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1 – 10 of 243Vikrom Laovisutthichai and Weisheng Lu
Design for manufacture and assembly (DfMA) challenges architects in managing diverse knowledge across different professional domains. Little research, if any, has documented DfMA…
Abstract
Purpose
Design for manufacture and assembly (DfMA) challenges architects in managing diverse knowledge across different professional domains. Little research, if any, has documented DfMA as a knowledge-intensive activity happening in real-life cases. This research aims to investigate DfMA knowledge acquisition, sharing and implementation in real-life practice and develop DfMA knowledge-to-action framework for architects.
Design/methodology/approach
It does so by (1) conducting observations in design meetings, documentary analysis and interviews, (2) thematic analysis through knowledge management (KM) perspectives and (3) based on this profound understanding, enriching the prior understanding of design as a double diamond process.
Findings
Through the lens of KM, DfMA is not merely a double but multiple diamond process, involving the iteration of making absenting interdisciplinary knowledge available, deciphering tacit knowledge explicit and embedding the knowledge in a design that well considers various criteria, the downstream manufacturing, logistics and assembly in particular. To execute multi-faceted knowledge acquisitions and implementations in DfMA, architects should balance their roles as humble learners, team coordinators, creative leaders and democratic negotiators.
Originality/value
This research reveals the DfMA implementation process, activities and dilemmas from real-world design meetings. The DfMA knowledge-to-action framework developed in this study, along with practice examples and lessons learned, can facilitate architects to play new roles. Future research is recommended to fine-tune the framework by having other stakeholders’ perspectives, refining it with additional cases and developing assistive tools for designers based on the framework.
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Lauren Albrecht and Catherine Scott
Knowledge mobilization (KMb) offers an approach to conducting impactful research. In this chapter, we describe ways to remove barriers to understanding and implementing a KMb…
Abstract
Knowledge mobilization (KMb) offers an approach to conducting impactful research. In this chapter, we describe ways to remove barriers to understanding and implementing a KMb approach. We do this by examining the broad scope of KMb, thinking about how it has evolved over time, and focusing on core intent rather than terminology debates. Our goal is to offer a pragmatic series of stepping stones that form a KMb pathway. These steps include: (1) asking good questions; (2) aligning your work with what has already been done; (3) acquiring new and diverse knowledge; (4) adapting knowledge to a specific context; (5) applying knowledge in the real world; and (6) assessing what works and what doesn't throughout your journey. We argue that this process will identify and support successful implementation of nuanced, novel, and meaningful solutions to real-world problems. Following the KMb pathway will guide you toward becoming an impactful academic who creates a lasting research legacy and a positive mark on the world.
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Margaret Fry and Anthony Dombkins
Clinical leadership, researcher capacity and a culture of clinical inquiry are needed in the clinical workforce. The purpose of this paper is to report on a program which was used…
Abstract
Purpose
Clinical leadership, researcher capacity and a culture of clinical inquiry are needed in the clinical workforce. The purpose of this paper is to report on a program which was used to develop and support clinicians to explore practice, implement innovation, translate evidence and build researcher capacity.
Design/methodology/approach
This pragmatic paper presents a case study of a nursing and midwifery clinician-researcher development program. The multi-site, multi-modal program focused on education, mentoring and support, communication networks, and clinician-university partnerships strategies to build workforce capacity and leadership.
Findings
Over 2,000 staff have been involved in the program representing a range of health disciplines. The study day program has been delivered to 500 participants with master classes having over 1,500 attendees. The research mentor program has demonstrated that participants increased their confidence for research leadership roles and are pursuing research and quality assurance projects. Communication strategies improved the visibility of nursing and midwifery.
Research limitations/implications
This case study was conducted in one health district, which may not have relevance to other geographical areas. The small numbers involved in the research mentor program need to be considered when reviewing the findings.
Practical implications
The program has been a catalyst for developing a research culture, clinical leadership and research networks that strengthen workforce capacity. Building researcher skills in the workforce will better support quality healthcare and the examination of everyday practice.
Social implications
Building a culture of healthcare that is based on inquiry and evidence-based practice will lead to more appropriate and consistent healthcare delivery. Consumers have the right to expect health clinicians will challenge everyday practice and have the skills and capability to translate or generate best evidence to underpin professional and service delivery.
Originality/value
This paper provides strategies for building workforce researcher capacity and capability. The program provides opportunity for building research networks and role modeling the value and importance of research to practice and quality improvement.
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Constantin Bratianu, Alexeis Garcia-Perez, Francesca Dal Mas and Denise Bedford
Rachel Proffitt, Stephanie Glegg, Danielle Levac and Belinda Lange
Despite increasing evidence for the effectiveness of off-the-shelf and rehabilitation-specific active video games (AVGs) and virtual reality (VR) systems for rehabilitation…
Abstract
Purpose
Despite increasing evidence for the effectiveness of off-the-shelf and rehabilitation-specific active video games (AVGs) and virtual reality (VR) systems for rehabilitation, clinical uptake remains poor. A better match between VR/AVG system capabilities and client/therapist needs, through improved end-user involvement (UI) in VR/AVG implementation research, may increase uptake of this technology. The purpose of this paper is to review four case examples from the authors’ collective experience of including end users in VR/AVG research to identify common benefits, challenges and lessons learned.
Design/methodology/approach
The authors apply knowledge and lessons learned from the four cases to make recommendations for subsequent user-engaged research design and methods, including evaluation of the impact of end UI.
Findings
A better match between VR/AVG system capabilities and client/therapist needs leads to improved end UI in all stages of VR/AVG implementation research. There are common benefits of increasing buy-in and soliciting early on the knowledge and skills of therapists as well as input from the ultimate end users: people participating in rehabilitation. Most settings have the challenges of balancing the technology requirements with the needs and goals of the practice setting and of the end users.
Research limitations/implications
Increasing end UI in VR/AVG implementation research may address issues related to poor clinical uptake. In the VR/AVG context, end users can be therapists, clients or technology developers/engineers. This paper presented four case scenarios describing the implementation of different VR/AVG systems and involving a variety of populations, end users and settings.
Originality/value
The set of recommendations for subsequent user-engaged research design and methods span the process of development, research and implementation. The authors hope that these recommendations will foster collaborations across disciplines, encourage researchers and therapists to adopt VR/AVGs more readily, and lead to efficacious and effective treatment approaches for rehabilitation clients.
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Maimunah Ismail, Siti Raba’ah Hamzah and Ralf Bebenroth
The purpose of this paper is to examine the conceptualization of knowledge transfer and technology transfer to seek answers to the question: Why should an organizational manager…
Abstract
Purpose
The purpose of this paper is to examine the conceptualization of knowledge transfer and technology transfer to seek answers to the question: Why should an organizational manager need to know the difference between knowledge transfer (KT) and technology transfer (TT)?
Design/methodology/approach
An extensive literature review method was used to identify and analyze relevant international publications. The literature sources are categorized as follows: literature on KT only, literature on TT only and literature on comparative analysis on KT and TT. The conceptualization of KT and TT is based on signaling theory.
Findings
The authors identified differences between KT and TT based on six dimensions, namely knowledge versus technology characteristics, usage of KT and TT in national development, sender versus receiver, intra-firm versus inter-firm transfer, foreign direct investment (FDI) and workers’ mobility.
Research limitations/implications
This is a conceptual analysis that should contribute to the existing literature by comprehensively reviewing the processes of KT and TT based on selected research conducted worldwide as well as suggest practical guidelines to organizational managers in managing KT and TT.
Originality/value
This review could shed new insights for future researchers to validate and examine the identified differences between KT and TT so that managers could make use of the findings to manage KT and TT successfully in their organizations.
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Allan Best, Jennifer L. Terpstra, Gregg Moor, Barbara Riley, Cameron D. Norman and Russell E. Glasgow
This paper aims to describe methods and models designed to build a comprehensive, integrative framework to guide the research to policy and practice cycle in health care.
Abstract
Purpose
This paper aims to describe methods and models designed to build a comprehensive, integrative framework to guide the research to policy and practice cycle in health care.
Design/methodology/approach
Current models of science are summarised, identifying specific challenges they create for knowledge to action (KTA). Alternative models for KTA are outlined to illustrate how researchers and decision makers can work together to fit the KTA model to specific problems and contexts. The Canadian experience with the evolving paradigm shift is described, along with recent initiatives to develop platforms and tools that support the new thinking. Recent projects to develop and refine methods for embedded research are described. The paper concludes with a summary of lessons learned and recommendations that will move the KTA field towards an integrated science.
Findings
Conceptual models for KTA are advancing, benefiting from advances in team science, development of logic models that address the realities of complex adaptive systems, and new methods to more rapidly deliver knowledge syntheses more useful to decision and policy makers.
Practical implications
KTA is more likely when co‐produced by researchers, practitioners, and policy makers. Closer collaboration requires shifts in thinking about the ways we work, capacity development, and greater learning from practice.
Originality/value
More powerful ways of thinking about the complexities of knowledge to action are provided, along with examples of tools and priorities drawn from systems thinking.
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