The Population Health Impact of Community-Campus Engagement (CCE): A Qualitative Study to Understand Knowledge Translation Within CCE That Addresses Community Safety and Well-Being Priorities in Ottawa and Thunder Bay

Abstract

Background: Community-campus engagement (CCE) refers to collaborative partnerships between academic institutions, municipalities, and community organizations that has the potential to address population health issues. This thesis sought to describe how knowledge is translated within CCE and identify the barriers and facilitators to the knowledge translation (KT) process.

Methods: We conducted an exploratory, qualitative study, interviewing 39 instructors, students, city staff, and community organization staff involved in CCE projects, and using a semi-deductive, semi-inductive analysis approach.

Results: Four distinct phases of KT arose within the model of CCE we examined: knowledge co-production, knowledge tailoring, knowledge sharing, and knowledge application. Partner engagement, diverse knowledge sources, and connection to place facilitated KT, while several logistical, contextual, relational, and systemic factors emerged as barriers.

Conclusions: Interest-holders may consider adopting a purposeful KT approach within CCE that prioritizes bridging the gap between knowledge production and use.