Knowledge Brokers: A Promising Knowledge Mobilization Strategy

1. Amanda Cooper CSSE, Ottawa, Tuesday May 26, 2009 Knowledge Brokers: A Promising Knowledge Mobilization Strategy

2. KM Guiding Principles What is the Purpose & Scope of KM? KM involves harnessing research in policy and practice for organizational improvement What knowledge does KM mobilize? evidence from systematic and formal processes of inquiry and from widely recognized bodies of empirical evidence What is the nature of KM Processes? complex, iterative, non-linear, social processes Who is involved in KM? collaboration among two or more dissimilar groups (researchers, policymakers, practitioners, knowledge brokers) My Definition of KM Knowledge Mobilization (KM) includes intentional efforts to harness research benefits by increasing the use of evidence (from widely recognized bodies of knowledge) in both educational policy and practice. KM occurs through iterative social processes involving the sustained collaboration among two or more dissimilar groups (researchers, policymakers, practitioners, knowledge brokers) for the purpose of large scale organizational change and system improvement. -agree on content if not interpretation of research (widely recognized)� Sin�s (2008) definition of Knowledge brokerMy Definition of KM Knowledge Mobilization (KM) includes intentional efforts to harness research benefits by increasing the use of evidence (from widely recognized bodies of knowledge) in both educational policy and practice. KM occurs through iterative social processes involving the sustained collaboration among two or more dissimilar groups (researchers, policymakers, practitioners, knowledge brokers) for the purpose of large scale organizational change and system improvement. -agree on content if not interpretation of research (widely recognized)� Sin�s (2008) definition of Knowledge broker

3. KM Occurs in the White Space of Shared Systems The term white space, in visual arts, refers to the space between text and images; it is not considered blank or insignificant space, but rather an important aspect of how people interpret and understand particular messages (Boulton, 2007). This concept has been adapted by Rummler and Brache (1991) in process management where �white space� is articulated as the area between the boxes in an organizational chart or between different organizational functions. Often, in organizations and systems, no one is explicitly in charge or responsible for the white space even though critical interactions and functions happen between these clearly demarcated boundaries and departments. This is where things fall between the cracks as no one takes explicit ownership which often results in misunderstandings or inaction. Rummler and Brache (1991) maintain that the white space is the area in which an organization has the greatest potential for improvement. I apply the analogy of white space to shared systems (for example education and health) and argue that KM occurs in the white space of shared systems: between different communities, organizations, processes and individuals. In part, this is what makes KM so challenging, because it is often not an explicitly designated role. Rather, KM (if it happens at all) occurs mostly in an ad hoc manner. Individuals engaging in KM work often do so in addition to their many other professional responsibilities. The question which seems to emerge is: Whose job is KM anyways? Who is responsible for ensuring that KM is occurring across systems? Funding agencies? Policymakers? Researchers? Practitioners? Governments? Knowledge mobilization is contingent on addressing the gaps occurring in the white space, in order to better leverage available research knowledge for system improvement. The term white space, in visual arts, refers to the space between text and images; it is not considered blank or insignificant space, but rather an important aspect of how people interpret and understand particular messages (Boulton, 2007). This concept has been adapted by Rummler and Brache (1991) in process management where �white space� is articulated as the area between the boxes in an organizational chart or between different organizational functions. Often, in organizations and systems, no one is explicitly in charge or responsible for the white space even though critical interactions and functions happen between these clearly demarcated boundaries and departments. This is where things fall between the cracks as no one takes explicit ownership which often results in misunderstandings or inaction. Rummler and Brache (1991) maintain that the white space is the area in which an organization has the greatest potential for improvement. I apply the analogy of white space to shared systems (for example education and health) and argue that KM occurs in the white space of shared systems: between different communities, organizations, processes and individuals. In part, this is what makes KM so challenging, because it is often not an explicitly designated role. Rather, KM (if it happens at all) occurs mostly in an ad hoc manner. Individuals engaging in KM work often do so in addition to their many other professional responsibilities. The question which seems to emerge is: Whose job is KM anyways? Who is responsible for ensuring that KM is occurring across systems? Funding agencies? Policymakers? Researchers? Practitioners? Governments? Knowledge mobilization is contingent on addressing the gaps occurring in the white space, in order to better leverage available research knowledge for system improvement.

4. Knowledge Brokers Significance Third parties increasingly involved in education, but rarely studied Who are they? What do they do? How do they do it? To what effect? Honig�s (2004) intermediaries as the �new middle management� Sin�s (2008) definition: �individuals or organizations that bridge the evidence and policy/practice divides� (p. 86) Honig�s (2004) study of four groups involved in policy implementation in education interesting labels intermediaries �the new middle management.� Her clear definition of intermediaries makes a valuable contribution to considering what knowledge brokers are and also what they are not: Intermediaries are organizations that occupy the space in-between at least two other parties. Intermediary organizations primarily function to mediate or to manage change in both those parties. Intermediary organizations operate independently of these two parties and provide distinct value beyond what the parties alone would be able to develop or to amass by themselves. At the same time, intermediary organizations depend on those parties to perform their essential functions. (p. 67)Honig�s (2004) study of four groups involved in policy implementation in education interesting labels intermediaries �the new middle management.� Her clear definition of intermediaries makes a valuable contribution to considering what knowledge brokers are and also what they are not: Intermediaries are organizations that occupy the space in-between at least two other parties. Intermediary organizations primarily function to mediate or to manage change in both those parties. Intermediary organizations operate independently of these two parties and provide distinct value beyond what the parties alone would be able to develop or to amass by themselves. At the same time, intermediary organizations depend on those parties to perform their essential functions. (p. 67)

5. Knowledge Brokers Have Different Functions Types of brokers (Sin, 2008): Cross-pollinators (across sectors, analogous lessons) Matchmakers (connect research producers and users) Translators and processors (interpret and adapt) Multiple dissemination routes (diverse formats) Articulators of user perspectives (convey needs of users to researchers)

6. CEA Study: Importance of Facilitation Recognition of a need for facilitation to increase KM �We are looking at ways of supporting teachers to access and utilize research�.hence�.the need for a facilitator, and I think for many of us, that�s still where we are at, is that [increasing research use] still requires that. For the most part, the majority of teachers will not seek [research] out on their own, unless there is someone there that prompts them to do so or facilitates it� (Principal) Skilled facilitator makes a greater impact of research �It is important to have a facilitator who will bring facilitation skills to keep people in the discussion� (Elementary Division Leader) Interesting Example: District with Knowledge Broker One district in 3rd intervention utilized a knowledge broker They championed the project, galvanizing district participation This was also the district with the most obstacles; more resources were necessary Research use is a combination of structure and culture Cannot assume that having the necessary structures in place guarantee success; often, research culture has large impact One district in 3rd intervention utilized a knowledge broker They championed the project, galvanizing district participation This was also the district with the most obstacles; more resources were necessary Research use is a combination of structure and culture Cannot assume that having the necessary structures in place guarantee success; often, research culture has large impact

7. District Research Culture Impacts KM

8. Adapt research to increase relevance to practitioners �Executive summaries work really well�it allows people a way in, and�when we unroll it more with teachers in classrooms , we�ll be looking for relevant snippets, more pieces, then giving people the website where they can continue to read and research� (Secondary School Principal) Guiding Questions as a �reflective lens� (Secondary School Principal) Embed research use in regular organization processes �We do have a central�.portal where we upload relevant research to make it available to people in the division� (Superintendent) �There are different venues�.places for people to engage in conversation and present those conversations to be facilitated in a structured way, and to provide avenues for research to be introduced� (Secondary School Principal) �You�ll always have the people who are keen�.and read it regardless of�.the meeting but, on the flip side, you�ll also have the people who wouldn�t read it unless there was a structure put in place that made that happen� (Secondary School Principal) Assign KM work to specific people (They have designated research departments, roles, and internal capacity) Exemplary Practices in School Districts

9. A Process of Assessing Need Identifying the problem (What type of research-policy-practice Gap?) Specialized function of KB (What role can a specialized broker play?) Strategies to Utilize (Depends on what problem KM is seeking to address) Create an action plan suiting strategies to organizational context

10. What Problem Does KM Address?

11. Linking Strategies to Particular Gap

12. Future Steps to Effectively Use Brokers Create Catalogue of Knowledge Brokers (Who exists? What do they do? And how can districts contact them?) Create referral & support systems for Knowledge Brokers Create metrics for Knowledge Brokers Create tools for Knowledge Brokers to package information Create tools to monitor and evaluate the impact of Knowledge Brokers

13. Issues for Districts to Consider Do we have a culture that supports research use? External research capacity (E-Best), offering research related PD Creating formal roles Is this support embedded in our daily processes and systems? Graduate Rate Improvement Teams, Student Success teams, PLCs Placing research related reading on meeting agendas (Book study) Structured time to discuss research & link to strategic plans Do we have real capacity in our district to find, understand, share and use research? Web portals, Shared space, research database How do we communicate research to our broader community? KM Lab, involving stakeholders in designing, conducting and interpreting research projects

14. acooper@OISE.UTORONTO.ca Thank-You!