AffiliationUniversity of Huddersfield and University of Chester
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AbstractTo any social science researcher the term 'Knowledge Exchange' is a key buzzword in the academic community and wider society. In an article by Contandriopoulos et al. (2010, p. 456) it was pointed out that knowledge exchange 'rests on an implicit commonsense notion that this 'knowledge' must be evidence based’. This evidence, based within a social science context, relies upon two strands: theoretical data and empirical data. When examining the notion of Knowledge Exchange it becomes apparent that the concept has deep and meaningful connotations. These connotations have been driven by the involvements of the public and private sectors. Moreover, work carried out by Benneworth and Cunha (2015, p. 509) concludes that higher education institutions’ involvement in knowledge exchange 'remains dynamic and influenced by universities’ own strategic choices and relationships’. Traditionally, universities have had two key missions: to teach undergraduate/postgraduate students and to undertake research. Thierry and Rayna (2015, p. 488) have recently observed that universities now have a third mission, 'knowledge exchange', and that knowledge exchange plays a vital 'integral part of the mix, without which the other two missions cannot run successfully.' Knowledge exchange is also a fundamental feature of 'sustainable communities' (Powell, 2013) through the partnerships between HEIs and communities by which they serve.
CitationHalsall, J. P., & Powell, J. (2016). Crafting knowledge exchange in the social science agenda. Cogent Social Sciences, 2(1), 1244145. https://doi.org/10.1080/23311886.2016.1244145
PublisherTaylor & Francis
JournalCogent Social Sciences
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