Are there lessons we can learn from the current response of service systems which have galvanized into action to meet the needs of children and families during the COVID-19 pandemic? How does the response of service systems affect our hypotheses about how change happens at scale?
In my professional role providing implementation support to public service systems, I’ve observed these systems responding to the COVID-19 pandemic with urgency and agility. The urgency is to be expected, but the agility has inspired me.
What is meant by impact generation and how can it be facilitated, captured and shared? How can researchers be empowered to think beyond ‘instrumental’ impact and identify other changes generated by their work? How can the cloud of complexity be dispersed so that numerous factors affecting development of impacts can be seen? How can a way be opened for researchers to step back and reflect critically on what happened and what could be improved in the future? How can research teams and stakeholders translate isolated examples of impact and causes of impact into narratives for both learning and dissemination?
By Steven Lam, Michelle Thompson, Kathleen Johnson, Cameron Fioret and Sarah Hargreaves
How can graduate students work productively with each other and community partners? Many researchers and practitioners are engaging in transdisciplinarity, yet there is surprisingly little critical reflection about the processes and outcomes of transdisciplinarity, particularly from the perspectives of graduate students and community partners who are increasingly involved.
Our group of four graduate students from the University of Guelph and one community partner from the Ecological Farmers Association of Ontario, reflect on our experiences of working together toward community food security in Canada, especially producing a guidebook for farmer-led research (Fioret et al. 2018). As none of us had previously worked together, nor shared any disciplines in common, we found it essential to first develop a guiding framework for collaboration. Our thinking combined the following key principles from action research and transdisciplinarity:
How can institutions facilitate the serendipitous encounters that so often appear to characterise interdisciplinary careers? Is there an inherent hypocrisy in university leaders, research funders and policymakers claiming that they want to facilitate interdisciplinarity and then not creating the conditions that experienced interdisciplinarians say they need in order to foster this style of working?
Here I examine the importance of informal interactions, physical locations, the ‘small stuff’ and ‘slow research.’
Seeking to influence policy with our research is difficult. Sometimes we feel that it is too hard, we are not achieving our goals fast enough, and we really should give up and find easier ways of operating. However, persistence, rather than giving up, seems to be a characteristic of those of us working in this domain!
What do we mean by persistence? A good dictionary definition is ‘continuing firmly, especially despite obstacles and protests’. Does that sound familiar: facing obstacles to doing high-quality implementation work, and protests from colleagues who do not share our perceptions of the value of working in this manner?
Knowledge translation encompasses all of the activities that aim to close the gap between research and implementation.
What knowledge, skills and attitudes (ie., competencies) are required to do knowledge translation? What do researchers need to know? How about those who are using evidence in their practice?
As the knowledge translation team at the Michael Smith Foundation for Health Research, we conducted a scoping review of the skills, knowledge and attitudes required for effective knowledge translation (Mallidou et al., 2018). We also gathered tools and resources to support knowledge translation learning.