Knowledge mobilization has been described as putting research in the hands of research users. Few studies have examined knowledge mobilization within community-based organizations (CBOs). To address this research gap, this dissertation examines knowledge mobilization within a CBO that supports people with spinal cord injury (SCI). Research suggests that communication channels, or the means by which a message is delivered, may affect knowledge mobilization. This dissertation presents four manuscripts examining how communication channels were used by the CBO to disseminate physical activity guidelines and intervention strategies to people with SCI. Manuscript 1 investigated reach and effectiveness of an event-based knowledge mobilization initiative delivered by the CBO using interpersonal communication channels to disseminate the guidelines to people with SCI. Results indicated that the event-based knowledge mobilization initiative was effective for initial dissemination of the guidelines. However, further long-term efforts are needed. Manuscript 2 describes how the event-based knowledge mobilization initiative was implemented by the CBO. Recognizing that support personnel are important messengers, the reach and effectiveness of the initiative for persuading support personnel to disseminate the guidelines was examined. Results indicated that an event-based knowledge mobilization initiative can be implemented by a CBO and may be an effective strategy for CBOs to disseminate information to support personnel. Manuscript 3 further examined the role of communication channels in the process of knowledge mobilization within the CBO using network analysis. Results indicated that CBO staff and volunteers’ integration within interpersonal communication channels was associated with greater knowledge of evidence-based physical activity resources and engagement in physical activity promotion behaviours. Manuscript 4 examined the feasibility of training peers with SCI to learn an evidence-based approach to physical activity promotion called Brief Action Planning. Findings indicated that Brief Action Planning is a tool that can be feasibly learned and potentially used by peers to promote physical activity to their mentees through interpersonal communication channels. Overall this dissertation contributes to a small but emerging body of literature examining knowledge mobilization in CBOs. Findings indicate that through a community-university multidisciplinary partnership and appropriate communication channels, a CBO can effectively and feasibly disseminate evidence-based physical activity information. / Thesis (Ph.D, Kinesiology & Health Studies) -- Queen's University, 2013-08-28 17:27:32.841

The term ‘knowledge mobilization intermediary’ (KMI) is used to describe third party organizations whose role between research producers and users is a catalyst for knowledge mobilization (KM) - targeted, systematic efforts to increase connections between research, policy and practice in public services. This study analyzes 44 Canadian KMIs in education exploring types (governmental, not-for-profit, for profit, and membership), organizational features (mission, scope, target audience, size, resources, membership composition) and processes (message, strategies, functions, dissemination mechanisms). This study maps the landscape of research mediation in education and reports on these findings using a multiple-paper format. The introductory chapter sets the stage for the papers by providing the background of the study and introducing the concept of knowledge mobilization. The first conceptual paper provides a typology of KMIs and a framework of knowledge brokering characteristics with seven elements (mission, resources, staff roles, political affiliation, autonomy, message, and linkages). The second paper reports on an approach to measuring and comparing KM efforts of diverse organizations using a common matrix of elements arising from the research utilization literature: KM strategies (products, events and networks) and KM indicators as they relate to strategies (different types, ease of use, accessibility, focus of audience and so on). The third paper outlines what KMIs exist in Canada, their organizational features, and reports on their activities, ultimately providing a typology of brokering strategies utilized in research mediation and a framework of eight major brokering functions used to increase research use and its impact: awareness, accessibility, engagement, capacity building, implementation support, facilitating linkages and partnerships, policy influence and organizational development. The fourth paper presents empirical findings of online practices of KMIs such as blogging and microblogging, social networking, social bookmarking, multimedia, share buttons on websites, and RSS feeds. Overall, use of social media is not pervasive and, when it is used, the content is often not research-based. The concluding chapter synthesizes the findings in relation to each research question, summarizes the implications arising from each paper, and makes recommendations for research producers, users and intermediaries across public service sectors.

The term ‘knowledge mobilization intermediary’ (KMI) is used to describe third party organizations whose role between research producers and users is a catalyst for knowledge mobilization (KM) - targeted, systematic efforts to increase connections between research, policy and practice in public services. This study analyzes 44 Canadian KMIs in education exploring types (governmental, not-for-profit, for profit, and membership), organizational features (mission, scope, target audience, size, resources, membership composition) and processes (message, strategies, functions, dissemination mechanisms). This study maps the landscape of research mediation in education and reports on these findings using a multiple-paper format. The introductory chapter sets the stage for the papers by providing the background of the study and introducing the concept of knowledge mobilization. The first conceptual paper provides a typology of KMIs and a framework of knowledge brokering characteristics with seven elements (mission, resources, staff roles, political affiliation, autonomy, message, and linkages). The second paper reports on an approach to measuring and comparing KM efforts of diverse organizations using a common matrix of elements arising from the research utilization literature: KM strategies (products, events and networks) and KM indicators as they relate to strategies (different types, ease of use, accessibility, focus of audience and so on). The third paper outlines what KMIs exist in Canada, their organizational features, and reports on their activities, ultimately providing a typology of brokering strategies utilized in research mediation and a framework of eight major brokering functions used to increase research use and its impact: awareness, accessibility, engagement, capacity building, implementation support, facilitating linkages and partnerships, policy influence and organizational development. The fourth paper presents empirical findings of online practices of KMIs such as blogging and microblogging, social networking, social bookmarking, multimedia, share buttons on websites, and RSS feeds. Overall, use of social media is not pervasive and, when it is used, the content is often not research-based. The concluding chapter synthesizes the findings in relation to each research question, summarizes the implications arising from each paper, and makes recommendations for research producers, users and intermediaries across public service sectors.

O presente trabalho teve como objetivo investigar perspectivas e impasses de mobilização de conhecimentos musicais em graduandos nas situações de colaboração pianística. Três bacharelandos em piano foram investigados em três diferentes modalidades de colaboração: instrumental, coral e vocal solo. A metodologia qualitativa se valeu do estudo de caso para a descrição dos dados, coletados através de entrevistas, registro de ensaios, aulas, exames institucionais e performances públicas. Os conceitos de Charlot (2000) sobre mobilização de conhecimentos e o modelo de Santos (2007) foram os fundamentos que nortearam a pesquisa. O modelo de Santos (2007) revelou-se passível de ser empregado no estudo, principalmente no que se refere às diferenças apontadas acerca do ciclo de investigação e de autorregulação, que se revelou distinto entre os participantes investigados. As perspectivas e impasses de mobilização de conhecimentos revelaram-se nas diferentes maneiras de perceber e abordar a atividade de colaboração com as quais os participantes estavam envolvidos, imbuídos tanto de suas crenças como de valores demonstrados. O estudo colocou em evidência dois fatores: (i) a influência que experiências prévias sistematizadas (ou seja, já aprendidas) e formas de interesse pessoal exercem nesta vertente de prática musical e (ii) a importância de se investigar o que já existe em termos de conhecimentos vivenciados (e sistematizados) nas experiências dos estudantes de graduação a fim de se buscar relacionar formas de conhecimento com maneiras de aprender. / The present work aimed to investigate perspectives and deadlocks of musical knowledge mobilization in undergraduate at pianistic collaboration situations. Three piano bachelors were investigated in three different types of collaboration: instrumental, choral and vocal solo. Qualitative methodology relied on case study for the data description, collected through interviews, rehearses registration, classes, institutional exams and performances. Charlot’s (2000) concepts about knowledge mobilization and Santos’ (2007) model were guide references of this research. Santos’ (2007) model proved to be capable of being employed in this study, mainly for the differences pointed out about research and self-regulation cycle, which proved to be distinct among the investigated participants. The knowledge mobilization perspectives and impasses was revealed at the different ways to understand and address the collaboration activity to which the participants were involved, imbued of their beliefs and stated values. The study showed two factors: (i) the influence exercised by former experiences (already learned) and personal interest in this aspect of musical practice and (ii) the importance of investigating what is already known in terms of experienced knowledge (systematized) of undergraduate students in order to relate forms of knowledge and ways of learning.

O presente trabalho teve como objetivo investigar perspectivas e impasses de mobilização de conhecimentos musicais em graduandos nas situações de colaboração pianística. Três bacharelandos em piano foram investigados em três diferentes modalidades de colaboração: instrumental, coral e vocal solo. A metodologia qualitativa se valeu do estudo de caso para a descrição dos dados, coletados através de entrevistas, registro de ensaios, aulas, exames institucionais e performances públicas. Os conceitos de Charlot (2000) sobre mobilização de conhecimentos e o modelo de Santos (2007) foram os fundamentos que nortearam a pesquisa. O modelo de Santos (2007) revelou-se passível de ser empregado no estudo, principalmente no que se refere às diferenças apontadas acerca do ciclo de investigação e de autorregulação, que se revelou distinto entre os participantes investigados. As perspectivas e impasses de mobilização de conhecimentos revelaram-se nas diferentes maneiras de perceber e abordar a atividade de colaboração com as quais os participantes estavam envolvidos, imbuídos tanto de suas crenças como de valores demonstrados. O estudo colocou em evidência dois fatores: (i) a influência que experiências prévias sistematizadas (ou seja, já aprendidas) e formas de interesse pessoal exercem nesta vertente de prática musical e (ii) a importância de se investigar o que já existe em termos de conhecimentos vivenciados (e sistematizados) nas experiências dos estudantes de graduação a fim de se buscar relacionar formas de conhecimento com maneiras de aprender. / The present work aimed to investigate perspectives and deadlocks of musical knowledge mobilization in undergraduate at pianistic collaboration situations. Three piano bachelors were investigated in three different types of collaboration: instrumental, choral and vocal solo. Qualitative methodology relied on case study for the data description, collected through interviews, rehearses registration, classes, institutional exams and performances. Charlot’s (2000) concepts about knowledge mobilization and Santos’ (2007) model were guide references of this research. Santos’ (2007) model proved to be capable of being employed in this study, mainly for the differences pointed out about research and self-regulation cycle, which proved to be distinct among the investigated participants. The knowledge mobilization perspectives and impasses was revealed at the different ways to understand and address the collaboration activity to which the participants were involved, imbued of their beliefs and stated values. The study showed two factors: (i) the influence exercised by former experiences (already learned) and personal interest in this aspect of musical practice and (ii) the importance of investigating what is already known in terms of experienced knowledge (systematized) of undergraduate students in order to relate forms of knowledge and ways of learning.

O presente trabalho teve como objetivo investigar perspectivas e impasses de mobilização de conhecimentos musicais em graduandos nas situações de colaboração pianística. Três bacharelandos em piano foram investigados em três diferentes modalidades de colaboração: instrumental, coral e vocal solo. A metodologia qualitativa se valeu do estudo de caso para a descrição dos dados, coletados através de entrevistas, registro de ensaios, aulas, exames institucionais e performances públicas. Os conceitos de Charlot (2000) sobre mobilização de conhecimentos e o modelo de Santos (2007) foram os fundamentos que nortearam a pesquisa. O modelo de Santos (2007) revelou-se passível de ser empregado no estudo, principalmente no que se refere às diferenças apontadas acerca do ciclo de investigação e de autorregulação, que se revelou distinto entre os participantes investigados. As perspectivas e impasses de mobilização de conhecimentos revelaram-se nas diferentes maneiras de perceber e abordar a atividade de colaboração com as quais os participantes estavam envolvidos, imbuídos tanto de suas crenças como de valores demonstrados. O estudo colocou em evidência dois fatores: (i) a influência que experiências prévias sistematizadas (ou seja, já aprendidas) e formas de interesse pessoal exercem nesta vertente de prática musical e (ii) a importância de se investigar o que já existe em termos de conhecimentos vivenciados (e sistematizados) nas experiências dos estudantes de graduação a fim de se buscar relacionar formas de conhecimento com maneiras de aprender. / The present work aimed to investigate perspectives and deadlocks of musical knowledge mobilization in undergraduate at pianistic collaboration situations. Three piano bachelors were investigated in three different types of collaboration: instrumental, choral and vocal solo. Qualitative methodology relied on case study for the data description, collected through interviews, rehearses registration, classes, institutional exams and performances. Charlot’s (2000) concepts about knowledge mobilization and Santos’ (2007) model were guide references of this research. Santos’ (2007) model proved to be capable of being employed in this study, mainly for the differences pointed out about research and self-regulation cycle, which proved to be distinct among the investigated participants. The knowledge mobilization perspectives and impasses was revealed at the different ways to understand and address the collaboration activity to which the participants were involved, imbued of their beliefs and stated values. The study showed two factors: (i) the influence exercised by former experiences (already learned) and personal interest in this aspect of musical practice and (ii) the importance of investigating what is already known in terms of experienced knowledge (systematized) of undergraduate students in order to relate forms of knowledge and ways of learning.

The objective of this dissertation was to conduct an evaluation of a knowledge mobilization process in a community-based organization that supports adults with intellectual disabilities. The aim of the project was to understand how stakeholders share knowledge, use knowledge, and collaborate to make decisions regarding practices to support friendships for adults with intellectual disabilities. We produced two literature reviews; one systematically documented the views of adults with intellectual disabilities with regard to their relationships, and the other examined existing literature on strategies to support friendships. We also conducted two primary research studies in which we documented and evaluated knowledge mobilization activities in community-based organizations. We used a mixed-methods approach and collected data from a variety of stakeholder groups associated with a community-based organization, including staff members and the organization’s director, adults with intellectual disabilities, and family caregivers. Additionally, we collected data from staff working in a variety of community-based organizations that support adults with intellectual disabilities. During our primary research studies, we produced a variety of knowledge mobilization outputs regarding friendship support, including an evidence brief, a conference presentation, online presentations in French and English, and an informational website in French and English. The results of the studies included in this dissertation, our recommendations regarding community-based knowledge mobilization, and the knowledge mobilization outputs we developed can be used to improve knowledge mobilization practices in community-based services. Studying knowledge mobilization to support individuals with intellectual disabilities highlights some of the complexities that should be considered within community-based services, such as working with a variety of stakeholder groups, and including stakeholders that are potentially vulnerable to social exclusion.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-08-15T17:42:49Z No. of bitstreams: 1 PDF - Carlos Alex Alves.pdf: 7986274 bytes, checksum: 7c5f373b1a277a10133f6c4e39876512 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-08-17T15:31:24Z (GMT) No. of bitstreams: 1 PDF - Carlos Alex Alves.pdf: 7986274 bytes, checksum: 7c5f373b1a277a10133f6c4e39876512 (MD5) / Made available in DSpace on 2016-08-17T15:31:24Z (GMT). No. of bitstreams: 1 PDF - Carlos Alex Alves.pdf: 7986274 bytes, checksum: 7c5f373b1a277a10133f6c4e39876512 (MD5) Previous issue date: 2015-11-13 / This work is a professional master's research that discusses theoretical and methodological aspects involving Mathematical Modeling and training of mathematics teachers in the field of teaching knowledge. The main objective of this research is to investigate which knowledges are mobilized for future teachers when they are involved in the Modeling activities about mathematical content Function. The main theoretical framework that supported the research were Barbosa (2001, 2004) and Tardif (2002). The methodology used was a case study with students and ex- students of program PIBID of Mathematics developed at a public school of the Mamanguape municipality and the data analysis took a qualitative proposal. We used as instruments of production data a questionnaire and two Mathematical Modeling activities about issues related with water consumption in domestic context and aware of eletric energy consumption involving the Function content. The data collected were tabulated and analyzed by establishing three main categories of teacher knowledge: Knowledge of Mathematical Modeling, Knowledge of teacher of Mathematics for Modeling and Knowledge Society. The results revealed the predominant mobilization of relevant knowledge to the first two categories and enabled the dynamic perception of them facing the context of Modeling activities that have been developed. We conclude that the professional training of teachers of Mathematics to Modeling in Basic Education should add to Knowledge Modeling the Knowledge of teaching and Knowledge Society which also includes the school environment and context of students. Finally, we point out that a Modeling environment as developed can be configured on a device for the training of future teachers of Mathematics and also the description of mobilized (or not) knowledge can be un elemento of evaluation of the quality of this process. / O presente trabalho abrange uma pesquisa de Mestrado Profissional que discute aspectos teóricos e metodológicos envolvendo a Modelagem Matemática e a formação de professores de Matemática no campo dos saberes docentes. O objetivo geral da pesquisa é investigar quais os saberes docentes mobilizados por futuros professores ao vivenciarem atividades de Modelagem Matemática envolvendo o conteúdo matemático Função Afim. Os principais teóricos que embasaram a pesquisa foram Barbosa (2001; 2004) e Tardif (2002). A metodologia empregada foi um estudo de caso com alunos e ex-alunos do programa PIBID de Matemática desenvolvido em uma escola da rede estadual de ensino do município de Rio Tinto e a análise dos dados assumiu uma proposta qualitativa. Utilizamos como instrumentos de produção de dados um questionário diagnóstico e duas atividades de Modelagem Matemática com os temas “consumo de água na fatura doméstica” e “consumo consciente de energia elétrica”, ambas envolvendo o conteúdo Função Afim. Os dados recolhidos foram tabulados e analisados mediante o estabelecimento de três categorias principais de saberes docentes: Saberes de Modelagem Matemática, Saberes da formação do professor de Matemática para Modelagem e Saberes da sociedade. Os resultados revelaram a mobilização predominante de saberes pertinentes às duas primeiras categorias e possibilitou a percepção dinâmica deles frente o contexto das atividades de Modelagem que foram desenvolvidas. Concluímos que a formação profissional do professor de Matemática em relação à Modelagem para atuar na Educação Básica deve agregar aos Saberes de Modelagem, os Saberes da docência e os Saberes da sociedade, que compreende, também, o ambiente escolar e contexto dos estudantes. Por fim, apontamos que um ambiente de Modelagem pode se configurar em um dispositivo para a formação de futuros professores de Matemática e a descrição de saberes mobilizados e não mobilizados em um elemento de avaliação da qualidade desse processo.

abstract: The construction industry generates tremendous amounts of data every day. Data can inform practitioners to increase their project performance as well as the quality of the resulting built environment. The data gathered from each stage has unique characteristics, and processing them to the appropriate information is critical. However, it is often difficult to measure the impact of the research across project phases (i.e., planning, design, construction, operation and maintenance, and end-of-life). The goal of this dissertation is to present how industry data can be used to make an impact on construction practices and test a suite of methods to measure the impact of construction research across project phases. The dissertation provides examples of impactful research studies for each project phase to demonstrate the collection and utilization of data generated from each stage and to assess the potential tangible impact on construction industry practices. The completed studies presented both quantitative and qualitative analyses. The first study focuses on the planning phase and provides a practice to improve frond end planning (FEP) implementation by developing the project definition rating index (PDRI) maturity and accuracy total rating system (MATRS). The second study uses earned value management system (EVMS) information from the design and construction phases to support reliable project control and management. The dissertation then provides a third study, this time focusing on the operations phase and comparing the impact of project delivery methods using the international roughness index (IRI). Lastly, the end-of-life or decommissioning phase is tackled through a study that gauges the monetary impact of the circular economy concept applied to reuse construction and demolition (C&D) waste. This dissertation measures the impact of the research according to the knowledge mobilization (KMb) theory, which illustrates the value of the work to the public and to practitioners. / Dissertation/Thesis / Doctoral Dissertation Civil, Environmental and Sustainable Engineering 2020

This diploma thesis is focusing on finding a new way of building a relationship between citizens and public academic institutions through the work of adult educators. It analyzes communication channels of academic institutions used for communication with the public and suggests new ones, based on the principles of knowledge mobilization theory. It draws how to bring elements of active civic participation into Czech society and this is based on deliberative concepts of democracy and principles of social critical theory. Attention is paid to the specification of the role of adult educator as a mediator of communication between civil society and the institution. Keywords adult education, civil society, public academic institutions, andragogy, participatory democracy, knowledge mobilization, deliberative democracy, critical theory