Table 3.
Empirical details about partnership initiation evaluated and reported in each review
| Narratives | Team initiation | Stakeholder engagement | IKT partnerships | Action research | Shared mental models | Knowledge transfer | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Reference number | [37] | [33] | [32] | [9] | [36] | [31] | [43] | [35] | [44] | [8] | [30] | [39] | [41] | [38] | [42] | [40] | [34] |
| Processes | |||||||||||||||||
| Defining and describing the problem and research question | x | x | x | x | x | x | x | x | x | x | |||||||
| Setting priorities and/or expectations; conducting needs assessment | x | x | x | x | x | x | x | x | x | ||||||||
| Identifying stakeholders and opportunities to build partnerships (internal and external opportunities) | x | x | x | x | x | ||||||||||||
| Creating common goals with common outcomes, objectives, memorandum of understanding, agreement, operating norms | x | x | x | x | x | x | x | x | x | x | x | ||||||
| Establishing pre-existing resources that could be used or acquired by the partners to build the project | x | x | x | x | x | x | |||||||||||
| Developing risks and benefits of the partnership | x | ||||||||||||||||
| Considering inequalities in power | x | x | x | x | |||||||||||||
| Establishing communication methods such as evidence briefs, web portals, social media, new tools and technologies | x | x | x | x | x | ||||||||||||
| Receiving training and learning | x | x | x | x | x | x | |||||||||||
| Applying for funding | x | x | x | ||||||||||||||
| Planning to conduct joint research | x | x | x | x | x | ||||||||||||
| Establishing committees, boards, or working groups | x | ||||||||||||||||
| Creating and transferring of organisational knowledge occurs through processes of conversion (i.e. tacit to formal) and assimilation, and the transfer from individual to collective | x | ||||||||||||||||
| Mobilising knowledge/change agents | x | x | |||||||||||||||
| Building organisational structures aligned with strategy and external context | x | x | x | x | |||||||||||||
| Enablers | |||||||||||||||||
| Sense of ownership of research or output | x | x | x | x | x | x | x | x | |||||||||
| Commitment to partnership | x | x | x | x | x | x | x | ||||||||||
| Formal training and development and the acquisition of team members’ knowledge and skills | x | x | x | x | |||||||||||||
| Positive attitude towards listening, learning, adapting and training | x | x | x | x | x | ||||||||||||
| Time for team meetings for information sharing by using all-day conference, etc. | x | x | x | x | |||||||||||||
| Multiple and varied opportunities for interaction | x | ||||||||||||||||
| Phased approach to developing shared language | x | x | |||||||||||||||
| Support from facilitators, champions, boundary, spanners; advisory board | x | x | x | x | x | x | x | ||||||||||
| Clear and agreed upon goals, roles, expectations and vision | x | x | x | x | x | x | x | x | x | x | |||||||
| Dedicated funding | x | x | x | x | |||||||||||||
| Pre-existing relationships between researchers and research users | x | x | x | ||||||||||||||
| Policy-makers with a research background and researchers skilled in policy-making | x | ||||||||||||||||
| Supportive policy framework or network structure/ties for researchers and research users to create knowledge and implementing research results | x | x | x | x | x | x | x | ||||||||||
| Team members from the community | x | x | x | x | |||||||||||||
| Positive personality of the action researcher | x | ||||||||||||||||
| Barriers | |||||||||||||||||
| Time for learning and training, developing relationships, building trust and sustaining intervention | x | x | x | x | x | x | x | x | x | ||||||||
| Performance rewards awarded to individuals rather than groups | x | ||||||||||||||||
| Performance feedback that mixed individual with group level feedback | x | ||||||||||||||||
| No understanding and/or differing interpretations of the institutional and federal Institutional Review Board regulations | x | x | x | ||||||||||||||
| Imbalance between rigor of academic preferred research designs and incorporating of community preferences | x | x | x | x | |||||||||||||
| No stakeholder engagement | x | x | x | x | x | ||||||||||||
| different needs and priorities | x | x | x | x | x | ||||||||||||
| No skill in understanding of partnership process | x | x | |||||||||||||||
| Negative attitude about researchers or the value of research | x | x | x | x | |||||||||||||
| Goals, roles and expectations were not clear | x | x | x | x | x | x | |||||||||||
| No incentives to participate | x | x | |||||||||||||||
| No funding or infrastructure of partnership | x | x | x | x | x | x | |||||||||||
| Little continuity of involvement due to staff turnover | x | x | x | ||||||||||||||
| Limited interaction due to geographic distance | x | x | |||||||||||||||
| Community resistance | x | x | |||||||||||||||
| Issues of power | x | x | x | x | x | x | |||||||||||
| Conflict of interest | x | x | |||||||||||||||
| Negative personality of the action researcher | x | ||||||||||||||||
| No guidance of initiation of partnerships in literature | x | x | x | x | x | ||||||||||||
| Outcomes | |||||||||||||||||
| Empowerment of research users | x | x | x | x | x | x | |||||||||||
| Develop research questions | x | x | x | x | |||||||||||||
| Develop a clear understanding of the expectations of different partners | x | x | x | ||||||||||||||
| If research users understand research, they grow to value it, it is more relevant and easier to disseminate and implement, aids in the translation and interpretation of findings which increases actionability | x | x | x | x | x | x | x | x | x | ||||||||
| Enhanced mutual understanding of process, including language, work style, needs and constraints, research | x | x | x | ||||||||||||||
| Strengthened relationship, trust and goodwill | x | x | x | x | x | ||||||||||||
| Emergence of community leaders | x | ||||||||||||||||
| Agenda building | x | x | x | x | |||||||||||||
| Builds strengths and resources within the community | x | x | x | x | x | ||||||||||||
| Increase trust and respect, minimise fear | x | x | x | x | x | x | x | ||||||||||
| Compliance and accountability | x | x | x | x | x | x | x | ||||||||||