Actionable Knowledge and Scholar-Practitioners: A Process Model of Theory-Practice Linkages

Tenkasi, Ramkrishnan V.; Hay, George W.

doi:10.1023/b:spaa.0000031697.76777.ac

Cited by 39 publications

(29 citation statements)

References 13 publications

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“…The induced four mechanisms ( The purpose of the activity theory is to appropriately utilize resources and emphasize professional division of labor [48].Observing database and Figure 2,"A1 EPM" established between 2003 and 2004, SARS was the main factor. Object includes patients; Tools includes transfer technology application and automatic access of digital data; Rules includes prevention research plain; Community includes government and the medical community; Division of labor includes health management and preventive health care.…”

Section: Resultsmentioning

confidence: 99%

Exploring service innovation mechanisms of health cloud service: Aperspective ofactivity theory

Chang¹,

Chiu²,

Huang³

et al. 2013

Proceedings of the 2013 International Academic Workshop on Social Science (IAW-SC-13)

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Abstract-This study is a case study of Show-Chwan hospital of Taiwan. Based on a perspective of activity theory, this study develops an innovation model of health cloud services (HCS) and explores the evolution of the model. This study collected the related secondary data of the case between 1995 and 2012andin-depth interviews. The findings are: 1)Epidemic prevention mechanism is a primary development mechanism of health cloud activity; 2) Electronic medical record management is a core mechanism to promote health cloud activity; 3) Personal health management is a business mechanism of health cloud activity; 4) Privacy protection mechanism is a critical issue of health cloud activity, however, it hinders the development of health cloud activity.

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Section: Resultsmentioning

confidence: 99%

Exploring service innovation mechanisms of health cloud service: Aperspective ofactivity theory

Chang¹,

Chiu²,

Huang³

et al. 2013

Proceedings of the 2013 International Academic Workshop on Social Science (IAW-SC-13)

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“…Another important characteristic of actionable knowledge is that it is based on the best available research and evaluation findings and, thus, simultaneously meets the expectations of the scientific community in terms of scientific rigor while also meeting the practical needs of practitioners and organizations [33]. In other words, actionable knowledge offers clear, compelling ideas for action backed by best available research and evaluation.…”

Section: Actionable Knowledgementioning

confidence: 99%

Putting program evaluation to work: a framework for creating actionable knowledge for suicide prevention practice

Wilkins

Thigpen

Lockman

et al. 2012

Behav. Med. Pract. Policy Res.

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The economic and human cost of suicidal behavior to individuals, families, communities, and society makes suicide a serious public health concern, both in the US and around the world. As research and evaluation continue to identify strategies that have the potential to reduce or ultimately prevent suicidal behavior, the need for translating these findings into practice grows. The development of actionable knowledge is an emerging process for translating important research and evaluation findings into action to benefit practice settings. In an effort to apply evaluation findings to strengthen suicide prevention practice, the Centers for Disease Control and Prevention (CDC) and the Substance Abuse and Mental Health Services Administration (SAMHSA) supported the development of three actionable knowledge products that make key findings and lessons learned from youth suicide prevention program evaluations accessible and useable for action. This paper describes the actionable knowledge framework (adapted from the knowledge transfer literature), the three products that resulted, and recommendations for further research into this emerging method for translating research and evaluation findings and bridging the knowledge-action gap. KEYWORDSSuicide prevention, Youth, Actionable knowledge, Knowledge to action, Knowledge-action, Researchto-practice, Implementation, Knowledge transfer, Public healthThe economic and human cost of suicidal behavior to individuals, families, communities, and society makes suicide a serious public health concern, both in the United States and around the world. In the US, it is estimated that deaths resulting from suicide create a financial burden of over 26 billion dollars a year in medical costs and work loss [1]. Suicide is also one of the most common causes of death among young people in the US. It is the second leading cause of death among 25-34-year-olds and the third leading cause of death among 15-24-year-olds [2]. In 2011, nearly 16 % of high school students (typical age range 14-18 years old) reported that they had seriously considered suicide in the past year [3], that is, about three students out of a typical classroom of 20 [4].The United States Centers for Disease Control and Prevention (CDC) defines suicidal behavior as including (1) suicidal ideation (thoughts of harming or killing oneself), (2) suicide attempt (a nonfatal, self-directed potentially injurious behavior with any intent to die as a result of the behavior), and/or (3) suicide (death caused by self-directed injurious behavior with any intent to die as a result of the behavior) [5]. Historically in the US, suicide has almost exclusively been addressed by providing mental health services to people already experiencing suicidal thoughts or behavior. While

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“…Yet, there is little agreement regarding how the relevance problem should be defined or framed. The problem has been viewed as a difference in culture between academics and practitioners (Barley et al, 1988), as a linking process among scholars (Daniels, 1991), as a knowledge transfer problem (Rynes et al, 2001), as theory-practice linkage issue (Tenkasi and Hay, 2004), and as a paradigm clash (Gulati, 2007). None of these perspectives have been embraced as the accepted standard.…”

Section: Leif Edvinsson World's First Chief Knowledge Officer Mcmastementioning

confidence: 99%

The relevance of knowledge management and intellectual capital Research

Booker

Bontis

Serenko

2008

Knowl Process Manag

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In recent years, there has been a growing pressure on business schools to make their research more useful to practitioners. Consequently, the AASCB International dedicated an entire report to the subject. In order to assess the relevance of knowledge management/intellectual capital (KM/IC) research, 12 semi‐structured interviews were undertaken with KM/IC professionals. Based on the findings, a framework was constructed and eight implications were suggested. Overall, this study is the first documented attempt to empirically investigate the issue of relevance of KM/IC academic output. Copyright © 2008 John Wiley & Sons, Ltd.

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Actionable Knowledge and Scholar-Practitioners: A Process Model of Theory-Practice Linkages

Cited by 39 publications

References 13 publications

Exploring service innovation mechanisms of health cloud service: Aperspective ofactivity theory

Exploring service innovation mechanisms of health cloud service: Aperspective ofactivity theory

Putting program evaluation to work: a framework for creating actionable knowledge for suicide prevention practice

The relevance of knowledge management and intellectual capital Research

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