Cultural application of theoretical principles of practice in the transfer of knowledge

Abstract

One of the main critiques of the process of the transfer of knowledge is that little consideration is given to the cultural context in which the knowledge is to be integrated and applied. This study promotes the inclusion of the cultural dimension in all phases of international development planning. Before transferring the specific theoretical principles of practice to another curriculum, baseline data are gathered. These data identify the parameters of socio-cultural factors which influence the content and context of international development planning.

The theoretical component of this research identifies culture as a system of symbolic meaning and views culture as an organizing system for society.

Qualitative methodology is selected to gather and analyze data and a case study is described. A health profession program from a Canadian university and a similar post-secondary education program in Kenya, Africa, initiated a proposal for a partnership project which involved the transfer of current theoretical knowledge from the Canadian program to the Kenyan health profession program.

The themes which emerge in the analyzed data concur closely with a conceptual framework of cultural inquiry. In response to the need to reflect the centrality of culture in various dimensions of international planning, it is recommended that this framework serve as a useful guide for identifying socio-cultural factors. Knowledge of the socio-cultural factors will serve as valuable baseline data in guiding further planning, research and practice.