Knowledge transfer: a case study of a community nutrition education program at a Land-Grant University

Abstract

The purpose of this study was to investigate the process of knowledge transfer. The setting is a health and nutrition educational program at University of Minnesota Extension. The main research question was how is Knowledge Transfer being implemented in Extension, specifically Educational Supplemental Nutrition Assistance Program? A case study, mix method design was conducted, including semi-structured interviews with Nutrition Educators (n=15), group interviews with program participants in 15 settings, and observations of program delivery. This study is important as the organization strategically supports the outreach mission of the university. Findings included emergent themes which were organized into domains. The four domains included: 1. the facilitator, 2. the learner, 3. the content, and 4. the context. Descriptive statistics of observation data was integrated into the analysis. The program facilitator domain describes the facilitator capacities and experiences. Facilitators have a great degree of empathy because of lived experiences that are similar to the learners. Personal characteristics, including being outgoing, and passionate about what they do. The program learner domain describes their participation and engagement. This included learners' attitude, and facilitators' mindfulness that changes occur for learners in small steps. The program content domain discusses the content, including its connection to key nutrition messages based on the program implementation guidelines, the need to adapt content to fit culturally diverse learners' backgrounds and their immediate needs and interests. The program context domain suggests that context matters, including how low income families face barriers to change that are multilayered. These barriers include but are not limited to financial, health, social exclusion. This affects the health and well-being of participants. Based on these findings, there are practice and theoretical implications for Human Resource Development (HRD).