1,783
Views
1
CrossRef citations to date
0
Altmetric
Articles

Another implementation science is possible: engaging an ‘intelligent public’ in knowledge translation

ORCID Icon, & ORCID Icon
Pages 5-18 | Received 30 Jul 2022, Accepted 25 Jan 2023, Published online: 07 Mar 2023

References

  • Angeli, F., Camporesi, S., & Dal Fabbro, G. (2021). The COVID-19 wicked problem in public health ethics: Conflicting evidence, or incommensurable values? Humanities and Social Sciences Communications, 8(1), 1–8. https://doi.org/10.1057/s41599-021-00839-1
  • Bai, H. (2020). Epistemic injustice and scientific knowledge distribution. Filosofija. Sociologija, 31(3), 217–224. https://doi.org/10.6001/fil-soc.v31i3.4269
  • Ball, P. (2021). What the COVID-19 pandemic reveals about science, policy and society. Interface Focus, 11(6), 20210022. https://doi.org/10.1098/rsfs.2021.0022
  • Barber, S., & Naepi, S. (2020). Sociology in a crisis: Covid-19 and the colonial politics of knowledge production in Aotearoa New Zealand. Journal of Sociology, 56(4), 693–703. https://doi.org/10.1177/1440783320939679
  • Barry, N. P. (2000). Do corporations have any responsibility beyond making a profit? Journal of Markets and Morality, 3(1), 100–107.
  • Boone, K., Roets, G., & Roose, R. (2018). Social work, participation, and poverty. Journal of Social Work, 19(3), 309–326. https://doi.org/10.1177/1468017318760789
  • Boulton, R., Sandall, J., & Sevdalis, N. (2020). The cultural politics of ‘implementation science’. Journal of Medical Humanities, 41(3), 379–394. https://doi.org/10.1007/s10912-020-09607-9
  • Brennan, M. C., & McGowan, P. (2006). Academic entrepreneurship: An exploratory case study. International Journal of Entrepreneurial Behavior & Research, 12(3), 144–164. https://doi.org/10.1108/13552550610667431
  • Brosnan, C., & Kirby, E. (2016). Sociological perspectives on the politics of knowledge in health care: Introduction to themed issue. Health Sociology Review, 25(2), 139–141. https://doi.org/10.1080/14461242.2016.1174055
  • Bullen, J., & Flavell, H. (2017). Measuring the ‘gift’: Epistemological and ontological differences between the academy and Indigenous Australia. Higher Education Research & Development, 36(3), 583–596. https://doi.org/10.1080/07294360.2017.1290588
  • Carley, S., Horner, D., Body, B., & Mackway-Jones, K. (2020). Evidence-based medicine and COVID-19: What to believe and when to change. Emergency Medicine Journal, 37(9), 572–575. https://doi.org/10.1136/emermed-2020-210098
  • Colman, E., Wanat, M., Goossens, H., Tonkin-Crine, S., & Anthierens, S. (2021). Following the science? Views from scientists on government advisory boards during the COVID-19 pandemic: A qualitative interview study in five European countries. BMJ Global Health, 6(9), e006928. https://doi.org/10.1136/bmjgh-2021-006928
  • Currie, G., & White, L. (2012). Inter-professional barriers and knowledge brokering in an organizational context: The case of healthcare. Organization Studies, 33(10), 1333–1361. https://doi.org/10.1177/0170840612457617
  • Dinis-Oliveira, R. J. (2020). COVID-19 research: Pandemic versus “paperdemic”, integrity, values and risks of the “speed science”. Forensic Sciences Research, 5(2), 174–187. https://doi.org/10.1080/20961790.2020.1767754
  • Estabrooks, C. A., Derksen, L., Winther, C., Lavis, J. N., Scott, S. D., Wallin, L., & Profetto-McGrath, J. (2008). The intellectual structure and substance of the knowledge utilisation field: A longitudinal author co-citation analysis, 1945 to 2004. Implementation Science, 3(49), 1–22. https://doi.org/10.1186/1748-5908-3-49
  • Foucault, M. (1988). Technologies of the self. In L. H. Martin, H. Gutman, & P. H. Hutton (Eds.), Technologies of the self: A seminar with Michel Foucault (pp. 16–49). University of Massachusetts Press.
  • Foucault, M. (1994). Two lectures. In M. Kelly (Ed.), Critique and power: Recasting the Foucault/Habermas debate (pp. 17–46). MIt Press.
  • Fraser, N. (1995). From redistribution to recognition? Dilemmas of justice in a post-socialist age. New Left Review, 212(July/August), 68–93.
  • Fraser, N. (1996, April 30–May 2). Social justice in the age of identity politics: Redistribution, recognition and participation. The Tanner Lectures of Human Values, Stanford University.
  • Fraser, N. (1997). Justice interruptus: Critical reflections on the “postsocialist” condition. Routledge.
  • Fraser, N. (2000). Rethinking recognition. New Left Review, 3(3), 107–120.
  • Fraser, N. (2005). Reframing justice in a globalizing world. New Left Review, 36(Nov/Dec), 69–88.
  • Fraser, N. (2008). Abnormal justice. Critical Inquiry, 34(3), 393–422. https://doi.org/10.1086/589478
  • Fraser, N. (2013). Fortunes of feminism: From state-managed capitalism to neoliberal crisis. Verso.
  • Freire, P. (1973). Education for critical consciousness. Bloomsbury Publishing.
  • Frickel, S., Gibbon, S., Howard, J., Kempner, J., Ottinger, G., & Hess, D. J. (2010). Undone science: Charting social movement and civil society challenges to research agenda setting. Science, Technology, & Human Values, 35(4), 444–473. https://doi.org/10.1177/0162243909345836
  • Frickel, S., & Moore, K. (2006a). The new political sociology of science: Insti tutions, networks, and power. University of Wisconsin Press.
  • Frickel, S., & Moore, K. (2006b). Prospects and challenges for a new political sociology of science. In S. Frickel, & K. Moore (Eds.), The new political sociology of science: Institutions, networks, and power (pp. 3–31). University of Wisconsin Press.
  • Frith, U. (2020). Fast lane to slow science. Trends in Cognitive Sciences, 24(1), 1–2. https://doi.org/10.1016/j.tics.2019.10.007
  • Galea, S. (2021). A better science for better decision-making in future crises. Nature Human Behaviour, 5(11), 1463. https://doi.org/10.1038/s41562-021-01226-1
  • Gaventa, J., & Bivens, F. (2014). Co-constructing democratic knowledge for social justice: Lessons from an international research collaboration. In J. Shefner, H. F. Dahms, R. E. Jones, & A. Jalata (Eds.), Social justice and the university (pp. 1–27). Palgrave Macmillan.
  • Gilmore, J. (2015). Against fragmentation: Feminism, knowledge and social work practice. The 24th National Conference of the Australian Association of Social Workers, University of Tasmania.
  • Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). Lost in knowledge translation: Time for a map? Journal of Continuing Education in the Health Professions, 26(1), 13–24. https://doi.org/10.1002/chp.47
  • Graves, J. L., Jr., Kearney, M., Barabino, G., & Malcom, S. (2022). Inequality in science and the case for a new agenda. Proceedings of the National Academy of Sciences, 119(10), 1–18. https://doi.org/10.1073/pnas.2117831119
  • Gray, M., Joy, E., Plath, D., & Webb, S. (2014). Opinions about evidence: A study of social workers’ attitudes towards evidence-based practice. Journal of Social Work, 14(1), 23–40. https://doi.org/10.1177/1468017313475555
  • Gray, M., Sharland, E., Heinsch, M., & Schubert, L. (2015). Connecting research to action: Perspectives on research utilisation. British Journal of Social Work, 45(7), 1952–1967. https://doi.org/10.1093/bjsw/bcu089
  • Greenhalgh, T. (2018). What have the social sciences ever done for equity in health policy and health systems? International Journal for Equity in Health, 17(1), 124. https://doi.org/10.1186/s12939-018-0842-9
  • Greenhalgh, T., Fisman, D., Cane, D. J., Oliver, M., & Macintyre, C. R. (2022). Adapt or die: How the pandemic made the shift from EBM to EBM+ more urgent. BMJ Evidence-Based Medicine, 27(5), 253–260. https://doi.org/10.1136/bmjebm-2022-111952
  • Greenhalgh, T., Robert, G., Macfarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of innovations in service organizations: Systematic review and recommendations. The Milbank Quarterly, 82(4), 581–629. https://doi.org/10.1111/j.0887-378X.2004.00325.x
  • Greenhalgh, T., Schmid, M. B., Czypionka, T., Bassler, D., & Gruer, L. (2020). Face masks for the public during the covid-19 crisis. BMJ, 369, m1435. https://doi.org/10.1136/bmj.m1435
  • Greenhalgh, T., & Wieringa, S. (2011). Is it time to drop the ‘knowledge translation’ metaphor? A critical literature review. Journal of the Royal Society of Medicine, 104(12), 501–509. https://doi.org/10.1258/jrsm.2011.110285
  • Habermas, J. (2006). Time of transitions. Polity.
  • Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066
  • Heinsch, M., & Cribb, A. (2019). ‘Just knowledge’: Can social work’s ‘guilty knowledge’ help build a more inclusive knowledge society? The British Journal of Social Work, 49(7), 1723–1740. https://doi.org/10.1093/bjsw/bcy118
  • Heinsch, M., Wyllie, J., Carlson, J., Wells, H., Tickner, C., & Kay-Lambkin, F. (2021). Theories informing eHealth implementation: Systematic review and typology classification. Journal of Medical Internet Research, 23(5), 1–17. https://doi.org/10.2196/18500
  • Hess, D. J. (2007). Alternative pathways in science and industry: Activism, innovation, and the environment in an era of globalization. MIT Press.
  • Jaeger, J., Masselot, C., Greshake Tzovaras, B., Senabre Hidalgo, E., Haklay, M., & Santolini, M. (2022). An epistemology for democratic citizen science. OSF Preprints, 1–38. https://doi.org/10.31219/osf.io/j62sb
  • Jasanoff, S. (2003). Technologies of humility: Citizen participation in governing science. Minerva, 41(3), 223–244. https://doi.org/10.1023/A:1025557512320
  • Jasanoff, S. (2007). Technologies of humility. Nature, 33(450), 1–1. https://doi.org/10.1038/450033a
  • Kelly, M. P., Heath, I., Howick, J., & Greenhalgh, T. (2015). The importance of values in evidence-based medicine. BMC Medical Ethics, 16(1), 69. https://doi.org/10.1186/s12910-015-0063-3
  • Kitson, A., Brook, A., Harvey, G., Jordan, Z., Marshall, R., O’Shea, R., & Wilson, D. (2018). Using complexity and network concepts to inform healthcare knowledge translation. International Journal of Health Policy and Management, 7(3), 231–243. https://doi.org/10.15171/ijhpm.2017.79
  • Kleinman, D. L., & Vallas, S. P. (2001). Science, capitalism, and the rise of the “knowledge worker”: The changing structure of knowledge production in the United States. Theory and Society, 30(4), 451–492. https://doi.org/10.1023/A:1011815518959
  • Latulippe, N., & Klenk, N. (2020). Making room and moving over: Knowledge co-production, Indigenous knowledge sovereignty and the politics of global environmental change decision-making. Current Opinion in Environmental Sustainability, 42, 7–14. https://doi.org/10.1016/j.cosust.2019.10.010
  • Maani, N., Abdalla, S. M., & Galea, S. (2021). Avoiding a legacy of unequal non-communicable disease burden after the COVID-19 pandemic. The Lancet Diabetes & Endocrinology, 9(3), 133–135. https://doi.org/10.1016/S2213-8587(21)00026-7
  • McGowan, V. J., & Bambra, C. (2022). COVID-19 mortality and deprivation: Pandemic, syndemic, and endemic health inequalities. The Lancet Public Health, 7(11), e966–e975. https://doi.org/10.1016/S2468-2667(22)00223-7
  • Mercuri, M. (2020). Just follow the science: A government response to a pandemic. Journal of Evaluation in Clinical Practice, 26(6), 1575–1578. https://doi.org/10.1111/jep.13491
  • Muecke, S. (2018, January 29). How ‘slow science’ can improve the way we do and interpret research. The Conversation. https://theconversation.com/how-slow-science-can-improve-the-way-we-do-and-interpret-research-90168.
  • Nowotny, H., Scott, P., & Gibbons, M. (2003). Introduction: ‘Mode 2’ revisited: The new production of knowledge. Minerva, 41(3), 179–194. https://doi.org/10.1023/A:1025505528250
  • O’Connor, D. B., Aggleton, J. P., Chakrabarti, B., Cooper, C. L., Creswell, C., Dunsmuir, S., Fiske, S. T., Gathercole, S., Gough, B., Ireland, J. L., Jones, M. V., Jowett, A., Kagan, C., Karanika-Murray, M., Kaye, L. K., Kumari, V., Lewandowsky, S., Lightman, S., Malpass, D., … Armitage, C. J. (2020). Research priorities for the COVID-19 pandemic and beyond: A call to action for psychological science. British Journal of Psychology, 111(4), 603–629. https://doi.org/10.1111/bjop.12468
  • Popper, K. R. (1971). The moral responsibility of the scientist. Bulletin of Peace Proposals, 2(3), 279–283. https://doi.org/10.1177/096701067100200311
  • Reimer-Kirkham, S., Varcoe, C., Browne, A. J., Lynam, M. J., Khan, K. B., & McDonald, H. (2009). Critical inquiry and knowledge translation: Exploring compatibilities and tensions. Nursing Philosophy, 10(3), 152–166. https://doi.org/10.1111/j.1466-769X.2009.00405.x
  • Rooney, D., & McKenna, B. (2005). Should the knowledge-based economy be a savant or a sage? Wisdom and socially intelligent innovation. Prometheus, 23(3), 307–323. https://doi.org/10.1080/08109020500211025
  • Rovelli, C. (2021). Politics should listen to science, not hide behind it. Nature Materials, 20(2), 272. https://doi.org/10.1038/s41563-020-00891-3
  • Scott, P. (2009). Foreword. In A. Brew, & L. Lucas (Eds.), Academic research and researchers (pp. vii–xiii). McGraw Hill.
  • Shadmi, E., Chen, Y., Dourado, I., Faran-Perach, I., Furler, J., Hangoma, P., Hanvoravongchai, P., Obando, C., Petrosyan, V., Rao, K. D., Ruano, A. L., Shi, L., de Souza, L. E., Spitzer-Shohat, S., Sturgiss, E., Suphanchaimat, R., Uribe, M. V., & Willems, S. (2020). Health equity and COVID-19: Global perspectives. International Journal for Equity in Health, 19(1), 104. https://doi.org/10.1186/s12939-020-01218-z
  • Sisk, B. A., Mozersky, J., Antes, A. L., & DuBois, J. M. (2020). The “ought-is” problem: An implementation science framework for translating ethical norms into practice. The American Journal of Bioethics, 20(4), 62–70. https://doi.org/10.1080/15265161.2020.1730483
  • Sovacool, B. K., & Hess, D. J. (2017). Ordering theories: Typologies and conceptual frameworks for sociotechnical change. Social Studies of Science, 47(5), 703–750. https://doi.org/10.1177/0306312717709363
  • Stengers, I. (2011, December 13). “Another science is possible!”: A plea for slow science. Faculté de Philosophie et Lettres, ULB.
  • Stengers, I. (2018). Another science is possible: A manifesto for slow science (S. Muecke, Trans.). Polity Press (Original work published 2013).
  • Taylor, S. P., Kowalkowski, M. A., & Beidas, R. S. (2020). Where is the implementation science? An opportunity to apply principles during the COVID-19 pandemic. Clinical Infectious Diseases, 71(11), 2993–2995. https://doi.org/10.1093/cid/ciaa622
  • Turner, B. (1995). Medical power and social knowledge. Sage.
  • Weick, A. (2015). Guilty knowledge. Families in Society, 96(1), 35–39. https://doi.org/10.1606/1044-3894.2015.96.11
  • Weiler, H. N. (2009). Whose knowledge matters? Development and the politics of knowledge. In T. Hanf, H. N. Weiler, & H. Dickow (Eds.), Entwicklung als Beruf (pp. 485–496). Nomos.
  • Wensing, M., Sales, A., Armstrong, R., & Wilson, P. (2020). Implementation science in times of Covid-19. Implementation Science, 15(1), 42. https://doi.org/10.1186/s13012-020-01006-x
  • Woodhouse, E., Hess, D. J., Breyman, S., & Martin, B. (2002). Science studies and activism: Possibilities and problems for reconstructivist agendas. Social Studies of Science, 32(2), 297–319. https://doi.org/10.1177/0306312702032002004
  • World Health Organization. (2005, October 12). Bridging the “Know-Do” gap: Meeting on knowledge translation in global health. https://www.measureevaluation.org/resources/training/capacity-building-resources/high-impact-research-training-curricula/bridging-the-know-do-gap.pdf