Affiliations: School of Occupational Therapy, University of Western
Ontario, Elborn College, London, Ontario, Canada | Graduate Program in Health and Rehabilitation
Sciences, University of Western Ontario, Elborn College, London, Ontario, Canada | Sargent College of Health & Rehabilitation
Sciences, Boston University, Boston, MA, USA | Kings University College – Sociology, The
University of Western Ontario, London, Ontario, Canada
Note: [] Address for correspondence: Lynn Shaw, School of Occupational
Therapy, The University of Western Ontario, London, Ontario, Canada, N6G 1H1.
E-mail: [email protected]
Abstract: Objectives: A historical review of the editorial board and the
founding editor of {WORK}: A Journal of Prevention, Assessment and
Rehabilitation was conducted to examine the understanding of the editorship and
contributions of this team to the knowledge in {WORK}. Participants: The team of four authors worked together to identify
an approach to evaluate the contributions and impact of {WORK's} editorial
board (EB) on the journal's scholarship. The editor-in-chief (EIC) and
editorial board members were participants in this evaluation. Methods: Informative and formative evaluations were used to
investigate how knowledge was shaped through the development of an epistemic
community of scholars in the field of work. Metrics of the EB composition and
participation in the journal as well as surveys and interviews with the board
and the editor-in-chief were analyzed. Results: The EB represents an international community of scholars
with a common interest in work and who contribute academically both within
{WORK} and beyond. The epistemic community that has evolved through the
editorial board represents a pluralistic perspective on work that is needed to
inform practice, and knowledge. Conclusion: Future directions to continue to advance knowledge
through {WORK's} editorial board and EIC are elaborated.
Keywords: Knowledge development, epistemic community, sociology of knowledge
