Co-creation Projects Research Articles

‘Our community building and belonging’: A student and staff co-creation project

This article presents an evidence-based case study of a co-creation research project aimed to build and improve a sense of belonging and community through co-created activities, events, and campaigns. Various activities brought together both students and staff across a post-92 university in the North of England. The co-created project gathered empirical data to explore how belonging and community were experienced by students, evaluated the impact of the co-created events and campaigns for students, and highlighted key areas for the university to further develop. These included recommendations for how the university supports students to feel a sense of belonging, the efficacy of its Race Equality Charter action plan addressing differential outcomes, the learning and teaching approach around using co-creation, embedding equity and social justice within both curriculum and student support services, improved communication systems with students, and ensuring the concept of belonging is at the forefront of student experience. The article concludes by highlighting the intrinsic connection to retention, progression, and success for students with feeling a sense belonging in higher education and describes how co-creation can be used for social justice and equity activism to bring about positive changes to benefit a whole university community.

Co-curating with trans people: the challenges of collaborating with heterogenous minoritised communities

ABSTRACT What are the challenges entangled with co-curatorial processes developed with highly heterogeneous, minoritised communities? Why do these exhibitions, even when co-created with community members, often emphasize community homogeneity over diversity? I address these questions by focusing on the Science Museum, London. I look back at a past project, What Makes Your Gender? (2014): a pivotal step in the Museum's treatment of gender diversity co-curated with trans young people and activists associated with Gendered Intelligence, a trans-led charity aiming to improve trans people's lives. Drawing on my exhibition analysis and ethnographic research of this co-creation project, I discuss why the heterogeneity and divisions within the curatorial team were overlooked in the co-curatorial process and final display. The discussion then shifts towards more recent debate surrounding the Museum's treatment of trans/gender people in the Who Am I? permanent gallery (2000 to present). The paper shows how inclusive curatorial projects attempting to validate minoritised communities, which are subject to discriminatory discourse in the media and wider public realm, can privilege homogenizing and easily 'consumable' representations of trans people at the expense of more accurate portrayals. It argues for greater attention to intersectionality and community diversity in curatorial projects co-created with heterogenous minoritised groups.

Housing policies by young people, not for young people. Experiences from a co-creation project in Amsterdam

For young adults on the Amsterdam housing market the accessibility of housing has been decreasing for years, due to soaring house prices and rents, the shrinkage and residualization of the social rental sector, and the precarization of the labor market. Consequently, many young people struggle to secure an affordable and adequate dwelling and are stuck in insecure and chaotic housing pathways. Current housing policies in Amsterdam are struggling to effectively respond to these challenges. In an effort to better understand and address the specific housing problems of young people, the Municipality of Amsterdam, housing association Lieven de Key, resident organization !Woon, Delft University of Technology and a group of local young people have started a co-creation process within the framework of the H2020 UPLIFT project. The goal of this co-creation process is to unravel the real-life experiences of young people and to co-create new or improved policy initiatives with them. This paper examines the results of said policy co-creation process in order to evaluate its methodology as well as its impact on the participating actors - young people in particular - and on the policymaking approach. We analyze the benefits and limits of this type of participatory practice in addressing housing issues and try to draw conclusions on its applicability in a larger context.

IMPROVING DEMENTIA CARE IN CO-CREATION BETWEEN SCIENCE, PRACTICE, AND EDUCATION

Abstract Long-term care is transitioning from a medical-somatic model of care to a psychosocial model of care. This transition requires new ways of working, and thus different competences of health and social care professionals. Innovative learning environments of multiple stakeholders in long-term care are increasingly being created in the Netherlands to foster co-creation between science, practice (including persons with dementia) and education of current and future health and social care professionals. In this symposium, we will share experiences from the Netherlands. The first presentation describes the challenges current and future health and social care professionals are facing with regard to innovation in dementia care. We will further explain how these experiences were used to set up a learning community ‘living well with dementia’. The second presentation is dedicated to a participatory action research to develop new collaboration practices to address the often under-addressed theme of meaning in life among community dwelling older adults. The third presentation will focus on a co-creation project dedicated to a care innovation for migrants with dementia, being a guideline for managing challenging behaviour at home. In the plenary discussion after the three presentations, participants are invited to share experiences from their own countries and discuss the lessons learned.

CO-CREATING A GUIDELINE FOR MANAGING CHALLENGING BEHAVIOR OF MIGRANTS WITH DEMENTIA AT HOME

Abstract Challenging behaviour is common in people with dementia at home. Nurses guide people with dementia and their informal caregivers managing challenging behaviour. However, common nursing guidelines for challenging behaviour in home care are unsuitable to the situation of migrants with dementia. We started a co-creation project with home care nurses, dementia case managers, informal caregivers of migrant background and student nurses as co-researchers that aims to develop an appropriate guideline. Semi-structured interviews at the start explored the current experiences with challenging behaviour. Interview results informed several working sessions where we discussed the results and used creative working methods such as role play to develop a first prototype of the guideline. The prototype was implemented in the daily practice of six home care teams and followed up during reflection meetings with our co-researchers. Our guideline puts special attention to getting familiar with each other before taking steps in managing challenging behaviour.

“Now I Understand why She Needs Our help”

Abstract Children’s right to be listened to and taken seriously according to Article 12 of the uncrc is an important objective of children’s services. This article is based on a qualitative case study with children to explore child participation in research and the understanding of collaborative alliances. Analysis of field notes from workshops with children as co-researchers in a co-creation project forms a picture of four key components to answer the research question of how collaborative alliance as a methodological approach to child participation can support their ability to express their views freely: (a) having a valuable role in the collaboration, (b) creating a safe framework, (c) inclusion through information, and (d) an open and exploratory approach to the task. In this methodological approach, there is a suggestion of a ‘task-oriented approach’ to meaningful participation, as well as a proposal for chronological order for these elements.

Action Research With and For Pack Mules

The welfare of equines working as pack animals on treks and expeditions within the international mountain tourism industry is often severely compromised. Awareness of these issues and of what prevents owners, trekking teams and the wider industry knowing and attending to the equine and to equine welfare has been advanced through a sustained research and development initiative and Action Research project focusing on the international mountain tourism industry in the Moroccan High Atlas. An approach based on Theory U and on the development of co-seeing, co-sensing, and co-creating journeys has allowed deeper levels of awareness to be accessed and developed. Shifting the quality of attention, of meeting, and of dialogue has allowed eco-system awareness to develop, where previously silo-thinking and ego-system awareness had prevailed. This has allowed muleteering practice to evolve away from practices based on control and domination towards practices informed by the dialogical encounter. This paper will explore the role of Action Research in developing the awareness of the tourism industry and the communities of practice it supports. Absencing as a barrier to awareness and the approaches available to overcome it will be explored. A key distinction will be made between the outcomes emerging from the co-creative projects arising from genuine meeting and dialogue, and the outcomes arising from the failure to meet and dialogue genuinely, a failure rooted in the exploitation embedded in hierarchical relationships.

Multivariate Analysis of Co-creation Activities in University Education

<p style="text-align:justify">This paper investigates the viewpoints and perspectives of 179 undergraduate students engaged in a co-creation project regarding their anticipated progress, exploring, simultaneously, the affecting factors. The students attended the physics course in the Department of Industrial Design and Production Engineering at the University of West Attica, Greece. The investigation is implemented through a questionnaire that appraises the students' co-creation expectations in association with collected demographic data via twenty-two close-ended questions (Q1-Q22). Several statistical data sets are presented, including descriptive and correlation statistics and principal component and exploratory factor analyses. The majority of the replies are provided by male participants in their first year of study, with an average age of between 18 and 19. The correlation coefficient between the questions ranges from -.04 to.73, with the maximum occurring between the questions Q19 and Q20. Factor analysis justified by KMO (.862) and Bartlett’s sphericity (1749.843, p= .000) tests indicates five principal components within the following factors determining the undergraduate co-creation activities: responsible behaviour, feedback, helping, tolerance, and personal interaction. The above findings may contribute to the implementation of students’ co-creation as they are valuable tools for the design and pre-requisites for a successful implementation.</p>

Increasing Children’s physical Activity by Policy (CAP) in preschools within the Stockholm region: study protocol for a pragmatic cluster-randomized controlled trial

BackgroundSystematic reviews suggest that preschool environmental/organizational changes may be effective in increasing physical activity (PA) levels of preschool children, but evidence is scarce regarding feasible, effective, and equitable interventions that can be scaled up. Specifically, it is essential to understand whether introducing a multicomponent organizational change in terms of policy in the preschool context may be beneficial for children’s PA levels and concomitant health outcomes. To bridge this knowledge gap, our main aim is to examine the feasibility and effectiveness of a policy package in increasing PA levels in preschool children, using a large-scale pragmatic cluster-randomized controlled trial.MethodsThis proposed study is a pragmatic cluster-randomized controlled trial with two conditions (intervention and control with a 1:1 ratio) with preschools as clusters and the unit of randomization. We aim to recruit approximately 4000 3–5-year-old children from 90 preschools and retain more than 2800 children from 85 preschools to provide adequate statistical power for the analyses. The intervention to implement is a co-created, multicomponent policy package running for 6 months in preschools randomized to intervention. Change in accelerometer measured PA levels in children between intervention and control from pre- and post-intervention will be the primary outcome of the study, while secondary outcomes include health outcomes such as musculoskeletal fitness, psychosocial functioning, and absence due to illness in children among others. Implementation will be studied carefully using both quantitative (dose, fidelity) and qualitative (interview) methodologies. The change in primary and secondary outcomes, from pre- to post-intervention, will be analyzed with linear mixed-effect models (to allow both fixed and random effects) nested on a preschool level.DiscussionThis is a large-scale co-creation project involving the City of Stockholm, childcare stakeholders, preschool staff, and the research group with the potential to influence more than 30,000 preschool children within the Stockholm area. The study will add reliable evidence for the implementation of PA policies at the organizational level of preschools and clarify its potential effect on objectively measured PA and health markers in children.Trial registrationClinicalTrials.govNCT04569578. Prospectively registered on September 20, 2020.

Co-creation of innovation in higher education - the Portuguese case

Demola model aims to apply a methodology of co-creation processes, based on cooperation systems, having as objective applying science, technology and innovation policies in personal, educational and business contexts. Considering that the co-creation method is based on a joint initiative, in which providers and beneficiaries create value together, it is intended to demonstrate the impact this methodology brings to educational quality, namely its application to the Portuguese polytechnic higher education system. From the insights and ideas that emerged from the content analysis, this description is enriched and an integrated definition of co-creation of value is developed. Firstly, a theoretical contextualization of the definition of co-creation and its processes is proposed, giving emphasis to the model developed by Demola Global. Then, the impacts of its application on students, teachers and organizations, evaluated through surveys carried out after a first batch of co-creation projects, are presented and discussed. With this study, it is meant to identify the main changes that co-creation confers when applied in the learning context and which significant developments result from its use.

Higher education and third mission’ dynamics: DEMOLA case study

The third mission appears as a bridge between Higher Education Institutions and their environment, becoming a key element for solving current problems that hopelessly need a dynamic response in real time. Through the transfer of knowledge and technology, Higher Education Institutions stimulate industry and society, becoming a key agent in the approach to innovation and entrepreneurship, as a facilitator for sustainability development. This study aims to understand the benefits of Higher Education Institutions Third Mission dynamics as a stimulating factor in the globalisation of the economy and the evolution of the community, the global development of industry and the evolution of society. It uses a case study of the 1st Batch of the DEMOLA Project, developed in the 1st semester of 2021, at the Polytechnic Institute of Cávado and Ave, Portugal. Results seem to show that co-creation projects develop a big set of the needed 21st skills among all participants as well as enhance the interaction between HEI and its stakeholders, based on competitiveness and sustainable development.

Reflective Practice: Co-Creating Reflective Activities for Pharmacy Students.

Reflective practice is important in pharmacy education to support skill development for decision-making, critical thinking, problem-solving, and in continuing professional development and beyond. Despite the importance of reflective practice in higher education and professional practice, reflection assignments are not universally embraced by students. This project was initiated due to recent interest in the co-creation of pharmacy curriculum by students and faculty. The purpose of this project was to develop reflection assignments for pharmacy students. The principles of the analysis, design, development, implementation, evaluation (ADDIE) instructional design framework guided the development of reflection assignment templates for three focus areas: personal development, professional development, and professional identity formation. Templates included background and definitions for these specific focus areas as well as objectives, instructions, guiding questions, assessment methods, and submission requirements. A previously tested assessment rubric was adopted for reflection assignments. Development involved target audience and expert reviews and a trial implementation was held in a year 3 patient care skills course. The co-creation process enriched the experiences of students and faculty involved in it. Future co-creation projects including groups of students, formal evaluation of outcomes, and impact on the program will further support integration of reflective practice in the pharmacy curriculum.

The Potential Use of Blockchain Technology in Co-creation Ecosystems

Research literature on blockchain technology is starting to emerge. Blockchain technology is primarily associated with cryptocurrencies, raising interest in an application in other business sectors, thanks to its characteristics. The decentralized nature of blockchain creates the new concept of a token economy, which can help to trace and valorize intellectual property - one of the essential challenges in co-creation. This paper considers how blockchain technology and tokenization can solve challenges in co-creation projects consisting of large companies, startups and entrepreneurial accelerators. The paper proposes an exploratory analysis based on interviews conducted with French companies and startups. The findings include a framework of (1) challenges, lack of operating rules, trust, and traceability, and (2) the potential benefits of blockchain and tokenization to solve issues that arise. The findings can be useful for both startups and large companies as a starting point for understanding and adopting blockchain technology.JEL Codes: O3, L2

Making Employees Motivated for a Cooperative Co-creation Project by a Leaflet Workshop Experience

Making Employees Motivated for a Cooperative Co-creation Project by a Leaflet Workshop Experience

Seeing both sides: A student's experience of dual roles in a university co-creation project

Seeing both sides: A student's experience of dual roles in a university co-creation project

Expect the Unexpected: Investigating co-creation projects in a Living Lab

IntroductionLiving Labs (LLs) are complex multi-stakeholder environments that enable real-life testing and experimentation of products, services, and systems. Commonly viewed as a practical tool for pursuing innovation through co-creation, LLs have enjoyed increasing attention from scholars, policymakers, and practitioners. Despite a growing literature (Greve et al., 2020),

Expectations and realities: Examining adolescent students\u2019 game jam experiences

This article describes the expectations and experiences of young (16 to 19 year old) digital game jam participants (N = 34) who attend Finnish general upper secondary schools. Game jams are a form of game creation: events where games are made in co-operation. They are widely used in game design education and in addition, when participated voluntarily, learning has been reported as an important motivation. The existing literature mostly concentrates on game jams for adults, and informal or non-formal learning. This article is adding to the literature by examining learning in formal education for adolescents. As part of our research, we have organised game jams in formal general education, and this article is based on the pre-event and post-event surveys of three game jam events. The article maps 1) the motivations to attend a school related game jam, 2) the expectations and apprehensions the would-be participants have, 3) what kind of learning game jams promote, and 4) how does attending a game jam affect participants’ attitudes and apprehensions regarding learning, STEAM and information technology, and their own skills. Our results indicate the creative side of digital game making, desire to learn new skills and make new friends to be the main motivations for participation, and the lack of confidence in technical skills to cause most anxiety before the jam event. The effects of attending a game jam are mostly positive, with the participants reporting learning experiences in several soft and technical skills and increased motivation to take part in creative and co-creative projects. A gendered result can be seen in the participants’ altered stance on technology and programming: girls and non-binary students report technology and programming being easier and more fun than they had thought before attending a game jam event, which is well in line with previous research on STEM/STEAM education and gender.

EU Horizon 2020 programme: promoting user centric co-creative projects

European Union Horizon 2020 programme has funded Research and Innovation projects over 7 years (2014 to 2020). This fund has promoted user centric co-creative projects such as REBUILD, TRACTION, and SO-CLOSE. REBUILD project is an ICT-enabled integration facilitator and life rebuilding guidance, TRACTION project is an opera co-creation for a social transformation, and SO-CLOSE aims at enhancing social cohesion through sharing the cultural heritage of forced migrations. These three projects have in common that they facilitate migrants integration through different user centric design strategies. This paper will 1) describe how these projects fit within H2020 strategy, 2) analyse in detail how these H2020 projects approach user centric design, 3) detail the use of artistic tools at the three projects, and 4) conclude with key common findings.

An Investigation of Bottom of Pyramid Consumers’ Motivation for Participating in Value Co-Creation

This research investigates the core drivers for bottom of pyramid (BOP) consumers’ motivation for participating in value co-creation (VCC) projects with firms evaluating the influence of each of the drivers considering the heterogeneity nature of the BOP. Ethnographic observations and interviews were used to conduct the research in Zimbabwe. A key finding is the impact of the heterogeneity of the bottom of pyramid on the eight drivers that are identified and evaluated in terms of their influence, thereby providing a more holistic understanding of BOP consumers participation in VCC. This research’s findings have shown that digital technologies can be employed as a valuable complementary tool that firms and BOP consumers could effectively use to facilitate value co-creation. A key practical finding is the emergence of the concept of a Green Kiosk. This is a one stop resource which acts as a community building center, cultural renewal center, place of education and knowledge and point of access to other services such as telecommunication services. Evolving balance of power in the relations between the BOP and firms is outlined.

Reflections on ‘Then & Now’

This article provides a student reflection on the management process of a student-led research project entitled Then & Now: Arts at Warwick. The project sought to document the history of the Arts Faculty at Warwick University and communicate it to the wider community. It was an interdisciplinary and collaborative co-creation project that brought together undergraduate and postgraduate students from across the Arts Faculty. Setting and aiming the goals of the project activities, managing teamwork and research processes, and planning and implementing the public engagement strategy in the unprecedented times of the Coronavirus pandemic were challenging and rewarding experiences. The article, framed by scholarly perspectives, summarises the key aspects of the project management process by discussing and analysing the role of an arts and cultural manager. The Then & Now project provided an opportunity to reflect on the significance of the profession while developing and learning new online-based project management practices.