Spanning boundaries: Science–policy interaction in developing countries—The Zambian REDD+ process case

Knowledge Exchange at Science-Policy Interfaces in the Fields of Spatial Planning, Land Use and Soil Management: A Swiss Case Study

“…Finally, "knowledge interaction", which has emerged in more recent years, has been regarded as embedded in systems and cultures, and which requires effective integration within organisations. Kamelarczyk and Gamborg (2014) distinguished between knowledge transfer models and knowledge interaction models: for them, knowledge transfer was characterised as a linear and one-way model, clearly separating the worlds of science and policymaking, and working under the assumption that knowledge was produced as a clearly defined, ready-to-use product. In contrast, knowledge transaction sees science and policymaking as an undivided whole, and characterised by blurry boundaries.…”

“…Here, knowledge is coproduced in cycles. Kamelarczyk's and Gamborg's (2014) concept of knowledge transaction thus corresponds to the concepts of knowledge exchange and knowledge interaction proposed by Stewart et al (2014).…”

“…Firstly, there is a consensus that concepts of knowledge transfer that have emerged since the 1950s (e.g. Lasswell 1956) have understood transfer as a linear, one-way or unidirectional activity of knowledge production, from science to policy or practice (see Stone 2001;Pregering 2004;Birkland 2005;Böcher and Krott 2014;Kamelarczyk and Gamborg 2014;Stewart et al 2014;Linke et al 2014). Second, there is also a consensus that knowledge transfer may be complemented or substituted by more recent concepts of knowledge exchange or related terms, such as knowledge interaction or transaction (see Stone 2001;Keeley and Scoones 2003;Jasanoff 2004;Roux et al 2006;Turnout et al 2007;Kamelarczyk and Gamborg 2014;Böcher and Krott 2014;Prager and McKee 2015).…”

Conclusions and Research Perspectives

“…Firstly, there is a consensus that concepts of knowledge transfer that have emerged since the 1950s (e.g. Lasswell 1956) have understood transfer as a linear, one-way or unidirectional activity of knowledge production, from science to policy or practice (see Stone 2001;Pregering 2004;Birkland 2005;Böcher and Krott 2014;Kamelarczyk and Gamborg 2014;Stewart et al 2014;Linke et al 2014). Second, there is also a consensus that knowledge transfer may be complemented or substituted by more recent concepts of knowledge exchange or related terms, such as knowledge interaction or transaction (see Stone 2001;Keeley and Scoones 2003;Jasanoff 2004;Roux et al 2006;Turnout et al 2007;Kamelarczyk and Gamborg 2014;Böcher and Krott 2014;Prager and McKee 2015).…”