Knowledge Transfer Partnership Research Articles

The implementation of an environmental management system in the not-for-profit sector

Purpose – This paper aims to examine the implementation of the Eco-Management and Audit Scheme (EMAS) in a non-profit, small-to-medium sized-enterprise (SME) in the UK. Design/methodology/approach – A four-year participatory action research study is made upon knowledge transfer partnerships between the University of the West of England and the Royal Bath and West Society. Findings – Through the adoption of EMAS, the organisation was able to identify operational improvements as well as make significant efforts to improve its environmental performance, reducing its carbon footprint by 30 tCO2e per annum and gaining new business. Research limitations/implications – The study is made upon a single not-for-profit organisation in the UK. Practical implications – It presents the costs, benefits and challenges that the organisation faced. Techniques that were used to successfully manage the environmental management systems (EMS) development are also discussed. The investigation identifies deficiencies in the materials that are provided to support companies that are seeking EMAS certification. To improve the uptake of these EMS and assist companies in their successful pursuit of ISO 14001 and EMAS, this supporting documentation requires enhancement. Originality/value – There has been relatively little empirical research around the development and benefits of organisational EMS. Even less has focussed upon the specific constraints and opportunities that face non-profit organisations when implementing EMAS. This paper addresses this gap, identifying its costs and tangible benefits.

Walking with intangibles: experiencing organisational learning

Purpose – The purpose of this paper is to apply experiential learning theory to discuss a UK project-based knowledge transfer partnership (KPT) project between a university and a third sector organisation offering outdoor and experiential education for around 32,000 inner city children annually. It uses different models to critically consider how different experiential paradigms or world-views support different understandings of project experience in the real world. It examines the nature of experiential learning through project experience, applying a phenomenological inquiry to reflect on how experiential learning is valued academically and culturally. It considers environmental influences to balance the relational practices that represent intangible experiential elements in partnership work. Design/methodology/approach – Using a postmodern qualitative methodology, this paper applies different frameworks to narrative, a synthesis of data from the project, an interview, literature and reflection to present a critical consideration of experiential learning constructs. It foregrounds the academic value of ethical subjectivity and as such also presents a reflective Feminist auto-ethnographic praxis grounded in the project. Findings – Experiential learning is critical for human inquiry. Valuing experiential learning methods differently offers ethical applications for facilitating project work and partner relationships. Practical implications – Applied experiential learning theory supports organisational understanding in project work. An ethics of subjectivity places equal value on expertise in its own environment leading to a facilitated rather than a hierarchical transfer of knowledge, critical for project success. The project is financially successful and has wide reaching social and environmental impact. Thinking differently about provision means a substantial number of children beyond those physically visiting the organisation will benefit through teacher training. Social implications – The UK government no longer funds outdoor education. This paper demonstrates the importance of fostering environmental relationships for human identity, to support education for sustainable development and wider societal and environmental understandings. Originality/value – Developed through project process this is a new values-based, environmental, organisational and educational transformational approach to partnership. It is useful in education, working in partnership with businesses and ESD.

Managing knowledge transfer partnership for a rural community

Purpose– This paper aims to propose a knowledge transfer partnership (KTP) model, using higher education (HE) students researching in the UK. It is focused on community engagement via charitable trusts, New Opportunities Wirksworth (NOW) & Ecclesbourne Valley Rail (EVR). The researchers designed and implemented a pilot study that explored the potential of a small, yet attractive and active, market town to diversify and regenerate using tourism. This project, which has been funded by the UK Higher Education Innovation Fund (HEIF), has been devised to operate and monitor a KTP in the culturally important heritage market town of Wirksworth, in Derbyshire.Design/methodology/approach– A systems-thinking constructivist approach is used and employs problem-based learning (PBL) through engagement of students in research and data collection. The authors identified that skills for sustainable development within the community are dependent on the reintegration of complex, inter-dependent and inter-disciplinary factors. A holistic approach to the learning and knowledge shared within the community underpins UK initiatives to promote capacity development in ways to change knowledge applications across product and service boundaries. Therefore, in addition to encouraging diversification and regeneration through tourism, this project supported the University of Derby's academic agenda to promote experiential and entrepreneurial learning in students working at both undergraduate and postgraduate levels. This paper accords with the current university initiatives to meet the student employability agenda through the application of PBL and knowledge management.Findings– The creation of outcomes and recommendations for Wirksworth's stakeholders provides sustainability through the knowledge creation and sharing processes. There are seven outcomes that chart a path to development and knowledge transfer (KT) and sharing. The authors simultaneously provided an environment for students to gain skills and a community to acquire new knowledge, and these are the outcomes and output of this project. New learning styles may support inclusive academic practice (see related samples of PBL such as Ineson and Beresford in HLST resources 2001). Implications for building a KT community through the social capital accumulated in the project are explored.Originality/value– In taking PBL from the classroom to the community, the authors have created a new KT environment in which skills can be acquired and a regeneration strategy can be tested in a work-or-practice-related setting. Students recognise that they are building learning for themselves that is unique in that it cannot be recreated in a classroom setting. The authors see this project developing into a robust long-term partnership between communities and institutions with KT benefits to teaching staff in addition to students. These benefits will include new skills for PBL, working collaboratively with partners in the community to develop key skills in HE students, innovation in assessment, inclusive learning and teaching, experiential and entrepreneurial learning in practice.

The effects of extracorporeal shockwave therapy on matrix metalloprotease activity in tendinopathy (1046.8)

INTRODUCTION Extracorporeal shockwave therapy (ESWT) is an effective, non‐invasive treatment for degenerative tendinopathies, however, the biological mechanisms underpinning its therapeutic effects are largely unknown.METHODS The local tissue response of matrix metalloproteinase (MMP) ‐2 and ‐9 (gelatinases involved in extracellular matrix remodelling) to ESWT was examined in 18 healthy (18 Achilles) and 10 degenerative (4 Achilles, 6 patellar) tendons using microdialysis. Dialysate samples were collected from the peritendinous space before and after a single ESWT session. Analysis of MMP‐2 and ‐9 activities were completed using gelatin zymography.RESULTS Active MMP‐9 increased ~350% after ESWT, whereas pro‐MMP‐9 was not detected in our samples. There was a ~200% increase in a heavy MMP‐2 complex (~135 kDa; likely an MMP‐2 dimer) after ESWT when compared to baseline, however, levels of pro‐ and active MMP‐2 monomers did not change significantly. There were no response differences between healthy and degenerative tendons.CONCLUSION These findings provide evidence of the biological mechanisms underpinning ESWT in humans in vivo. Our findings are consistent with studies examining MMP activity after exercise and suggest that the mechanical stimulus provided by ESWT might initiate tendon remodeling in tendinopathy by promoting the catabolic processes required to remove damaged matrix constituents.Grant Funding Source: Engineering and Physical Sciences Reserach Council Knowledge Transfer Partnership

Implementing a social intranet in a professional services environment through Web 2.0 technologies

Purpose – Research into professional services firms that have successfully implemented and adopted Web 2.0 tools are still rare, with no widely known accepted methodologies or frameworks. The purpose of this case study is to investigate a medium-sized law firm that embarked on a KM programme that makes explicit use of emergent enterprise-based Web 2.0 tools. Design/methodology/approach – The overlying research methodology applied is action research, in particular participatory action research (PAR). The study draws on interviews with practitioners, consultants and knowledge workers and takes into consideration multiple stakeholder views and value conflicts. The project is part of a Knowledge Transfer Partnership between RPC LLP and Westminster Business School. Findings – Implementation of Web 2.0 tools in professional services requires the blending of a number of approaches to address the intrinsic tension between the open, participative behaviour and iterative development methodologies encouraged by social tools, and more traditional management styles and methods of developing IT solutions. Research limitations/implications – This article presents a single case study based on a law firm that, at the start of the research, was operating from a single location in London and at the time of writing has expanded to multiple locations, including overseas. There may be a limitation to implementing lessons learned and methodologies to larger organisations and organisations outside the legal sector. Originality/value – While many organisations are still attempting to understand how they can practically implement Web 2.0 tools, this case study presents findings from a law firm that has had an internal Web 2.0-based knowledge solution in place for over two years. The research also makes use of a KM maturity model in order to assess the impact of the Web 2.0 implementation.

Assessing the impact of university-industry collaborations: a multi-dimensional approach

We argue that there are limitations in the current assessment of the impact of university-industry collaboration activities, and propose a theoretical framework to capture the key dimensions of university-industry collaborations’ impact. By focusing on the case of the United Kingdom and in particular on one type of government-supported university-industry collaboration scheme, Knowledge Transfer Partnerships (KTPs), we discuss the application of this framework to our empirical investigation of 14 case studies of recent KTPs. The findings enable us to suggest an impact indicator template that could be used to evaluate the performance of KTPs, or of similar programmes.

Classification in e-procurement

Three coupled knowledge transfer partnerships used pattern recognition techniques to produce an e-procurement system which, the National Audit Office reports, could save the National Health Service £500 m per annum. An extension to the system, GreenInsight, allows the environmental impact of procurements to be assessed and savings made. Both systems require suitable products to be discovered and equivalent products recognised, for which classification is a key component. This paper describes the innovative work done for product classification, feature selection and reducing the impact of mislabelled data.

The Form and Function of the Artist Studio: A Pioneering Fine Art Knowledge Transfer Partnership Project Developed by Acme Studios and Central Saint Martins College of Art

The Form and Function of the Artist Studio: A Pioneering Fine Art Knowledge Transfer Partnership Project Developed by Acme Studios and Central Saint Martins College of Art

In Light of Visual Arts – A knowledge transfer partnership project as experiential learning

Knowledge transfer between universities and the commercial sector is becoming more prevalent, and different processes have been adopted to facilitate the transfer of knowledge. The ‘In Light of Visual Arts’ project aimed to facilitate knowledge exchange in relation to an innovative concept, the ‘eco-philosophy of light’, between the lighting industry and the arts and cultural sector through an Informal Learning approach. Young visual artists, light designers and lighting technicians were encouraged to explore and exchange experiences in the areas of visual communication, art appreciation and art archiving to create practical lighting solutions. This project offers a feasible framework for the enhancement of artistic training through knowledge sharing, for the benefit of the participants themselves and, in turn, academia, industry and the community.
 
 Keywords: informal learning, experiential learning, knowledge transfer, art education, interdisciplinary study

Knowledge transfer partnerships: a case study

Knowledge transfer partnerships (KTPs) enable universities to work collaboratively with businesses and other organisations. KTPs have mutual benefits for both organisations, enabling the university to increase its commercial potential and business/service organisations to increase their capacity for growth, development and sustainability. This article presents a literature review of KTPs followed by a case study of a KTP between a university (University of Greenwich) and a charity (The Metro Centre), which provides services to people experiencing issues related to sexuality, gender and diversity and that primarily supports lesbian, gay, bisexual and transgender (LGBT) people. An evaluation of this KTP has demonstrated gains and benefits for both the university and Metro, primarily in terms of increasing the evidence-base of the work of Metro and developing its research capacity. This has resulted in the acquisition of significant national funding for a range of projects and studies related to the aims of both the University and Metro.

Supporting arts and health evaluation: Report of a UK knowledge transfer partnership

Abstract Despite increasing calls for a robust evidence base, there is no clear consensus surrounding appropriate methodologies for evaluation of the impact of arts on health and well-being. Commissioners and stakeholders often require evidence of measurable outcomes, but quantitative evaluation does not provide a complete picture of impact, neither can it explain the effects of arts. Further, outcomes and impact evaluation must be balanced with process evaluation to guide the development of practice. Practitioners face significant challenges in responding to these issues, including evaluation capacity, knowledge, skills and resources. This article reports on a project that supported the arts and health field by generating knowledge, resources and support for evaluation. A two-year Knowledge Transfer Partnership (KTP) between an Arts and Health consultancy and a University explored evaluation issues and developed strategies with practitioners. A guided evaluation model, in which external evaluators worked alongside practitioners in an iterative process, was developed. While resourcing such partnerships is challenging, our project demonstrates that they can strengthen sustainable evaluation, generating evidence for local commissioning as well as contributing to longer-term research agendas.

Overcoming barriers to implementing brief intervention: a knowledge transfer partnership

Cardiff University, the Welsh Government and Public Health Wales are working together to implement screening and brief interventions across a variety of health and community settings through a unique collaboration; a Knowledge Transfer Partnership (KTP). Previous research has uncovered both barriers and facilitators to implementation. This KTP seeks to build upon this work and translate the research into practice. The Have-a-Word social marketing initiative, the first of its kind, was launched in 2013 in Wales and seeks to specifically address the barriers to implementing SBI. To date over 2000 health and community professionals have received training1. This paper demonstrates how social marketing has been used to overcome barriers to implementing screening and brief interventions across a variety of health and community settings in Wales. The Have-a-Word campaign, currently being rolled out across Wales, seeks to manage the image of screening and brief interventions and encourage those who have received training to deliver brief interventions. Evaluation of the Welsh model shows that many health and community professionals who received training continue to view a formal screening tool such as FAST as a barrier to successfully implementing the SBI model in specific settings. Social marketing has helped overcome barriers to delivery (some nurses commented that they felt part of an SBI community which empowered them). A more pragmatic approach to screening is required since the formal screening tool was dissuading some professionals from delivering brief interventions at all. Social marketing campaigns can help manage the image of brief interventions however sustaining those who have received training remains a challenge and continued support and encouragement are needed. 1This includes maxillofacial and trauma clinic nurses, midwives, health visitors, dieticians, custody sergeants, youth workers and practice nurses.

Knowledge exchange between academia and the third sector

This paper considers the different approaches to undertake knowledge exchange between academia and the third sector from three practitioner perspectives. London South Bank University (LSBU), as part of the Economic and Social Research Council (ESRC) and Third Sector Research Centre (TSRC) Social Enterprise Capacity Building Cluster (CBC), has been involved in a number of Knowledge Transfer Partnerships (KTP) and other capacity building projects. TSRC has developed an approach that offers a step change in the way academic institutions can integrate knowledge exchange as part of a more participatory research process. The National Council for Voluntary Organisations (NCVO) produces research-based evidence that aims to be responsive to, and help inform and shape, public policy and practice. The paper concludes with an analysis of the different approaches.

Using the Knowledge Transfer Partnership approach in undergraduate education and practice‐based training to encourage employer engagement

PurposeThe purpose of this paper is to provide a conceptual viewpoint which proposes the use of the post graduate Knowledge Transfer Partnership (KTP) approach to learning in undergraduate education and practice‐based training.Design/methodology/approachThis is an examination of the KTP approach and how this could be used effectively in undergraduate education and training to encourage and increase practice‐based learning and employer engagement. The methodology consists of a literature review, and a case study of the KTP approach. The literature reviewed examines the KTP approach, employer engagement in education and strategic government approaches to stimulate investment in knowledge and skills for workforce development, and the development of practice‐based learning in the UK. The KTP provides a case study to illustrate a successful model of employer engagement, which benefits all parties to it, and assists with the strategic development required by successive governments.FindingsThe suggestions are based on the authors’ investigation and their understanding and experience of: the KTP approach; practice‐based learning; undergraduate education; and learning and teaching approaches. The paper suggests that the KTP approach (normally a post‐graduate model) could be extended to undergraduate education to provide sustainable practice‐based learning that fits well with the strategies and ideologies of government, employers and academia.Practical implicationsBarriers to employer and academic engagement, such as that linked to the confused terminology used to describe practice‐based learning, and competing political ideologies, should be researched further to gain a better understanding of how to mitigate these in order to make the KTP approach in undergraduate education successful. The implications are that synergistic development of the KTP approach in an increased range of academic and workplace partnerships needs to be done before a fully tested model could be agreed.Originality/valueThe originality is the idea of utilising a well acknowledged post‐graduate model of learning within an undergraduate environment. The value is to increase the awareness of the benefits of the KTP and how the approach could be adapted for use in undergraduate environments for the eventual benefit of students, academics, employers and policy makers.

Dementia knowledge transfer project in a rural area

Rural Scotland has an ageing population. There has been an increase in the number of people with dementia and as the proportion of people aged over 75 years continues to rise, this will increase still further. The Scottish Government has produced a dementia strategy and implementing this will be a challenge for rural Scotland. Transferring academic knowledge into practice is challenging. A Knowledge Transfer Partnership was formed between NHS Highland and the University of Stirling. A literature review was undertaken of the rural dementia literature; local services were surveyed and described; and interviews were undertaken with people with dementia and carers. Work was conducted on training, diagnostic service provision and local policy. Throughout the project, a collaborative approach was used, which aimed at the joint production of knowledge. Involving University staff in local service development had a substantial impact. Reviewing existing research knowledge and setting it in the context of local services, and of experience of service use, allowed the relevant priorities to be identified. As well as identifying training needs and providing training, the work influenced local decisions on diagnostic service design and standards, and on policy. This embedded engagement model appeared to produce more rapid change than traditional models of use of academic knowledge.

Effecting successful knowledge transfer: lessons from the UK Knowledge Transfer Partnership scheme

This paper focuses on one case example illustrating how the Knowledge Transfer Partnership (KTP) scheme has benefited a small- to medium-sized enterprise (SME) in the UK. The KTP product is arguably the most used vehicle for effecting knowledge transfer between universities and local industries in the UK, and three distinct KTP projects (implemented in one company) are discussed. The impact of these projects is reviewed in terms of innovation initiatives, professional development, skills enhancement and organisational change. The change implications for the university are discussed and sets of guidelines for KTP selling, project design and project supervision are given.

Developing business school/SMEs collaboration: the role of trust

PurposeTo investigate the initiation and development of effective business relationships, including knowledge transfer partnerships, with the primacy of trust as a key factor for collaborative development. Specifically, the aim was to explore Vangen and Huxham's (2003) notion of a “trust building loop” in the context of a Northern (UK) Business School and regional SMEs.Design/methodology/approachThe methodological approach employed was the “General Analytic Induction” for the interpretation of the data. This was used to develop theory inductively from 23 in‐depth interviews.FindingsThe results emphasized that trust, especially trust in individuals, is fundamental to collaborative settings, from both practitioners’ and academic points of view. The study identified barriers and drivers to initiating trust‐based relationships and a model of initiating collaboration was suggested.Practical implicationsThe benefits from the research were seen as facilitating the development of effective business relationships between local business schools and SMEs in their regions. This investigation provided pointers that might assist business schools to understand how to manage their relationships with this group of stakeholders (SMEs) to stimulate and improve engagement.Originality/valueThere has been minimal research works on building successful collaborations within the business schools context, which contributes to professional practice through collaboration between business schools and SMEs.

Exploring the role of student researchers in the process of curriculum development

Contemporary interest in student voice has evolved to include participation of ‘students as researchers' in school affairs, which has been encouraged by political developments underpinning the rights of children. Although there has been little exploration of the role of student researchers in curriculum development, this paper provides a case study of their role in a Knowledge Transfer Partnership involving a secondary school in England working on developing enquiry‐based learning. We use Basil Bernstein%s concept of framing and Clarke and Hollingsworth%s model of teacher professional learning to explore the dimensions of consequence when teachers start the process of pedagogic and curriculum innovation. There is considerable evidence of an impact on relationships between students and teachers and it is argued that this is an important lens through which to understand the role of student researchers.

Optimization of the BIM Authoring Tool in Architectural Practice

Construction companies are facing barriers and challenges in Building Information Modelling (BIM) adoption as there is no clear guidance or best practice studies from which they can learn and build up their capacity for BIM use to increase productivity, efficiency, and quality. One of the key challenges in the BIM adoption is the ability of optimisation of a selected BIM authoring tool according to a company’s needs and requirements. This paper explains the approach for the optimisation of BIM technology selected in a Knowledge Transfer Partnership (KTP) project, undertaken between the University of Salford and John McCall Architects. The BIM implementation approach in the KTP used a socio-technical view that considered both the implementation of technology and its socio-cultural environment. The adoption and optimisation used the action research oriented qualitative and quantitative research for discovery, comparison, and experimentation it provided for “learning by doing.”

Building the evidence base for ecological impact assessment and mitigation

Building the evidence base for ecological impact assessment and mitigation