Jansson, S. M., Benoit, C., Casey, L., Phillips, R., & Burns, D. (2010). In for the Long Haul: Knowledge Translation Between Academic and Nonprofit Organizations. Qualitative Health Research, 20(1), 131-143.

Format: Peer-reviewed article

Type: Research — Non-experimental

Experience level of reader: Fundamental

Annotation: The authors, two of whom function as knowledge brokers, present the lessons they learned about establishing effective relationships with key stakeholder groups — in their case, non-government organizations involved in the provision of health and social services to disadvantaged groups. The authors focus on three areas that contributed to the successful engagement of stakeholders in research projects: interorganizational partnerships, knowledge brokers, and involvement of frontline personnel.

Setting(s) to which the reported activities/findings are relevant: Community, University

Knowledge user(s) to whom the piece of literature may be relevant: Researchers

Knowledge user level addressed by the literature: Organization

This article uses the Commercial Devices and Services version of the NtK Model

• Researchers can benefit from establishing ongoing partnerships with key knowledge users (stakeholder groups). As a researcher gets to know a stakeholder group, there is the potential to develop a trusting relationship, which can lead to greater openness and opportunities to better understand the issues that drive the stakeholder group and the kinds of important questions that remain unanswered and remain open to research.
  Lessons learned from close researcher-stakeholder partnerships.
  Occurrence of finding within the model: KTA Step 1.A, KTA Step 2.A, KTA Step 3.A, KTA Step 2.B, KTA Step 3.B, KTA Step 1.B, Step 3.1, Step 4.1, Step 2.2, Step 1.1

• Knowledge users (stakeholder groups) can benefit from establishing ongoing partnerships with researchers. Many stakeholder groups lack the time, resources and expertise to conduct the kinds of research projects that are required to generate the evidence they need to engage their stakeholder base. Research projects may be a valuable source of expertise and resources for stakeholder groups.
  Lessons learned from close researcher-stakeholder partnerships.

• Researchers can benefit from establishing ongoing partnerships with key knowledge users (stakeholder groups). For multi-year research projects, researchers can benefit from convening regular meetings or workshops that allow stakeholders to learn about the progress of the project, exchange ideas, and discuss and resolve any new or emerging issues.
  Lessons learned from close researcher-stakeholder partnerships.
  Occurrence of finding within the model: Tip 1.3, KTA Step 1.E, KTA Step 2.E, KTA Step 3.E, Step 3.3

• Knowledge brokers can act as bridging agents, helping researchers to understand stakeholders and their environment and helping stakeholders to understand researchers and the research project — and the mutual benefits associated with their involvement. Knowledge brokering is demanding and often difficult work. Knowledge brokers can benefit from the availability of a formal support infrastructure, adequate resourcing, and allocations of time that enable them to build and sustain an understanding of researcher and stakeholders operations. Knowledge brokers may also be good candidates for co-authorship of scholarly papers and co-presenters at workshops or conferences.
  Lessons learned from close researcher-stakeholder partnerships.
  Occurrence of finding within the model: Tip 1.3, Tip 3.1, KTA Step 1.B, KTA Step 2.B, KTA Step 3.B, KTA Step 1.D, KTA Step 2.D, KTA Step 3.D, Step 2.2, Step 1.1

• Researchers can benefit from the involvement of graduate students in their projects. Students are often in direct contact with stakeholder participants and can contribute valuable insights about the effectiveness of the research process. They also can gain important insights about research instruments they use and how the instruments are being received by stakeholder participants. Students also have an opportunity to gain experience in the field and establish a network of contacts that may be useful in advancing their career. Involving students also helps to bridge communications with stakeholders.
  Lessons learned from close researcher-stakeholder partnerships.
  Occurrence of finding within the model: KTA Stage 2, KTA Stage 1, KTA Stage 3, Step 3.1

• Researchers and knowledge users (stakeholder groups) can benefit from establishing ongoing partnerships. Together, they can build an open and safe forum to share research activities and provide mutual support in drafting evidence-based funding proposals, assisting with policy development and staff education, and participation in educational and networking activities.
  Lessons learned from close researcher-stakeholder partnerships.

• Researchers can benefit from establishing ongoing partnerships with key knowledge users (stakeholder groups). Mutually respectful and trusting relationships can be strategic facilitators of longitudinal research studies.
  Lessons learned from close researcher-stakeholder partnerships.
  Occurrence of finding within the model: Step 3.1

• Researchers are usually required to obtain advance approval from independent ethics boards prior to engaging in research that involves human subjects. Knowledge users (stakeholder groups) are often unfamiliar with requirements associated with informed consent, anonymity, confidentiality, data access and data management. Ensure these requirements and their implications for participation, process and practice are understood at the beginning of the project.
  Lessons learned from close researcher-stakeholder partnerships.
  Occurrence of finding within the model: KTA Step 1.A, KTA Step 2.A, KTA Step 3.A, KTA Step 1.B, KTA Step 2.B, KTA Step 3.B, Step 4.1, Step 4.6, Step 3.3

• Researchers can benefit from establishing ongoing partnerships with key knowledge users (stakeholder groups). To avoid interruptions that could result from the departure of specific stakeholder group members, researchers should establish group- or institutional-level linkages.
  Lessons learned from close researcher-stakeholder partnerships.
  Occurrence of finding within the model: KTA Step 1.B, KTA Step 2.B, KTA Step 3.B, Step 3.1, Step 4.1, Step 4.6

• Researchers can benefit from establishing ongoing partnerships with key knowledge users (stakeholder groups). One way to manage expectations and avoid surprises is to jointly establish objectives, goals and commitments regarding time and resource availability, at the beginning of the project. These could be documented informally or formally by way of a memorandum of agreement – whatever complements the stakeholder’s culture. Sharing the commitments broadly facilitates common awareness.
  Lessons learned from close researcher-stakeholder partnerships.
  Occurrence of finding within the model: KTA Step 1.B, KTA Step 2.B, KTA Step 3.B, Step 3.1, Step 1.4

• Researchers can benefit from establishing ongoing partnerships with key knowledge users (stakeholder groups). Each stakeholder group brings a unique and informed perspective that can positively influence research design and knowledge translation strategy.
  Lessons learned from close researcher-stakeholder partnerships.
  Occurrence of finding within the model: KTA Step 1.B, KTA Step 1.A, KTA Step 2.A, KTA Step 3.A, KTA Step 2.B, KTA Step 3.B, Step 3.1, Step 2.2, Step 1.1

• Researchers can benefit from establishing ongoing partnerships with key knowledge users (stakeholder groups). If researchers are going to offer stakeholder involvement in the execution of research protocols or opportunities to co-authorship scholarly presentation or papers, researchers should ensure that stakeholders understand any requisite time and training commitments.
  Lessons learned from close researcher-stakeholder partnerships.
  Occurrence of finding within the model: Tip 3.8, Step 3.1

• Researchers can benefit from establishing ongoing partnerships with key knowledge users (stakeholder groups). It is important to ensure that all stakeholder groups understand the benefits they will receive as a result of their participation. One-sided benefits that favour the researcher could decrease the incentive for stakeholder groups to remain committed and involved.
  Lessons learned from close researcher-stakeholder partnerships.
  Occurrence of finding within the model: KTA Step 1.B, KTA Step 2.B, KTA Step 3.B

• Researchers can benefit from the involvement of frontline personnel of knowledge user groups (stakeholder groups), the individuals directly involved in applying the knowledge in their projects. Frontline personnel are often acutely aware of current client demographics and have first-hand evidence of existing knowledge/practice deficits.This enables them to ask important questions that others may not have anticipated. Participation can be a welcome break from their regular responsibilities, an opportunity to learn new skills, an exemplar of how to move evidence into practice, and stimulate professional renewal and inspiration. Involving frontline personnel also helps to bridge communications with researchers.
  Lessons learned from close researcher-stakeholder partnerships.
  Occurrence of finding within the model: KTA Stage 1, KTA Stage 2, KTA Stage 3, Step 3.1, Step 2.2, Step 1.1

• New knowledge might not be used if it cannot be readily applied to policy and practice imperatives, or if it is released in the context of heated or incompatible political contexts. (Boutiler [2001])
  Occurrence of finding within the model: KTA Step 1.C, KTA Step 2.C, KTA Step 3.C, Step 2.3

• Stakeholders may not respond well to imbalances in the distribution of decision-making power, process controls or project resources. Researcher should try to achieve a balance or explain why differences must exist. (Martens [2005])
  Occurrence of finding within the model: KTA Step 1.C, KTA Step 2.C, KTA Step 3.C, Step 3.1, Step 2.3

• An overall lack of research project resources might restrict stakeholder collaboration to superficial levels, and could limit the degree of knowledge translation and uptake. (Ebata [1996])
  Occurrence of finding within the model: Step 2.3, Step 3.3

• Involving stakeholders throughout the research cycle may improve their investment in the research. (Martens [2005])
  Occurrence of finding within the model: KTA Step 1.B, KTA Step 2.B, KTA Step 3.B, Step 3.1, Step 2.2, Step 1.1

• Providing stakeholders with adequate and regular opportunities for face-to-face conversations about the research can positively influence their openness and the longevity of relationships. (Greenhalgh [2004])
  Occurrence of finding within the model: Tip 1.1, KTA Step 1.B, KTA Step 2.B, KTA Step 3.B, Step 1.1

• Helping research project stakeholders by translating the research into language that is understandable, with results that are relevant and applicable may improve their investment in the research. (Martens [2005]; Lavis [2005])
  Occurrence of finding within the model: KTA Step 1.B, KTA Step 2.B, KTA Step 3.B, Step 3.9, Step 1.2

Tip: Researchers can benefit from the involvement of knowledge users (stakeholder groups) in their projects. One way to orientate stakeholders and get them up to speed on the project is to synthesize relevant existing research and share it with them. (Davis [2003])
Occurrence of finding within the model: KTA Step 1.B, KTA Step 2.B, KTA Step 3.B, Step 1.4, Step 3.2