Purpose

In the context of professional learning networks (PLNs), there are many studies which address knowledge mobilization (KMb). The majority of these focus on how research is mobilized by various actors. This paper explores the concepts of KMb both on an individual and an organizational level and discusses the role of PLN participants and PLNs as catalysts for institutional change (IC). To illustrate this, a model was developed which draws on a concept that depicts the mobilization processes at the various levels.

Design/methodology/approach

The model was developed by drawing on theoretical approaches to both KMb on an individual and an organizational level of schools. The strengths and limitations of the model are then assessed as part of an exploratory study. Interviews of PLN participants (n = 7) from two schools and detailed logbooks of two participants were used to reconstruct experiences of KMb in the PLNs and the process of KMb among schools. By contrasting two schools, the study traces how mechanisms of KMb occurred. Data sources were analyzed using a structured content analysis alongside a deductive–inductive code system.

Findings

The results of the exploratory study show that, although the model is able to map the KMb practices, some refinement is still needed. While the extension of concepts describing the work of knowledge mobilizer (KM) leads to a more theoretically differentiated perspective, the data also showed that PLN participants only partially define themselves as KMs. The connection to concepts of strategies of knowledge mobilizing on an organizational level led to an increased transparency in the theoretical model. The data showed that KMb is influenced by organizational and individual beliefs.

Originality/value

The paper adds to the current knowledge base through a theoretical model that addresses the underinvestigated topic of KMb regarding the link between the individual and organizational levels. With a special focus on individual and organizational levels, a connection between KMb and IC is provided. The theoretical framework and research findings from an additional explorative study can be used to further develop relevant insights into the actions of participants from PLNs that enable IC processes among their schools.

中文翻译：

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想法的旅行：在专业学习网络的背景下动员知识的双重结构

目的

在专业学习网络（PLN）的背景下，有许多研究涉及知识动员（KMb）。其中大多数集中于各种参与者如何调动研究。本文在个人和组织层面上探讨了知识管理的概念，并讨论了PLN参与者和PLN作为制度变革催化剂的作用。为了说明这一点，开发了一个模型，该模型借鉴了描绘各个层次上的动员过程的概念。

设计/方法/方法

该模型是通过针对学校的个人和组织层面的知识管理理论来开发的。然后，作为探索性研究的一部分，评估模型的优势和局限性。 来自两所学校的PLN参与者的访谈（n = 7）和两名参与者的详细日志，用于重建PLN中KMb的经验以及学校之间KMb的过程。通过对比两个流派，该研究追踪了KMb的发生机理。使用结构化内容分析以及演绎-归纳代码系统对数据源进行了分析。

发现

探索性研究的结果表明，尽管该模型能够映射KMb实践，但仍需要一些改进。虽然描述知识动员者（KM）工作的概念的扩展导致了理论上更加不同的观点，但数据还显示，PLN参与者仅部分将自己定义为KM。与在组织层面上动员知识战略的概念的联系导致理论模型的透明度增加。数据表明，KMb受组织和个人信仰的影响。

创意/价值

本文通过一个理论模型增加了当前的知识库，该模型解决了KMb关于个人和组织级别之间联系的研究不足的问题。特别关注个人和组织级别，提供了KMb和IC之间的连接。来自其他探索性研究的理论框架和研究结果可用于进一步开发有关PLN参与者的行动的相关见解，从而使学校之间的IC流程成为可能。