Case Study Of Collaboration Research Articles

Research and education to understand fire risks associated with dementia: A collaborative case study (innovative practice).

This article reports on outcomes from the evaluation of a collaborative project between a University and a Fire and Rescue Service where research and education were developed to inform understanding of fire risks associated with dementia. Project outcomes were determined using a mixed-methods approach (survey, reports, statistics, case studies, course evaluation forms). Main outputs were a research report that identified dementia-specific fire risks and safety strategies, and an education package for Fire and Rescue Service staff and volunteers. The evaluation demonstrates the value of collaborative partnerships to develop understanding of risks pertinent to particular vulnerable groups and research-informed education.

Patterns of Trust and Collaboration among Nonprofit Organizations and Health Funds: A Case Study

The importance of collaboration between organizations, especially in the modern world, has been discussed extensively by researchers from different fields. Yet, the importance of the context, trust dynamics, and the employment social environment, such as the interplay among these factors, i.e., trust, individual behavior, and political behavior, has been less studied. This study evaluates the role of trust in and between organizations on successful collaboration processes. Using qualitative methodology, we interviewed 11 senior directors who were involved in a specific case-study of collaboration among four major organizations as well as direct observation, documentation, and archive records. Our findings emphasize the importance of analyzing multilevel trust, interpolitics, and intrapolitics, even when success is at stake. We suggest that managers have to account for emotional involvement at the individual level, even when successful organizational-level collaboration occurs. Overall, we found that there are two aspects of trust in a collaboration process between organizations: system’s aspect and personal aspect. Each aspect is influenced by various factors, mainly different goals and interest and lack of procedures or regulations (from the system’s aspect) and feelings of vagueness in goals and managerial procedures as well as feelings of exploitation (from the personal aspect). In addition, we found that past acquaintances, mutual experience, and shared visions raise the level of trust, which in turn affects the reciprocal relations and therefore the collaboration process resulting in higher social effectiveness for social services.

A cross-disciplinary path to healthy and energy efficient buildings

This paper complements existing Smart City taxonomies with a case study of concrete cross-boundary collaboration between actors from diverse disciplines and institutions. The paper explores technical, social and organizational aspects of indoor climate in public buildings in Copenhagen, and outlines a digital platform (skoleklima.dk/climify.org) for the visualization and evaluation of locally produced data. The platform is to improve temporarily challenging situations ‘right-in-time’, help to solve continuous problematic conditions in the buildings and provide a scientific data infrastructure for better political decision-making. Furthermore, the paper suggests that research in active public organizations (‘living labs’) unfolds in erratic and dynamic trajectories, and in order to attain comprehensive understanding and reach innovative solutions, involved actors need to explore and intertwine diverse technical, social, political and organizational circumstances. With an empirically outset, the paper thus opens for new contextual driven understandings of cross-boundary collaboration in Smart City development.

Modular designs and integrating practices: Managing collaboration through coordination and cooperation

Collaboration in large-scale projects introduces challenges involving both coordination (the ability to collaborate) as well as cooperation (the willingness to do so). Existing research has shown how modular designs can improve coordination by locating interdependencies within rather than between different modules. Based on an in-depth case study of collaboration in a large-scale infrastructure project, our study highlights an effect of modularity on collaboration that previously has been overlooked. Specifically, we show that while modular designs may help overcome coordination challenges by reducing interdependencies between modules, they can in turn hamper collaboration by emphasizing specialization within modules. Therefore, though existing work typically perceives modularity and integration as opposites, we clarify how they can also act as complements. In particular, we show how firms need to complement modular designs with integrating practices that stimulate cooperation. Overall, we contribute to the literature on collaboration and modularity by explaining when and how organizations can combine modularity and integration.

The unexpected benefits of reflection: a case study in university-business collaboration

Purpose The purpose of this paper is to present an overview of the development process and outcomes from a six-year collaboration between Halifax Bank (part of the Lloyds Banking Group) and Middlesex University between 2010 and 2016 in the UK. The collaboration involved the construction of work-integrated higher education programmes that were, from the outset, predicated on clear return on investment criteria for the Bank. One unexpected outcome from the collaboration was the emergence of critical reflection as a valued business benefit that, it is argued, has the potential for significant cultural change within the organisation. Design/methodology/approach This case study discuses how “productive reflection” can lead to an integrated approach to organisational learning. The study is located in the context of Halifax’s specific organisational objectives established following the banking crash of 2008. Quantitative and qualitative evidence is considered to illustrate the extent to which the “return on investment” criteria established by Halifax have been achieved. Findings The case study indicates that the challenging business context of the financial crash of 2008 provided the impetus for a sustained collaborative development that allowed the potential pitfalls of restricted learning opportunities to be addressed resulting in an integrated approach to organisational learning. In addition to the organisation’s return on investment criteria being met, there is evidence that the work-integrated approach has raised the prospect of productive reflection becoming part of an emerging learning culture. Originality/value The scale and sustained period of the university-business collaboration is unique and provides valuable insight into how an organisation’s learning culture can be affected by a work-integrated approach. In demonstrating the perceived business value of productive reflection, the case presented illustrates how learning can start to become considered as a normal aspect of working life.

Feature-Driven Mediator Synthesis

As the number, complexity, and heterogeneity of connected devices in the Internet of Things (IoT) increase, so does our need to secure these devices, the environment in which they operate, and the assets they manage or control. Collaborative security exploits the capabilities of these connected devices and opportunistically composes them to protect assets from potential harm. By dynamically composing these capabilities, collaborative security implements the security controls that satisfy both security and non-security requirements. However, this dynamic composition is often hampered by the heterogeneity of the devices available in the environment and the diversity of their behaviours. In this article, we present a systematic, tool-supported approach for collaborative security where the analysis of requirements drives the opportunistic composition of capabilities to realise the appropriate security control in the operating environment. This opportunistic composition is supported through a combination of feature modelling and mediator synthesis. We use features and transition systems to represent and reason about capabilities and requirements. We formulate the selection of the optimal set of features to implement adequate security control as a multi-objective constrained optimisation problem and use constraint programming to solve it efficiently. The selected features are then used to scope the behaviours of the capabilities and thereby restrict the state space for synthesising the appropriate mediator. The synthesised mediator coordinates the behaviours of the capabilities to satisfy the behaviour specified by the security control. Our approach ensures that the implemented security controls are the optimal ones, given the capabilities available in the operating environment. We demonstrate the validity of our approach by implementing a feature-driven mediation for collaborative security tool and applying it to a collaborative robots case study.

Coming Together: A Case Study of Collaboration Between Student Affairs and Faculty at Norfolk State University

This article takes a look at an HBCU whose initiatives are contributing to rising freshmen retention rates. We give particular focus to the role of collaboration between academic and student affairs to facilitate this success. In analyzing interviews from key constituents surrounding retention initiatives, the role and relationship of the collaboration of academic and student affairs with student retention will be discussed. Motivations and strategies for collaboration in the unique HBCU context are explored. Through this paper, the reader learns more about the way in which coordination and collaboration—between academic and student affairs—aids in fostering student success, particularly in an under resourced environment.

The role of social sustainability in building assessment

ABSTRACT Can social sustainability be built? What are the challenges and potential for incorporating the concept of social sustainability into the assessment of building projects? Theoretical approaches to social sustainability are examined for the ways it is applied in practice by building industry stakeholders. A fundamental question is whether and how social sustainability can be measured, assessed and certified in the construction or renewal of housing and neighbourhoods. In addition to physical and functional indicators, it is suggested that certification systems (e.g. the Deutsche Gesellschaft für Nachhaltiges Bauen – DGNB) should also reward social initiatives. A framework was developed involving 12 indicators grouped three overarching themes: social cohesion; participatory processes; and accessibility to living opportunities. A collaborative case study project involving two Danish social housing neighbourhoods examines how social sustainability indicators could be integrated into the application of certification systems such as the DGNB and whether the certification system can be improved by integrating social and organizational aspects with the existing criteria for physical and functional layout. It is found that certifications must take the housing complex or neighbourhood's relationship with the surrounding city into account, as well as its development over time and flexibility towards future needs.

The Role Stress Has on the Creative Process of Problem-Solving Projects: A Case Study of Individuals and Collaboration

This study examined interior design and fashion merchandising students because they creatively solve everyday consumer problems and employers competitively screen graduates for their creative and collaborative abilities. Students in these fields not only have to fulfill course requirements, but they also must exhibit a high level of creativity and be able to work with others. To examine the influence stress may have on the creative process of problem-solving, students working alone were compared to students working in teams. From this central focus, the study explored three research questions (RQ). RQ1 asked if stress is more likely to occur when students work alone as opposed to working in teams. RQ 2 pertained to what parts of the design process are stressful when working on a team as well as what parts are stressful when working alone. RQ3 dealt with how students deal with stress when working alone, and how do they deal with it when working on a team. The research study employed a mixed methods approach involving an online 29 questions survey developed by the researcher that asked students to rank their perceptions using a five-point Likert scale. At the end of the online survey students answered one open-ended question that captured students’ perceptions of stress. The outcomes indicated that individuals working alone and in teams had specific stress indicators at different points throughout the problem-solving assignments. Additionally, the study showed the value of social connectivity and freedom to select team members.

Accelerating the Pace of Chemical Risk Assessment

Changes in chemical regulations worldwide have increased the demand for new data on chemical safety. New approach methodologies (NAMs) are defined broadly here as including in silico approaches and in chemico and in vitro assays, as well as the inclusion of information from the exposure of chemicals in the context of hazard [European Chemicals Agency, " New Approach Methodologies in Regulatory Science ", 2016]. NAMs for toxicity testing, including alternatives to animal testing approaches, have shown promise to provide a large amount of data to fill information gaps in both hazard and exposure. In order to increase experience with the new data and to advance the applications of NAM data to evaluate the safety of data-poor chemicals, demonstration case studies have to be developed to build confidence in their usability. Case studies can be used to explore the domains of applicability of the NAM data and identify areas that would benefit from further research, development, and application. To ensure that this science evolves with direct input from and engagement by risk managers and regulatory decision makers, a workshop was convened among senior leaders from international regulatory agencies to identify common barriers for using NAMs and to propose next steps to address them. Central to the workshop were a series of collaborative case studies designed to explore areas where the benefits of NAM data could be demonstrated. These included use of in vitro bioassays data in combination with exposure estimates to derive a quantitative assessment of risk, use of NAMs for updating chemical categorizations, and use of NAMs to increase understanding of exposure and human health toxicity of various chemicals. The case study approach proved effective in building collaborations and engagement with regulatory decision makers and to promote the importance of data and knowledge sharing among international regulatory agencies. The case studies will be continued to explore new ways of describing hazard (i.e., pathway perturbations as a measure of adversity) and new ways of describing risk (i.e., using NAMs to identify protective levels without necessarily being predictive of a specific hazard). Importantly, the case studies also highlighted the need for increased training and communication across the various communities including the risk assessors, regulators, stakeholders (e.g., industry, non-governmental organizations), and the general public. The development and application of NAMs will play an increasing role in filling important data gaps on the safety of chemicals, but confidence in NAMs will only come with learning by doing and sharing in the experience.

Learning-by-doing: experience from 20 years of teaching LCA to future engineers

In support of the sustainable development of our societies, future engineers should have elementary knowledge in sustainability assessment and use of life cycle assessment. Publications on pedagogical experience with teaching life cycle assessment (LCA) in high-level education are however scarce. Here, we describe and discuss 20 years of experience in teaching LCA at MSc level in an engineering university with the ambition to share our insights and inspire teaching of LCA as part of a university curriculum. We detail the design of an LCA course taught at the Technical University of Denmark since 1997. The course structure relies on (i) a structured combination of theoretical teaching, practical assignments and hands-on practice on LCA case studies, and (ii) the conduct of real-life LCA case studies in collaboration with companies or other organisations. Through the semester-long duration of the course, students from different engineering backgrounds perform full-fledged LCA studies in groups, passing through two iterations—a screening LCA supporting a more targeted LCA. The course design, which relies on a learning-by-doing principle, is transparently described to inspire LCA teachers among the readers. Historical evolution and statistics about the course, including its 192 case studies run in collaboration with 105 companies and institutions, are analysed and serve as basis to discuss the benefits and challenges of its different components, such as the theory acquisition, the assignment work, the LCA software learning, the conduct of case studies, the merits of industrial collaborations and grading approaches. We demonstrate the win-win situation created by the setting of the course, in which the students are actively engaged and learn efficiently how to perform an LCA while the collaborating companies often get useful insights into their analysed case studies. The course can also be an eye opener for companies unfamiliar with LCA, who get introduced to life cycle thinking and the potential benefits of LCA. We have no hesitation in recommending industries and LCA teachers to engage into such collaborations even in the fundamental teaching of LCA techniques.

Pediatric Psychologists' Collaboration in a National Pediatric Obesity Initiative: A Case Study in Interprofessional Collaboration.

Health Care reform calls for collaborative team-based care; psychologists must therefore strengthen their competencies for work in interprofessional clinical care settings. Toward that end, a group of psychologists participated with physicians, dieticians, physical activity specialists, nurses, and others in a national interprofessional workgroup focused on pediatric obesity. The interprofessional group was designed to identify areas in need of national advocacy, key assessment and treatment concerns, and gaps in internal policies and procedures in children's hospitals. This article provides a case report of psychologists' roles and experience in this workgroup, and focuses on factors that underlie successful collaboration among diverse health professionals, as well as potential barriers to success. The participating psychologists developed a working model for collaboration with other disciplines. Additionally, they formed a Psychology Subcommittee to identify and address discipline-specific issues regarding collaborative practice in pediatric psychology. Lessons learned in this interprofessional collaborative undertaking have relevance for future collaborative endeavors.

Rapid identification of cyclopropyl fentanyl/crotonyl fentanyl in clinical urine specimens: A case study of clinical laboratory collaboration in Canada

Rapid identification of cyclopropyl fentanyl/crotonyl fentanyl in clinical urine specimens: A case study of clinical laboratory collaboration in Canada

The Danger of a Single Theory: Understanding Students’ Voices and Social Justice in the Peruvian Andes

Background/ContextWorking towards social justice in education requires students’ voices to be heard and understood. This is especially the case for students from marginalized populations. Prior research has shown the value and importance of students’ voices for school retention, academic success, school inclusivity, and student buy-in. However, more research is needed on how adults understand and interpret students’ voices and implement their understandings in school practice and policy.Purpose/ObjectiveThis paper uncovers the danger of misinterpreting students’ voices due to assumptions about concepts such as success and social justice. I explore this issue by interpreting first-generation Quechua (indigenous) students’ voices about success in the Peruvian Andes through four different paradigms concerned with social change, social reproduction, and social justice. The discussion places into dialogue feminist theory, critical theory, postcolonial theory, and development theory in order to highlight the implications of each interpretive framework for responsive education policy. I show how interpretations based on each theory offer divergent school policy options, the danger of a single theory for interpreting student voice.ParticipantsThe coresearchers for this paper are 14 young women from Quechua communities who are the first in their families to attend secondary school. Working with them are a woman from a Quechua community, a woman from Central Europe, and a man from the United States.Research DesignA collaborative ethnographic case study utilizing student voice methods. The students developed the theme and topic for research during a student-led seminar. Based on the students’ questions, the adults helped facilitate the creation of an interview protocol with the students. The group answered the questions on the protocol and used the protocol to interview the students’ parents. We held three total focus group discussions to develop the protocol, discuss findings, and interrogate ideas of success.Conclusions/RecommendationsThe results highlight the vastly different interpretations and policy implications of students’ voices based on each theory—highlighting how social justice is a complex concept that requires discussion across theoretical orientations. The findings also show points of overall congruence, and cross-theory trends. Recommendations are for educational leaders and researchers (teachers, parents, administrators) to refect and think about empirical information from multiple theoretical frameworks in order to become more aware of the influence of one's own assumptions in educational decision-making.

Tales of a tireur: being a savate teacher in contemporary Britain

A tireur is a male practitioner of savate, a martial art relatively unknown in the UK but popular in France, Belgium and much of central Europe. Savate, which is also known as French kickboxing or boxe francaise, is very much a minority sport in contemporary Britain and Northern Ireland, and its enthusiasts have received little research attention from social scientists. This article is a collaborative case study of one tireur: James Southwood. It draws on ethnographic research on the classes taught by Southwood, a British teacher who is an international medallist. The interrelationships between this teacher’s pedagogy, his enthusiasm for savate, and his biography are explored, drawing on his life history and the events in his classes. The small world of savate in Great Britain and Northern Ireland, in which teachers find it hard to make a living, and the success of this teacher as an international competitor, are contrasted herein. The article also introduces Bourdieu’s concept of habitus in a way parallel to the work of Wacquant on boxing.

Collaborations in Routine Emergency Management: Lessons from Sweden

Effective collaborations in emergency management is the Holy Grail for practitioners in Sweden and elsewhere. More than mere coordination, interorganizational collaboration is deemed by many as the most optimal arrangement to share resources and respond to emergencies more quickly and efficiently. It is also considered to be the source of a broadly and rather vaguely defined concept of greater good. Such collaborations tend to be uncritically accepted as innovative, especially in instances of large-scale disasters or planned events while routine emergency management arrangements tend to be under researched. This research is an in-depth case study of an interorganizational collaboration in the greater Stockholm region in Sweden concerning routine emergency management. The collaboration comprises the physical relocation of one operator each from seven organizations in the area and the establishment of the “Collaboration Cluster”. Rather than attempt to define the concept of “greater good” we set out to evaluate the quality of collaboration from the perspective of each member organization. We build a multi-dimensional model to assess the expectations of each organization at the political, managerial, and operative level. What is more, we view the Collaboration Cluster as a network at the operative level and for this reason we employ formal Social Network Analysis (SNA) to tease out network variables that have an effect on the quality of collaboration.

The pedagogical benefits of enacting positive psychology practices through a student–faculty partnership approach to academic development

Academic development that supports the enactment of positive psychology practices through student–faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and self-authoring can be accelerated. This article presents a student–faculty pedagogical partnership program and positive psychology practices that focus on faculty strengths and capacities as the foundation for reinforcing and revising existing pedagogical strategies and for sustaining energy for continued development. It combines collaborative autoethnographic and comparative case study approaches to investigate the pedagogical benefits of these practices.

Governance, polycentricity and the global nitrogen and phosphorus cycles

Global change and governance scholars frequently highlight polycentricity as a feature of resilient governance, but both theoretical and empirical knowledge about features and outcomes of the concept are lacking at the global scale. Here we investigate the structural properties of governance of global nitrogen (N) and phosphorus (P) cycles, two processes in the ‘planetary boundaries’ framework. We have used a mixed-methods approach to institutional analysis, integrating polycentric theory with social network theory in environmental policy and legal studies. We include an actor collaboration case study, the Global Partnership on Nutrient Management (GPNM), to explore governance challenges associated with global N and P cycles. We set the scope for selection of relevant legal instruments using an overview of global N and P flows between Earth system ‘components’ (land, water, atmosphere, oceans, biosphere) and the major anthropogenic N and P perturbations. Our network analysis of citations of global N and P governance exposes the structural patterns of a loose network among the principal institutions and actors, in which legal instruments of the European Union serve as key cross-scale and cross-sectoral ‘gateways’. We show that the current international regimes in place for regulating N- and P-related issues represent a gap in governance at the global level. In addition, we are able to show that the emergence of GPNM provides synergies in this context of insufficient governance. The GPNM can be viewed as a structure of polycentric governance as it involves deliberate attempts for mutual adjustments and self-organised action.

Counting on Context: Cross-Sector Collaborations for Education and the Legacy of James Coleman’s Sociological Vision

Many localities across the United States are pursuing efforts to improve outcomes for children and youth through place-based, cross-sector collaborations among education, business, government, philanthropy, and social services agencies. In this article, we examine these place-based initiatives, investigating how they attempt to ameliorate educational inequity and how they might reflect the broader sociological vision of James S. Coleman. We draw from publicly available information on a set of 182 cross-sector collaborations across the United States and from in-depth case studies of collaborations in Buffalo, New York; Milwaukee, Wisconsin; and Portland/Multnomah County, Oregon. We find evidence that in some ways, cross-sector collaborations contribute to improving schools, offer interventions and resources to support families and communities, and attempt to revitalize localities with strong norms and social ties to support education and equity. However, these outcomes are not yet fully formed, widespread, or guaranteed to last over time.

Adapting to Variable Water Supply in the Truckee-Carson River System, Western USA

In snow-fed inland river systems in the western United States, water supply depends upon timing, form, and amount of precipitation. In recent years, this region has experienced unprecedented drought conditions due to decreased snowpack, exacerbated by exceptionally warmer winter temperatures averaging 3–4 °C above normal. In the snow-fed Truckee-Carson River System, two sets of interviews were conducted as part of a larger collaborative modeling case study with local water managers to examine local adaptation to current drought conditions. A comparative analysis of these primary qualitative data, collected during the fourth and fifth consecutive years of continued warmer drought conditions, identifies shifts in adaptation strategies and emergent adaptation barriers. That is, under continuous exposure to climate stressors, managers shifted their adaptation focus from short-term efforts to manage water demand toward long-term efforts to enhance water supply. Managers described the need to: improve forecasts and scientific assessments of snowmelt timing, groundwater levels, and soil moisture content; increase flexibility of prior appropriation water allocation rules based on historical snowpack and streamflow timing; and foster collaboration and communication among water managers across the river system. While water scarcity and insufficient water delivery infrastructure remain significant impediments in this arid region, climate uncertainty emerged as a barrier surrounding adaptation to variable water supply. Existing prior appropriation based water institutions were also described as an adaptation barrier, meriting objective evaluation to assess how to best modify these historical institutions to support dynamic adaptation to climate-induced water supply variability. This study contributes to a growing body of research that assesses drought adaptation in snow-fed inland river systems, and contributes a unique report concerning how adaptation strategies and barriers encountered by local water managers change over time under continuous exposure to climate stressors. These locally identified adaptation strategies forward a larger collaborative modeling case study by informing alternative water management scenarios simulated through a suite of hydrologic and operations models tailored to this river system.