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Table 3 Distribution of research outputs by knowledge mobilization type

From: Strengthening the research agenda of educational integrity in Canada: a review of the research literature and call to action

Knowledge mobilization type

Number (%)

Sources listed by author and date

Peer-reviewed journal articles

30 (53.6%)

Austin et al. (2006); Austin et al. (2005); Baetz et al. (2011); Bokosmaty et al. (2017); Butakov and Barber (2012); Butakov et al. (2012); Christensen Hughes and McCabe (2006a, 2006b); Das and Henderson 2015; Genereux and McLeod 1995; Jurdi et al. (2011, 2012); Kara and MacAlister (2010); Kier (2014a, 2014b); Lytton 1996; Paterson et al. 2003; Strawczynski (2004); Taylor et al. (2004); Wideman (2008, 2011); Zivcakova et al. (2014)

Theses and dissertations

12 (21.4%)

Colella (2012); Hage (2010); Miron (2016); Thyret-Kidd (2012); Woods (1998); Bens (2010); Fredeen (2013); Hu (2001); Kelleher (2016); MacLeod (2014); Usick (2005); Wideman (2009).

Conference presentations

9 (16.1%)

Butakov (2014); Butakov et al. (2016); Colella Sandercock and Alahmadi (2016); Eaton et al. (2017); Kier (2013, 2014b; 2015); Wideman (2010); Woods and Negrin (2016)

Non-refereed articles and reports

3 (5.3%)

Hexham (1992); Neufeld and Dianda (2007); Oliphant (2002)

Book chapters

1 (1.8%)

Butakov et al. (2013)

Grey literature

1 (1.8%)

Hexham 2013

Total

56 (100%)