MAERGD4100 Knowledge Translation Course description

Making society more knowledge based is conveyed through a number of official documents. It has often been about increasing access to research-based knowledge in order for the decision makers to base their work more on evidence. In the health services, this tradition is called Evidence-based Practice (EBP), in Norwegian Kunnskapsbasert praksis (KBP). Internationally, the field is known under the umbrella term Knowledge Translation (KT) and offers an alternative strategy to EBP. It is known under various names within different traditions and academic fields.

Knowledge Translation looks at how knowledge garnered from research can be made more applicable through different forms of 'translation strategies'. Hence, the attention has increasingly been drawn towards the quality of research and how it is translated and implemented - not only the decision makers' ability to find, evaluate and apply research. The research results can, in other words, be hard to access, not 'translated' well enough, or not well enough adapted and implemented to local contexts to be applied to society. Knowledge translation is about an effort to meet these challenges.

The course will cover a number of different strategies and interventions concerning what can be done to apply research in an easier way. This could be situations where we increase society's general insight into what research has demonstrated when decisions have been made in society, or when services or methods are developed, further developed or implemented. Put in another way: how should we proceed to reduce the gap between 'what research tells us' and 'what we actually do'? Whether in the short or long run, the main goal of all research is to improve society. This can only happen when we close this gap.

We talk about two types of translation within the field of Knowledge Translation. In the so-called 'End-of-Grant KT', the translation of the research starts after the research results are ready and the research project is complete. 'Integrated KT' has become increasingly prevalent and requires that those who use the research also take part when that research is developed and when it is translated, implemented and integrated into new contexts. This is in line with the increased attention on user participation in research and coproduction of knowledge. Knowledge translation is therefore about mutual cooperation between society and research over time. This cooperation consists of different contributions and different forms of knowledge, but the shared common goal is to improve the basis for decision-making with a view to creating a better society. These are key perspectives of the course.

The course is developed through a collaboration with the network organisation 'Presenter - Making Sense of Science'.

None.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The student

• has in-depth knowledge of what knowledge translation is, including the history of the field, definitions, theories, models and methods
• has knowledge about traditional evidence-based practice and implementation science, and how these relate to knowledge translation
• can provide main features relating to the knowledge base for decision-making in society and have an understanding of what can prevent research from being applied.

Skills

The student is capable of

• analysing and applying definitions, theories, models and methods within the field of knowledge translation in order to bring society into the research, as well as using research in decision-making processes and innovation processes in society
• critically evaluating and discussing research-based knowledge, its possibilities, limitations and relevant areas of use
• making research-based knowledge more accessible to society through research dissemination and research communication

Competence

The student

• has in-depth knowledge about and understanding of the relationship between research and society
• can discuss issues that arise at the intersection between research and society

Jamie Johnston 

The course is based on independent study.

The following coursework requirements must have been approved in order for the student to take the exam:

• Assignment 1: An overview of the student's chosen theme and their selection of libraries, archives, and/or museums to visit (pass/fail). 
• Assignment 2: A proposed reading list of 800 pages (pass/fail).
• Assignment 3: A preliminary draft of term paper (pass/fail)
• Assignment 4: A 20-minute oral presentation of the final report (pass/fail).

The required coursework must be completed and approved by the given deadline in order for the student to take the exam. If the requirements have not been approved, the student will be given the opportunity to submit an improved version once by the given deadline.

The final assessment is a term paper on the selected topic. Students use sources from their individually compiled reading lists as well as their visits to libraries, archives and/or museums as the basis for the paper. The paper can be written individually or in a group of two students.    

The paper must have a scope of 30,000-40,000 characters including spacing. Font and font size: Arial/ Calibri 12pkt. Line spacing: 1.5. Students shall attach their compiled reading list of 800 pages. The paper may include non-textual materials (e.g., photographs and other visual materials).  References and non-textual materials are not included in the total number of characters. 

Students who receive a failing grade are given one opportunity to submit an improved version of the term paper for assessment.

The student may choose English or Norwegian as examination language.

All aids are permitted, as long as the rules for source referencing are complied with.

Grading scale A-F.

The exam papers are assessed by one internal and one external examiner. At least 25% of the exam papers will be assessed by two examiners. The grades awarded for the papers assessed by two examiners form the basis for determining the level for all the exam papers