000			01482pab a2200169 454500
008			180718b2001 xxu||||| |||| 00| 0 eng d
100			_aCracknele, Basil E.
245			_aKnowing in all: or is it? some reflections on why the acquisition of knowledge, focussing particularly on evaluation activities, does not always lead to action
260			_c2001
300			_ap.371-79
362			_aDec
520			_aThis article examines the factors that influence whether the acquisition of knowledge leads on to action. It looks first at the `supply' side, i.e. the kind of knowledge that is being acquired and whether it meets the needs of the intended users and is conducive to action; whether knowledge is a product or a process; the relevance of the positivist and constructivist approaches in this context; and whether participatory methods are required. The article then turns to the `demand' side, and looks at possible reasons why decision-takers may often seem to ignore new knowledge and evaluation findings. It suggests that evaluation may sometimes have unrealistic expectations of the kind of impact their reports should have. On the other hand there are factors leading to inertia and risk averseness that may stymie action. The importance of a `knowledge culture' is emphasized if knowledge is to be turned into action. - Reproduced.
650			_aKnowledge
650			_aSociology of knowledge
773			_aPublic Administration and Development
909			_a51787
999			_c51787 _d51787