Consequently, the conceptual framework of research collaboration towards a knowledge-based economy, as proposed in Fig. 1, seeks to communicate three key issues from the perspective of the university, specifically academic researchers who have the primary responsibility of knowledge production, with particular emphasis on research.
The cycle continues, but as women we carry the responsibility of knowledge.
Across both datasets the main reasons given related to: increased responsibility, lack of knowledge, lack of experience, needing quick answers, needing most help, still learning, having time to read and early adoption of the technology.
The responses show that most reasons given for identifying the F1 as a time when a library of texts on a Smartphone would be most useful related to increased responsibility, lack of knowledge and experience, and a time of needing quick answers and most help.
In any case, it is the fact that the universities of the world, which claim the responsibility of advancing knowledge, do continue to judge their teachers more by their research and writing than by their teaching.
Perceived individual level barriers for postpartum lifestyle change included lack of time, family responsibilities, lack of knowledge about healthy diet, and higher cost of healthy foods.
Client factors include lack of information and fear of disclosing HIV status, health systems factors include lack of ownership of the PMTCT programme amongst nurses, unclear roles and responsibilities, lack of knowledge of the protocol, poor recording systems and continuity of care.
Factors related to valuation include sense of responsibility, previous knowledge of carbon emissions, previous visits to the sites, regional identification and the valuation of local environmental services (e.g. improvements in local air quality).
There are questions about the respective roles and responsibilities of researchers, knowledge brokers, and decision makers in the decision-making process; the appropriate moment for transferring knowledge; how to monitor KT activities and whether they should even be monitored.
I find these words to be particularly applicable to my work in the field of jazz education, where I am tasked with the responsibility of imparting musical/theoretical knowledge, sharing practical strategies for applying this knowledge, and fostering creative expression (which is a central component of jazz music).
Studies on the India's ASHAs showed that their work motivation was reduced by unclear understanding of their responsibilities, a lack of knowledge to perform the job as well as inconsistent financing [ 7].
