By Christina Hughes
The procedures and practices of the dissemination of analysis findings are enormously overlooked fields within the learn equipment literature. but disseminating and utilizing our findings are major explanation why we adopt learn. Organised in 3 elements, this article offers an obtainable, significantly knowledgeable and up to date evaluation of key elements of dissemination.
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Additional resources for Disseminating Qualitative Research in Educational Settings
These include the front-loading nature of the model in that more emphasis is given to the development of knowledge and much less attention is paid to how knowledge is disseminated and diffused. Linear models also tend to portray knowledge as something like a parcel that can be passed from one individual to another. This knowledge is assumed to remain intact in the process of transfer. These criticisms have led to much more emphasis being given to the complexity of linkages, and contextual features, existing between the producers and users of knowledge in the development of dissemination models.
The research should be objective and detached from the objects of research and it is considered possible to capture, through research instruments, ‘real’ reality (Guba and Lincoln 1994). In dissemination terms, a positivist framework assumes that well-developed, research-based innovations will spread within defined populations of users thereby reducing the gap between what we know (according to knowledge producers or researchers) and what we do (defined by the action of knowledge users or practitioners) (Cousins and Simon 1996: 200) As an adjunct to this, the view of human behaviour in such models appears to rest on a combination of the rational agent and humanistic beneficence.
A greater knowledge and understanding of the processes associated with impact may indeed enhance the relevance and usefulness of social science research. Certainly, there are also several intellectual challenges in developing such understandings. Of itself, therefore, the study of impact may prove to be an interesting and fruitful field of research endeavour. However, current concerns with impact, and of course with dissemination, need to be contextualized within the policy framework of a proposed national strategy that is at the centre of NERF’s remit.