Knowledge Mobilization

Influencing Canada’s Education System

To implement knowledge that arises from basic research, dialogue and collaborations are needed that bridge between researchers, policy makers, educators, and the broader community. Researchers must link their work with stakeholders in ways that elicit significant action.

SEPN is premised on researchers linking with education policy makers and practitioners to discuss solutions and take action. SEPN is developing research-based, locally responsive analyses of exemplary sustainability policy and practice, which will:

  • Be developed based on integrative analysis of all collected data and build on pre-existing frameworks
  • Take into account regional contexts
  • Be presented back to strategic groups including key decision-makers with the aim of impacting policy and practice

 

Knowledge Mobilization Objectives

  •  To evaluate SEPN’s Network Organizational Learning, to deepen understanding of sustainability issues in education within SEPN and contribute to the evolution of education policy and practice in SEPN member organizations due to collaboration
  • To mobilize SEPN’s results, in which SEPN will develop research-based analyses of sustainability in policy and practice at K-12 and PSE levels and shared with stakeholders
  • Professional and Scholarly Dissemination to mobilize research results to regional, national, and international audiences

 

Knowledge Mobilization Strategy

It is important to start with how research communication is conceptualized and then letting this inform what techniques and tools are used. Too often, research communication focuses on “What tools and techniques can we use?” and less on “How are we thinking about research communication and use?” SEPN’s Knowledge Mobilization strategy is informed by studies on research use; specifically, educational research use from the perspectives of teachers, school leaders, policy makers, and other education stakeholders.

SEPN conceptualizes knowledge mobilization as:

  • A partnership between policy makers, practitioners and researchers
  • Integral to rather than separate from research
  • Involving indirect, informal, and mediated connections with research users
  • More about engagement and learning, rather than dissemination and transfer
  • Supporting instrumental (applicable to technical solutions), conceptual (informs and enlightens); and strategic (persuasive tool to legitimate a practice) research use
  • Reflecting the concerns, interests and needs of our audiences
  • Highlighting key messages in clear, creative ways, collaboratively developed with research users
  • Tailoring research outputs to audience needs
  • Supporting uptake and use of research outputs