Academic Knowledge Brokers in Kenya: A mixed methods study of relationships, characteristics and strategies for informing public health policy
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Date
2014-10-22
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Johns Hopkins University
Abstract
Problem Statement: Academic knowledge brokers (KBs) are described as faculty serving as bridges between research and policy. Their established relationships with policymakers together with their reputations as trusted peers sought out for advice on evidence-informed decision-making (EIDM), render them important actors in the research to policy process to better understand. While recognition of their dual role as knowledge generator and knowledge broker has been recognized in select Western organizations, little research has examined KBs in low- and middle-income countries. This study explores the networks, attributes, and characteristics of academic KBs in the Kenyan public health context and their strategies for engagement with policymakers.
Methods: This study employed a mixed-methods design. Manuscript 1 uses a social network analysis (SNA) to characterize the academic-policymaker networks of faculty from 6 schools of public health (SPHs) in Kenya. A novel method of identifying KBs is developed and described. Manuscript 2 uses sociodemographic data from the SNA and interview data to describe the perceived attributes, capacities and skills of KBs. Manuscript 3 uses qualitative methods to explore strategies of engagement between academics and policymakers.
Results: Manuscript 1 depicts the architecture of the various ‘SPH-National Government’ networks through mapping individual ‘academic faculty-policymakers’ social capital underlying the institutional networks. Furthermore, it identifies 7 academic KBs. In addition to KBs’ sociodemographics, manuscript 2 describes other human capital characteristics perceived to be important: professional competence, experiential knowledge, interactive skills and personal disposition. Soft skills and a social conscience also emerged as valuable attributes. Manuscript 3 elaborates the current strategies as well as underutilized and underappreciated strategies for engagement between academics and policymakers. The strategies varied by initiating party with the majority being spearheaded by academia.
Conclusion: Several changes in Kenya are likely to compel academics in the future to increasingly engage with policymakers at an enhanced level of debate, deliberation and discussion. Academic KBs are perceived to have the networks, the competencies and the experience to engage effectively with policymakers. By recognizing existing KBs, supporting the emergence of potential KBs, and systematically hiring faculty with KB-specific characteristics, SPHs can enhance their collective social as well as human capital so as to contribute to EIDM in Kenya.
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Keywords
Schools of Public Health, Kenya, Social Network Analysis, Knowledge Broker, Evidence-to-policy, EIDM, mixed methods, attributes, characteristics, strategies for engagement