Barnes, Frank DRoy, Sophia B2026-05-2620262026-05-112026Roy, Sophia B. 2026. Designing [Knowledge] Systems That Work: Examining conceptual coherence, knowledge governance, and organizational learning routines in a knowledge-intensive education intermediary . Doctoral Dissertation, Harvard University Graduate School of Education.32700548https://dash.harvard.edu/handle/1/42738897Knowledge-intensive intermediary organizations learn rapidly through fast-moving, politically mediated delivery work, yet often experience challenges when attempting to convert that engagement learning into reusable organizational memory. This capstone examines that conversion challenge within the National Center on Education and the Economy (NCEE), focusing on how a lean Policy team can sustain high-quality state-facing advisory work while building coherent, governed knowledge assets that travel across projects, staff, and time and ultimately create durable value for the organization. Drawing on organizational knowledge creation, knowledge management strategy, transfer constraints, and organizational learning scholarship, this capstone introduces the Knowledge Conversion in a Managed System (KCIAMS) framework to specify the coupled infrastructure required for reuse at speed. Core elements include a clear codification–personalization posture, conceptual coherence anchors, a governance spine, and repeatable learning routines that surface and select what matters. Using a practice-grounded strategic project conducted during a ten-month leader-in-residence period, the work analyzes two pilot streams: (1) a working group used to strengthen policy product lines and (2) a live Michigan engagement producing politically sensitive policy topic briefs under tight timelines and mixed staffing. Evidence drawn from interviews, artifact audits, version histories, and reflection from pilot participants indicates that lightweight entry routines like charters and writing kickoffs reduced ambiguity for rotating contributors and shortened early drafting and revision cycles, while explicit naming/versioning conventions and review gates improved traceability and cross-project legibility. At the same time, adoption and durability were uneven under delivery pressure, constrained by tooling and repository limitations, ambiguous stewardship expectations, and the risks associated with documenting sensitive judgment in shared environments. The capstone concludes with design principles for intermediaries seeking to make engagement learning cumulative: 1) specify a deliberate codification–personalization mix, 2) build low-friction governance and bookend routines into ordinary workflow, and 3) invest leadership attention and enable infrastructure to protect conversion labor as core work.application/pdfenintermediary organizationsknowledge conversionknowledge managementknowledge mobilizationnonprofit managementorganizational learningOrganizational behaviorEducational leadershipEducation policyThesis or Dissertation2026-05-260009-0004-7576-9444