The Social Realities of Knowledge for Development: Sharing Lessons of Improving Development Processes with Evidence

Georgalakis, James; Jessani, Nasreen; Oronje, Rose; Ramalingam, Ben

doi:10.35648/20.500.12413/11781/ii244

2017

DOI: 10.35648/20.500.12413/11781/ii244

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The Social Realities of Knowledge for Development: Sharing Lessons of Improving Development Processes with Evidence

James Georgalakis¹,

Nasreen Jessani²,

Rose Oronje³

et al.

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Cited by 7 publications

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Rethinking research partnerships: Evidence and the politics of participation in research partnerships for international development

Fransman

Newman

2019

J of Intl Development

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This article responds to the drive for research partnerships between academics and practitioners, arguing that while potential benefits are clear, these are frequently not actualized resulting in partnerships that are ineffectual or worse, exacerbate damaging or inequitable assumptions and practices. In order to understand/improve partnerships, a systematic analysis of the interrelationship between what counts as evidence and dynamics of participation is proposed. Drawing on data from a seminar series and iterative analysis of seven case studies of partnerships between Higher Education Institutions and International Non‐Governmental Organisations, the article concludes by suggesting substantial shifts in the theory and practice of partnerships. © 2019 The Authors Journal of International Development Published by John Wiley & Sons Ltd

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Rethinking research partnerships: Evidence and the politics of participation in research partnerships for international development

Fransman

Newman

2019

J of Intl Development

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Creating synergies among education/research, practice, and policy environments to build capacity for the scholar role in occupational therapy and physiotherapy in the Canadian context

Kim,

Rochette,

Ahmed

et al. 2023

Adv in Health Sci Educ

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Scholarly practice (SP) is considered a key competency of occupational therapy and physiotherapy. To date, the three sectors-education/research, practice, and policy/regulationthat support SP have been working relatively independently. The goals of this project were to (a) understand how representatives of the three sectors conceptualize SP; (b) define each sector's individual and collective roles in supporting SP; (c) identify factors influencing the enactment of SP and the specific needs of how best to support SP; and (d) co-develop goals and strategies to support SP across all sectors. We used interpretive description methodology. Consistent with an integrated knowledge translation approach, partners representing the three sectors across Canada recruited individuals from each sector, developed the content and questions for three focus groups, and collected and analyzed the data. Inspired by the Consolidated Framework for Implementation Research, we developed the questions for the second focus group. We analyzed the data using an inductive thematic analysis method. Thirty-nine participants from the three sectors participated. Themes related to participants' conceptualization of SP included (a) ongoing process, (b) reflective process, (c) broad concept, and (d) collective effort. Themes describing factors influencing and supporting SP were (a) recognition, (b) appropriate conceptualization, (c) social network, (d) accessibility to resources, and (e) forces outside of practitioners' effort. Goals to support SP included (a) further recognizing SP, (b) sustaining SP competency, and (c) ensuring access to information. SP requires collaborative and integrated intersectoral support and further recognition of its importance through the collaboration of multiple stakeholders.

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Beyond partnerships: embracing complexity to understand and improve research collaboration for global development

Fransman

Hall

Hayman

et al. 2021

Canadian Journal of Development Studies / Revue canadienne d'ét

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While there is a burgeoning literature on the benefits of research collaboration for development, it tends to promote the idea of the "partnership" as a bounded site in which interventions to improve collaborative practice can be made. This article draws on complexity theory and systems thinking to argue that such an assumption is problematic, divorcing collaboration from wider systems of research and practice. Instead, a systemic framework for understanding and evaluating collaboration is proposed. This framework is used to reflect on a set of principles for fair and equitable research collaboration that emerged from a programme of strategic research and capacity strengthening conducted by the Rethinking Research Collaborative (RRC) for the United Kingdom (UK)'s primary research funder: UK Research and Innovation (UKRI). The article concludes that a systemic conceptualisation of collaboration is more responsive than a "partnership" approach, both to the principles of fairness and equity and also to uncertain futures. RÉSUMÉBien qu'il existe une littérature émergente sur les bienfaits de la collaboration pour le développement de la recherche, celle-ci tend à promouvoir la notion du partenariat comme un périmètre délimité dans lequel il est possible d'intervenir pour améliorer les pratiques de collaboration. Cet article ancre son analyse dans la théorie de la complexité et la pensée systémique, et démontre par leur biais qu'une telle hypothèse est problématique, car elle dissocie la collaboration du reste des systèmes de recherche et de pratique. Nous privilégions ici une approche systémique afin de comprendre et d'analyser les collaborations. Cette approche nous permet d'étudier un ensemble de principes visant à faciliter une collaboration juste et équitable dans la recherche qui ont émergé d'un programme de recherche stratégique et de renforcement des capacités, dirigé par la Rethinking Research Collaborative (RRC) pour le principal bailleur de fonds de la recherche au Royaume Uni : UK ARTICLE HISTORY

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The Social Realities of Knowledge for Development: Sharing Lessons of Improving Development Processes with Evidence

Cited by 7 publications

References 0 publications

Rethinking research partnerships: Evidence and the politics of participation in research partnerships for international development

Rethinking research partnerships: Evidence and the politics of participation in research partnerships for international development

Creating synergies among education/research, practice, and policy environments to build capacity for the scholar role in occupational therapy and physiotherapy in the Canadian context

Beyond partnerships: embracing complexity to understand and improve research collaboration for global development

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