Conceptualization of Knowledge Translation: Implications for Knowledge Translation Strategy and Practice in Universities

Abstract

Knowledge translation (KT) has gained traction across disciplines and sectors as common vocabulary used to refer to the process of making research-generated knowledge impactful in society. As a concept, the scope and boundary of the domain of KT are not clearly defined. We explored the conceptualization of KT using key informant interviews with senior academic researchers and administrators in a research-led university. Thematic analysis of data revealed perceptible conceptual confusion on the scope and boundary of the domain of KT. One category of participants understood KT narrowly as a way of simplification and transformation to enhance reach of knowledge, the other category understood KT broadly as a pathway to attaining both reach and relevance of research-generated knowledge. We argue that how KT is conceptualized determines the choice of KT strategy and practice and therefore the consequent range of outcomes. We conclude that the lack of conceptual clarity on KT presents a barrier and partly accounts for the apparent academic research-policy-practice disjunction. We affirm the need for universities to institutionalize learning around KT to optimize KT endeavours.