This study uses comparative and process-based case study methods. Specifically the research focuses on six case sites purposely selected for their significance to facets of processes of knowledge production and utilisation in a 21st century health knowledge economy which is becoming increasingly more diverse and multilayered.
The research is organised as three phases.
Phase 1
In Phase 1 the unit of analysis was the individual manager. Phase 1 involved the interviewing of managers in our sites who were identified as interested in using management research and knowledge such as knowledge of service delivery and organisation and management and leadership knowledge more generally. ‘Interest’ was defined as having researched or published on a management related topic or holding a higher degree in a management related subject or devising a new evidence based training, consulting, management or policy programme.
This phase focused on exploring individuals’ perspectives on what motivates them to seek new knowledge, what search processes and sources are used, how management knowledge is utilised within their work and finally what were the main influences of their knowledge career on their management practices.
During Phase 1 we were working with the case supervisors to ensure appropriate knowledge tracers for Phase 2. In addition we established at the end of each Phase 1 interview whether the interviewee would be willing to take part in the Phase 3 Action Learning Sets.
Phase 2
The primary focus of Phase 2 was the utilisation of knowledge in context. It comprised six in depth comparative case studies. The fundamental unit of analysis for this phase was the history and impact of a particular piece of management knowledge on management practice. We sought to operate a strategy of triangulation through multiple data sources (Stake, 2000). We started each case study with a review of the management knowledge itself. Each case consisted of:
- Factual data on the context of the case: this included archival data and contextual data. Our definition of context revolves around the notion of the organisation being the divider between the inner and outer context (Pettigrew, 1987; Pettigrew et al, 1992). Our case organisations were influenced by their outer context, such as aspects of its position in a sector and in a economic and social system and also by its inner context, which includes its history; its competitive strategy and position (in a for-profits organisation) or its relative importance to the policy agenda ( in the public sector).
- Interviews with a range of stakeholders in the organisation.
- Triangulation of data from interviews with observation of key meetings, archival data and focus groups.
We then collected relevant background documents on the management knowledge and any discussions of it within the organisation.
Phase 3 – Action Learning Sets
Three action learning sets were formed in order to test and evaluate this form of intervention as a method of sharing knowledge and learning as well as encouraging and facilitating the uptake and utilisation of research evidence. The action learning sets were drawn primarily from the case sites.