving us away from ideas of research as “answers”; … problematising “knowledge transfer”; • The importance of context, networks & systems; • Social and collective learning, and unlearning; • Interaction with other types of knowledge (tacit; experiential; political awareness); • ‘Use’ as an adaptive process - not an event; • Non-individualised embedded uses of research; • Inherent non-linearity of systems. Emphasising “situated knowledge interaction”, recognising:

  12. Third generation: Systems Models

  13. From ‘bridging’ to dialogue, from knowledge transfer to knowledge exchange,knowledge interaction, & knowledge mobilisation

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