Bridging Knowledge and Community Change: Examining the Mediating Role of Knowledge Translation Mechanisms between Knowledge Production Practices and Community Engagement Outcomes in Central Uganda

This study examined the mediating role of knowledge translation mechanisms in the relationship between knowledge production practices and community engagement outcomes in selected universities in Central Uganda. A mixed-methods cross-sectional research design was employed, integrating quantitative data collected from 330 academic staff with qualitative insights obtained from key informants. Structural equation modelling (SEM) was used to assess the direct and indirect relationships among knowledge production practices, knowledge translation mechanisms, and community engagement outcomes. The findings revealed that teaching or learning and knowledge services have significant positive effects on community engagement outcomes, both directly and indirectly through knowledge translation mechanisms. Capacity-building mechanisms emerged as the most significant mediator, significantly linking teaching or learning and knowledge services to community engagement outcomes. In contrast, research activities did not exert a significant direct effect on community engagement outcomes in the final model, suggesting that research outputs generate societal benefits only when effectively translated into practical and accessible forms. The results further showed that communication and structural mechanisms play supportive roles in the knowledge translation process; however, their influence was less substantial than that of capacity-building mechanisms. The study concludes that the effectiveness of knowledge production practices in enhancing community engagement depends largely on the presence of effective knowledge translation mechanisms that facilitate the dissemination, application, and utilization of academic knowledge. Universities can therefore maximize their societal impact by strengthening capacity-building initiatives, promoting community-based learning approaches, expanding knowledge services, and institutionalizing structures that support knowledge translation. The findings contribute to understanding how universities can improve their engagement with communities and enhance their contribution to sustainable development.

Knowledge Production Practices, Knowledge Translation Mechanisms, Community Engagement Outcomes

1. Benneworth, P., Pinheiro, R., & Sánchez-Barrioluengo, M. (2016). One size does not fit all! New perspectives on the university in the social knowledge economy. Science and Public Policy, 43(6), 731–735. https://doi.org/10.1093/scipol/scw018 [Google Scholar] [Crossref]

2. Boaz, A., Hanney, S., Jones, T., & Soper, B. (2015). Does the engagement of clinicians and organisations in research improve healthcare performance? BMJ Open, 5(12), e009415. https://doi.org/10.1136/bmjopen-2015-009415 [Google Scholar] [Crossref]

3. Bock, C., Poole, D., Joseph, S., & McLaren, H. (2025). University–community engagement and sustainable development: A systematic review of pathways and impacts. Higher Education Research & Development, 44(1), 1–18. [Google Scholar] [Crossref]

4. Boyer, E. L. (1996). The scholarship of engagement. Journal of Public Service and Outreach, 1(1), 11–20. [Google Scholar] [Crossref]

5. Brackmann, S. M. (2015). Community engagement in a neoliberal paradigm. Journal of Higher Education Outreach and Engagement, 19(4), 115–146. [Google Scholar] [Crossref]

6. Bringle, R. G., & Hatcher, J. A. (2016). Enhancing curriculum engagement through service learning. Journal of Higher Education Outreach and Engagement, 20(1), 37–54. [Google Scholar] [Crossref]

7. Clark, B. R. (1983). The higher education system: Academic organization in cross-national perspective. University of California Press. [Google Scholar] [Crossref]

8. Cohen, W. M., & Levinthal, D. A. (1990). Absorptive capacity: A new perspective on learning and innovation. Administrative Science Quarterly, 35(1), 128–152. https://doi.org/10.2307/2393553 [Google Scholar] [Crossref]

9. Compagnucci, L., & Spigarelli, F. (2024). Knowledge exchange and the third mission of universities: Advancing community engagement and regional development. Studies in Higher Education, 49(2), 245–261. [Google Scholar] [Crossref]

10. Edelman. (2020). Edelman trust barometer 2020. Edelman. [Google Scholar] [Crossref]

11. Etomari, D., & Bisaso, R. (2012). Knowledge production and dissemination in African universities: Challenges and opportunities. Makerere Journal of Higher Education, 4(2), 189–205. [Google Scholar] [Crossref]

12. Etomaru, I., Bisaso, R., & Nakayiwa-Mayega, F. (2022). Fostering knowledge translation in Africa’s flagship universities: A case of Makerere University. Higher Education Research & Development, 41(4), 1060–1074. https://doi.org/10.1080/07294360.2021.1887093 [Google Scholar] [Crossref]

13. Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: From national systems and “Mode 2” to a Triple Helix of university–industry–government relations. Research Policy, 29(2), 109–123. https://doi.org/10.1016/S0048-7333(99)00055-4 [Google Scholar] [Crossref]

14. European Commission. (2020). Towards a stronger Europe through higher education, research and innovation. European Commission. [Google Scholar] [Crossref]

15. Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. Sage Publications. [Google Scholar] [Crossref]

16. Goldstein, H., & Drucker, J. (2006). The economic development impacts of universities on regions. In J. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 21, pp. 57–89). Springer. [Google Scholar] [Crossref]

17. Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). Lost in knowledge translation: Time for a map? Journal of Continuing Education in the Health Professions, 26(1), 13–24. https://doi.org/10.1002/chp.47 [Google Scholar] [Crossref]

18. Habermas, J. (1984). The theory of communicative action: Reason and the rationalization of society (Vol. 1). Beacon Press. [Google Scholar] [Crossref]

19. Hart, A., & Northmore, S. (2011). Auditing and evaluating university–community engagement: Lessons from a UK case study. Higher Education Quarterly, 65(1), 34–58. [Google Scholar] [Crossref]

20. Jowi, J. O. (2024). Recent developments in higher education in Africa: Partnerships for knowledge transformations. Journal of International Cooperation in Education, 26(1), 34–48. [Google Scholar] [Crossref]

21. https://doi.org/10.1108/JICE-11-2023-0037 [Google Scholar] [Crossref]

22. Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press. [Google Scholar] [Crossref]

23. Makerere University. (2021). Research and innovations annual report 2020/2021. Makerere University. [Google Scholar] [Crossref]

24. McNair, T. B., & Ramaley, J. A. (2018). Higher education's role in community engagement and societal transformation. Association of American Colleges and Universities. [Google Scholar] [Crossref]

25. Ministry of Education and Sports. (2020). Education and sports sector fact sheet 2020. Ministry of Education and Sports. [Google Scholar] [Crossref]

26. Mugabi, H. (2015). Institutionalisation of community engagement in higher education in Uganda. Routledge. [Google Scholar] [Crossref]

27. Murphy, M., & Dyrenfurth, M. J. (2019). Community engagement in higher education: A framework for practice. Journal of Community Engagement and Higher Education, 11(2), 1–15. [Google Scholar] [Crossref]

28. Muwagga, A. M. (2021). University-community engagement and the relevance of higher education research in Uganda. African Journal of Higher Education Studies, 9(2), 45–61. [Google Scholar] [Crossref]

29. Nakabugo, M. G. (2012). Research uptake and utilisation in Uganda's higher education sector. Makerere University Press. [Google Scholar] [Crossref]

30. National Planning Authority. (2025). Fourth National Development Plan (NDP IV) 2025/26–2030/31. Government of Uganda. [Google Scholar] [Crossref]

31. Nutley, S. M., Walter, I., & Davies, H. T. O. (2007). Using evidence: How research can inform public services. Policy Press. [Google Scholar] [Crossref]

32. Obuku, E. A., Lavis, J. N., Kinengyere, A. A., Chaisiri, K., & Sewankambo, N. K. (2017). A systematic review on academic research uptake by public policy makers in sub-Saharan Africa. BMC Public Health, 17, 1–12. [Google Scholar] [Crossref]

33. Ondari-Okemwa, E. (2021). Knowledge production and the role of African universities in development. African Journal of Library, Archives and Information Science, 31(1), 1–12. [Google Scholar] [Crossref]

34. Oronje, R. N., Mukiira, C., Kahurani, E., & Murunga, V. (2022). Training and mentorship as a tool for building African researchers’ capacity in knowledge translation. PLOS ONE, 17(3), e0266106. https://doi.org/10.1371/journal.pone.0266106 [Google Scholar] [Crossref]

35. Sandmann, L. R., Thornton, C. H., & Jaeger, A. J. (2009). Institutionalizing community engagement in higher education: The first wave of Carnegie classified institutions. New Directions for Higher Education, 147, 1–14. [Google Scholar] [Crossref]

36. Uganda National Council for Science and Technology. (2021). Uganda national science, technology and innovation report. Uganda National Council for Science and Technology. [Google Scholar] [Crossref]

37. UNESCO. (2020). UNESCO science report: The race against time for smarter development. UNESCO Publishing. [Google Scholar] [Crossref]

38. Van de Ven, A. H. (2007). Engaged scholarship: A guide for organizational and social research. Oxford University Press. [Google Scholar] [Crossref]

39. Ward, V., House, A., & Hamer, S. (2009). Knowledge brokering: Exploring the process of transferring knowledge into action. BMC Health Services Research, 9, Article 12. https://doi.org/10.1186/1472-6963-9-12 [Google Scholar] [Crossref]

40. Ward, V., House, A., & Hamer, S. (2010). Knowledge brokering: The missing link in the evidence-to-action chain? Evidence & Policy, 5(3), 267–279. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study