KMbeing

Knowledge Mobilization (KMb): Multiple Contributions & Multi-Production Of New Knowledge

Monthly Archives: April 2014

Collective Impact Of Research Over Isolated Impact Of Research

Pepsi Coke Hatred

We live in a knowledge society with the technology to exchange our knowledge faster with greater numbers of people around the world than ever in our history.

So….

Why can’t we develop skills and opportunities to break the cycle of poverty, hunger and homelessness that still exist?

Why isn’t healthcare a universal human right?

Why is climate change still a problem?

Why can’t we provide students with all the support and services they need to stay in school and graduate?

Why can’t we avoid prejudice, bigotry, bullying and hatred that leads to war?

These persistent global harms are what social scientists refer to as wicked problems. Many academic researchers, community workers and social innovators have spent countless hours and years studying why wicked problems still plague humanity. An abundance of words have been written in an abundance of scholarly journals about an abundance of studies, and there are many community-based examples of localized success stories – yet wicked problems still exist worldwide.

Just when you think we might learn from past generations in history and begin to overcome wicked problems it begins to look like history repeats itself in our own generation. History may not repeat itself but rather rhyme as Mark Twain observed.  Repeating or rhyming – will we ever be able to eliminate these wicked problems? What needs to be done? When it comes to prejudice, bigotry, bullying and hatred – sadly, these are easily learned in childhood as adults pass on their views to children. Thankfully, such views can change and are not always maintained into adulthood. There are many reasons why prejudice continues to be a ubiquitous social phenomenon, and some international researchers even think hatred should be treated as a disease – approaching the problem from a healthcare perspective. Yet wicked problems are also interconnected to the cycle of poverty, hunger and homelessness which stems from economic competition and greed that can then cycle back into prejudice, bigotry, bullying hatred and war.

It would appear that within wicked problems there are two major underlying and interconnected reasons:

1)      Teaching our children to hate and “pass on the disease” by not thinking more broadly beyond exaggerated group categorizations or stereotypes and

2)      Economic conditions that lead to financial disparity and greed.

When we create mental categories and social barriers by grouping into similarities or stereotypes without being open to and understanding our differences, ridiculing or exploiting characteristics of others and exaggerating differences among us – we contribute to wicked problems.

When we maintain economic conditions that only help specific populations without regard for broader solutions that do not lead to lasting benefits for everyone- we contribute to wicked problems.

Knowledge mobilization (KMb) is about breaking down barriers – social and economic. It’s not just about sharing diverse knowledge in our knowledge society – it’s also about moving knowledge into action for broader benefit in society. Without turning knowledge into action knowledge is useless. We can begin to conquer the enormous social and economic challenges that create wicked problems when we begin to implement knowledge mobilization strategies to maximize the impact of research in order to change policies and systems within our world for lasting benefit.

It’s not just about doing research on the problems – it’s about taking that research and turning it into action by creating community/university collaboration, transferring and exchanging knowledge skills and experience to develop ethical business and technology partnerships, and advocating for policy change within government. It’s about connecting and collaborating across sectors to create social benefit that also leads to economic benefit. Knowledge mobilization when linked to social and economic innovation can create far-reaching and lasting change to overcome wicked problems on a broader scale.

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(Link here for more information about this knowledge mobilization model)

Overcoming wicked problems is not just for one sector of our world, one community, one country, one nationality. To overcome wicked problems we need to break down barriers and push beyond our individuality, discipline or region to focus on the larger scale of our commonality as human beings. We need to set our sights on collaborative action for ultimate collective benefit as a primary means to overcome wicked problems – which begins with knowledge mobilization. This includes innovation to make change – both social and economic innovation – which also begins with knowledge mobilization.

I currently work in the Faculty of Graduate Studies at York University and see so many graduate students interested in creating and contributing to our knowledge. I see great aspirations for the future as Masters and PhD students want to have an impact on our collective knowledge – while also wanting to create social and financial value from their research. If we are going to succeed in creating impact we must also start to encourage our students to be visionary in their approaches to knowledge mobilization and community-engagement by thinking about ways of turning their knowledge into action.

York University grad student Bart Danko is a recent and outstanding example of a student presenting his research with broader social and economic impact. Bart has not only pursued his interests in the interdisciplinary subjects of Environmental Studies and Law through York’s unique MES/JD program (the only program of its kind in Canada), he has also harnessed the power of social media by creating a film and website about his research. Like Bart, current and future students need to become more collaborative and networked in the knowledge and innovation society in which we now live by presenting research in broader and technological ways. It’s what is referred to as doing research with collective impact over isolated impact.

As with teaching our children to think beyond limiting and stereotypical categorizations and become more inclusive, we need to teach our students to think beyond their disciplines and think about research that advances knowledge to create not just social change but also economic change on a wider scale – to create collective impact over isolated impact. We need to teach our students to think about becoming boundary spanners from academia to community to business to government when they do research.

We must sustain economic conditions that continue to make it possible for student research to be financially supported by granting agencies while also creating collaborative and funding opportunities with philanthropists, business and industry to deploy their research in providing data and analysis to make informed economic decisions that decrease financial disparity. Students need to think about the potential extra-academic impact of their research across disciplines, sectors – and even social media networks.

Living in a knowledge society with technology to exchange knowledge faster and broader does not necessarily mean breaking the cycle of wicked problems. Knowledge mobilization takes that knowledge sharing one step further to action and impact. Research without knowledge mobilization has isolated impact. Research with action, community-engagement and public-private partnerships has collective impact. Connecting research to knowledge mobilization and scaling it broader to innovation in business and industry leads to wide-ranging social and economic changes that will then begin to break the cycle of wicked problems. It takes a commitment to educate our children, our students and our communities to create knowledge that ensures the cycle of wicked problems will not continue in the future so that we don’t keep making the same mistakes over and over again.

The Importance Of Graduate Students As Boundary Spanners

FGS  (Photo by Shawn Chong)

Knowledge mobilization is about critically examining, extending and exchanging knowledge and values within our world. Together each of us has a role to play in furthering our collective human understanding.

Within human understanding there is a constant and dynamic element of knowledge exchange – which is learning, teaching and research. Learning, teaching and research within our global knowledge society requires inspiration and resourcefulness while seeking to improve communication and co-operation across all disciplines and borders that define us. Furthering our collective human understanding requires us to open up relationships that develop harmony in an interconnected world within our communities – and particularly starting within academic communities where formal learning, teaching and research take place.

Many of our greatest human challenges occur because of our differences within often narrowly focused disciplines and boundaries, while many of our greatest developments occur at the intersections of knowledge uptake (learning),  knowledge transfer (teaching) and knowledge exchange (research) which often is first formally learned within the world of academia. This is why teaching students – particularly graduate students – about this type of broader learning to include knowledge mobilization within our global knowledge society has never been more important than now for the future.

Effective knowledge mobilization requires that graduate students be free within their respective disciplines to learn, teach and research by also developing scholarly inquiry that is interdisciplinary. Effective knowledge mobilization rests on their unique cross-boundary role as learners, teachers and researchers across disciplines and subjects.

Graduate students play an integral part in the ability of universities to provide a broader quality of educational experience by reminding students about the importance of acknowledging our human commonality within our diversity which is often reflected in universities that have very diverse student populations and a full-range of academic subjects and research interests.

Graduate students supplement and complement the teaching and research activities of faculty, while providing the institution with an opportunity to recognize the integral and multiple roles that graduate students play as learners, teachers and researchers in contributing to the university – and more importantly to our global knowledge society.

Universities have the responsibility of providing graduate students with an excellent education and the best possible preparation for their future careers since graduate students can play a crucial link as institutional boundary-spanners (as Angie Hart refers to from the work of Etienne Wenger) not only within the university but also within a new paradigm of community/university engagement. University Faculties and departments should offer suitable training for both academic and non-academic careers that recognize a community/university connection in learning, teaching and research that extends beyond the realm of academia.

Communication between graduate students, faculty and advisors can create opportunities for community contact, collaboration and community-building through student internships which are essential in developing the important learning, teaching and research links between community and university to promote knowledge beyond the university.

For effective knowledge mobilization every human being must understand the universal declaration of human rights to be free from discrimination based on race, colour, creed, religion, sexual orientation, gender, age and ability, as well as socio-economic or family status. Like every human being, students have the right to an educational experience that is also free from such discrimination. This fundamental human value is the most important knowledge that the university can teach students – particularly grad students as boundary-spanners – so that students may learn how to improve communication and co-operation across all disciplines and borders for better knowledge mobilization in doing research to make the world a better place for everyone. It is in this way that the university is a microcosm of the world and graduate students have an opportunity to become boundary spanners within the university and beyond by engaging with community.

York University is an outstanding example of a campus that has a very diverse ethnic and cultural student population reflecting more than most universities the progressive and multicultural inclusiveness of Canada. York promotes and protects human rights and values with a strong commitment to social justice, while offering a full-range of academic subjects and research units in developing scholarly inquiry that is interdisciplinary and inclusive. York University is the third largest university in Canada with a student population of over 55-thousand from a wide-range of backgrounds and belief systems.

Celebrating 50 years of the importance of graduate students, York University’s Faculty of Graduate Studies (FGS) promotes graduate student learning, teaching and research within an interdisciplinary university that extends across traditional academic and community boundaries as graduate students pursue professional training for academic and non-academic careers. Examples like FGS at York University help graduate students recognize their potential for knowledge mobilization as learners, teachers and researchers to move beyond fragmented research knowledge and include community in their work.

Assisting universities and graduate students is Mitacs – a Canadian not-for-profit organization that offers funding for internships and fellowships at Canadian universities for graduate students.

“Through unique research and training programs, Mitacs is developing the next generation of innovators with vital scientific and business skills. In partnership with companies, government and academia, Mitacs is supporting a new economy using Canada’s most valuable resource – its people”…including graduate students.

It’s time all universities and graduate students recognize the importance of being learners, teachers and researchers knowing they are valued and being supported at institutions such as York University and Mitacs. Graduate students need also to go beyond an understanding of a specific discipline and see themselves as boundary-spanners – within the institution and society – by examining, extending and exchanging knowledge and values within our world through knowledge mobilization.