A new guide on knowledge transfer and exchange outlines the points of interaction between researchers and the stakeholders who can make use of research findings.
A time-worn stereotype about academic research is that it’s dissociated from the real concerns of everyone else, that study results are difficult to understand or that their application to the real world is unclear. However, the field of knowledge transfer and exchange (KTE) recognizes that in order for research to address more complex and relevant issues, engagement with audiences outside of academia is required. It also recognizes the importance of trusted social networks in helping to get research findings picked up and read by the right audiences. Knowledge transfer practitioners also recognize that non-academic decision-makers often need help making sense of study findings and using them to assess and decide on policy or program solutions.
At the Institute for Work & Health,(IWH) a not-for-profit research organization focused on work and health issues, KTE professionals are engaged in a wide spectrum of activities across the life cycle of a research project—from inception to dissemination. Since its early years, the Institute has been a leading practitioner of a form of KTE that some call “integrated KTE”. The term refers to knowledge transfer exchange that takes place at various stages of research—not just at the end when findings are ready to be shared. It’s an approach that incorporates the knowledge and needs of stakeholders—i.e., potential users of research—into the development of the research question and the design and implementation of a study.
The IWH approach to KTE, developed over 30 years of experience, is now described in a guide recently published on the Institute’s website. Titled Promoting evidence-informed practice and practice-informed research: A planning guide for knowledge transfer and exchange, the guide has two goals. One is to provide a model of KTE (with practical tips) for other research organizations to adapt or use. The other is to outline the KTE process to help stakeholders see the many points of interaction where their input can inform research.
Four KTE components
This approach to KTE involves interconnected and distinct, and has synergistic components. Success in one area breeds success in another. The four components are:
1) Building and maintaining relationships with key stakeholders through regular contact outside the confines of specific research projects.
2) Engaging stakeholders in the process of planning for and conducting research projects.
3) Communicating about research in plain language through multiple channels.
4) Enhancing the capacity of stakeholders to use research findings in their work (i.e., to inform policy or practice).
By building and maintaining relationships with key stakeholders, a research organization such as IWH can identify
which stakeholders have the knowledge, expertise and interest to participate in research projects. By involving stakeholders in a research study, researchers enhance their ability to convey the findings (especially key messages) in language that will be accessible, clear, and meaningful to intended audiences. For stakeholders, by being part of a research project, they can deepen their capacity to understand the implications of research findings and use them to shape programs and policies.
The role of key stakeholders
What does the second component in the above list—engaging stakeholders in a research project—look like? An essential feature of this particular KTE approach is its involvement of key stakeholders in multiple stages of research projects. These include:
a) Identifying emerging issues
b) Developing research plans
c) Supporting grant applications
d) Fine-tuning research strategies
e) Reviewing and helping to interpret draft findings, and
f) Disseminating results.
Depending on their expertise, interest and capacity, stakeholders may be involved in research at different levels of intensity. At a less involved level, they can help disseminate study results within their networks. In doing so, they lend credibility to the research and help extend its reach. Indeed, KTE practitioners know the importance of “a credible messenger” in helping research get used. Study results that land in someone’s inbox get more attention if they’re accompanied by a message from a trusted contact that says, “This is interesting work that you might find useful.”
At a slightly more involved level of engagement, stakeholders may be asked to join a network of interested stakeholders. Such networks might meet just once a year. They may be asked to provide overall input on different research projects at different stages. Input may range from the relevance of the research to their own work, emerging issues they are facing, and new research ideas that should be pursued.
At a greater level of intensity, stakeholders can become advisory committee members on a research project. Such committees are formed early in the life of a project to enable members to provide input from the get-go. At a first meeting, advisory committee members may be asked about the framing of the research question—for example, does it resonate with them? What’s missing? They may also be asked about the research plan—for example, are surveys or focus groups the best method of data collection for the group of participants targeted by the study? Partway through a study, the committee may meet again to review progress and offer advice on any issues in the process that need to be addressed. When findings are available, another meeting may be held where members are asked to reflect on the implications and offer advice on how to frame key messages.
More rarely, stakeholders become research collaborators. Their involvement may include, helping to plan the research, supporting the recruiting of study participants, commenting on and disseminating the findings, and potentially participating in advisory meetings. The work involved tends to cluster around two or three key periods of activity over a study’s life span.
Why stakeholders might get involved?
Depending on who they are, the motivations for getting involved in research can vary. For some, the main benefits come from meeting individuals with key roles and perspectives in related fields of practice. They seek a chance to make connections with others, learn about and exchange ideas on pressing issues in a trusting and collaborative environment.
By far, however, the majority are driven by the hope of making society better and the desire to share their own knowledge and expertise—including their lived experience. They believe that decisions about policies and programs are better when informed by research evidence. They want to play a part, by providing context to the research questions and input on the processes and findings.
Ultimately, stakeholders understand that the production of research and the uptake of study findings are social processes, in which they can, play a very important role to play.
Uyen Vu is the Communications Manager at The Institute for Work & Health is a Toronto-based organization whose mission is to conduct and mobilize research that supports policy-makers, employers and workers in creating healthy, safe and inclusive work environments. To stay up to date on the latest IWH research findings, resources and events, please subscribe to its newsletters at:
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