2016
DOI: 10.1332/204080516x14650415652384
|View full text |Cite
|
Sign up to set email alerts
|

Knowledge, knowledge mobilisation and the third sector

Abstract: This paper is about third-sector organisations (TSOs) and how they use knowledge. Drawing from the emerging field of knowledge mobilisation (KM), we argue that current policy and thinking about knowledge and TSOs too often employ a simplistic set of assumptions. We propose there are many benefits to be had from taking an approach that acknowledges complexity and engages TSOs more deeply in knowledge production and use.

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1

Citation Types

0
1
0

Year Published

2018
2018
2021
2021

Publication Types

Select...
2

Relationship

0
2

Authors

Journals

citations
Cited by 2 publications
(1 citation statement)
references
References 11 publications
0
1
0
Order By: Relevance
“…Regardless of the terminology, KMb helps to translate research outwardly into a variety of impacts. However, in contrast to linear models of knowledge transfer used in technology commercialization, KMb practice is far less unidirectional and reflects a more socially engaged process (Greenhalgh & Wieringa, 2011) Research that can inform public policy, professional practice or social services often requires more iterative, multi-perspective and multi-partner efforts (Lang & Hardwick, 2016;Phipps et al, 2016). An assessment driven paradigm (i.e.…”
Section: Background and Previous Workmentioning
confidence: 99%
“…Regardless of the terminology, KMb helps to translate research outwardly into a variety of impacts. However, in contrast to linear models of knowledge transfer used in technology commercialization, KMb practice is far less unidirectional and reflects a more socially engaged process (Greenhalgh & Wieringa, 2011) Research that can inform public policy, professional practice or social services often requires more iterative, multi-perspective and multi-partner efforts (Lang & Hardwick, 2016;Phipps et al, 2016). An assessment driven paradigm (i.e.…”
Section: Background and Previous Workmentioning
confidence: 99%