Collaborative Climate Research Articles

Leadership and Quality Enhancement in Secondary Education: A Comparative Analysis of TQM and EFQM

This study aimed to assess the contribution of leadership to Total Quality Management (TQM) implementation in secondary education and to determine the extent of TQM practices, as perceived by teachers, within the Ioannina region, NW Greece. The study also explored how these perceptions relate to various variables. A quantitative approach was employed, involving 128 teachers from secondary education schools in the Ioannina region, NW Greece. The findings illuminate the profound influence of leadership on successful TQM implementation. Effective leaders foster a climate of collaboration, provide resources, and encourage teamwork, ultimately contributing to the enhancement of teaching and learning quality. Moreover, this research study underscores the compatibility of the TQM and EFQM principles in promoting quality enhancement within educational settings. The EFQM Leadership score was calculated by averaging the ratings of leadership behaviors like collaboration, communication, and decision making. The results reveal a strong commitment to TQM principles, with overall TQM and EFQM Leadership scores of 3.58 (±0.11) and 3.46 (±0.30), respectively. The EFQM Leadership dimensions demonstrated significant alignment, particularly in areas such as teacher participation and communication of quality standards. However, there is room for improvement in encouraging two-way communication and ensuring consistent leadership decision implementation. This study highlights the crucial role of effective leadership in fostering a culture of quality and excellence in secondary education, emphasizing the importance of collaboration, communication, and alignment with EFQM principles for successful TQM implementation.

Research trends of collaborative governance in climate change: a bibliometric analysis

Purpose Climate change, a complex global issue, has prompted a wide range of actors – from nations to tiny communities – to seek solutions to mitigate its consequences. The growing emphasis on collaborative governance has resulted in substantial research on the topic. This paper aims to address the existing research void by using a bibliometric approach to investigate the evolution of studies on collaborative governance in the context of climate change. Design/methodology/approach This study conducted a bibliometric mapping of research on collaborative governance on climate change issues from the first study presented in 2007 to the research conducted in 2023, using 222 articles derived from the Scopus database and Web of Science. Steps for comprehensive bibliometric literature mapping via the VOSviewer software. Findings The study includes a complete overview of significant themes, including the most cited research, contributions from authors, countries, and institutions, as well as network analysis including co-citation, bibliographic coupling, and co-occurrence. Notably, the study looks at which countries have made the most substantial contributions, with the United States dominating with 40 studies over the last decade. The analysis reveals that collaborative governance in climate change, emphasizing its importance as a tool for governments and communities to mitigate climate risks. This is consistent with research emphasizing the need for coordination across multiple players to accomplish effective climate adaptation. The paper focuses on nine diverse research clusters, including community engagement, urban governance, disaster response and economic implications. Research limitations/implications This study is restricted to bibliometric analysis, which is conducted using sources from the Scopus and Web of Science databases. Future research is required to investigate the use of additional databases that offer a wider range of sources. In the interim, this investigation provides an overview of the concept of Collaborative Governance, which has the potential to serve as a strategy for the adaptation and resilience to climate change in global regions, cities and urban areas. Originality/value This study conducts a rigorous bibliometric review that improves our theoretical knowledge and practical use of collaborative governance in addressing climate change. It reveals innovative trends, research gaps and important recommendations for future studies, strengthening the strategic approach to collaborative climate action.

Collaborative climate labs: A youth-led methodology for co-creating community responses to climate change

This article presents the Collaborative Climate Laboratories (CiCli-Labs), a participatory research methodology that bridges citizenship, science and politics. This methodology is grounded on young people’s knowledge and experience about their communities and seeks to develop a strategy for co-designing climate solutions with local stakeholders. Carried out in schools, the CiCli-Labs engage scientists, activists, business owners, and politicians in discussing climate problems identified by young people. By bringing together different positionalities that emerge from people’s diverse social roles, the CiCli-Labs aim to foster conditions for democratic citizenship and climate justice, embracing the necessarily conflicting yet binding dimensions of politics that can produce transformative and reciprocal learning. Additionally, it responds to the growing demand within educational research for community-based approaches capable of tackling the shortcomings in promoting youth agentic power in participatory designs, often marked by one-off events and youth-washing practices. The CiCli-Labs’ methodology builds on community profiling, through which students identify climate-related issues that work as catalysts for broader dialogues with local actors, challenging traditional adult-centric power dynamics. The methodology evolves through a sequential design based on the adaptation of participatory tools and methods: i) Climate Problem Tree; ii) Climate Social Cartography; iii) Pros-and-Cons Circuit; iv) Solutions Funnel; v) Climate Speed Dating; vi) Hands on Earth and Eyes on Clouds. The methodology was implemented in eight schools in northern Portugal, involving more than 300 students (grades 8 to 12). We discuss the rationale and practicality of the CiCli-Labs while mobilising empirical illustrations of the methodological process and participants’ perceptions about it, thereby contributing to furthering the problematisation of democratic research practices with young people.

The Mediating Role of Collaborative Climate in the Relationship between Shared Instructional Leadership and School Effectiveness: A Structural Equation Modeling

This study investigated the mediator role of collaborative climate in the relationship between shared instructional leadership and perceived school effectiveness based on teachers’ perceptions adopting a structural equation model. The research universe included 402 physical education teachers working in Batman (Türkiye) in the 2022-2023 academic year. Since the researchers aimed to reach all the teachers in the population (N=402), they did not employ a sampling method. The participants were 272 physical education teachers, with a response rate of 67.66%. Pearson correlation coefficients were calculated to reveal the associations among study variables. The findings revealed statistically significant, positive, and high-level correlations among variables. On the other hand, a structural equation model was used to test the hypotheses. The findings suggested that shared instructional leadership had a significant effect on collaborative climate and but not on perceived school effectiveness, and the effect of collaborative climate on perceived school effectiveness was also statistically significant. Lastly, collaborative climate mediated the relationship between shared instructional leadership and perceived school effectiveness. The findings were discussed based on the previous literature, and suggestions were brought for practitioners and researchers.

Using social network analysis to assess connections within climate and energy education organizations: A case study conducted by the Climate Literacy and Energy Awareness Network (CLEAN)

Climate change education (CCE) plays a critical role in climate empowerment and addressing the challenge of climate change. We present results from the first social network analysis of CCE in the U.S. We surveyed CCE professionals through an established CCE network and wide dissemination from CCE professionals about their interactions with others across 5 dimensions: (1) climate and energy education; (2) climate action, climate empowerment, or community engagement; (3) workforce development in the climate and energy field; (4) diversity, equity, inclusion, and anti-racism; and (5) climate or energy policy. The resulting network analysis shows some cohesiveness, especially for the first two dimensions; however, network cohesiveness could be improved. The findings also show the keystone organizations and brokers across the CCE field. This study provides a foundation for developing targeted strategies to strengthen CCE for improving coordinated and collaborative climate action.

Will trust move mountains? Fostering radical ideas in public organizations

Abstract Demands for greater quality of public services and enhanced efficiency have intensified changes in public organizations. Not surprisingly, these organizations are increasingly searching for new and useful ideas, including disruptive ones, to meet current demands. Whereas previous studies on team radical creativity (TRC) have focused on the influence that subordinates’ trust in the supervisor has on this type of creativity, this work innovates by testing the leader’s trust in the team as an antecedent. Drawing on Self-Determination Theory, we further add to knowledge by considering the mediating role of team-perceived organizational support for creativity and the moderating role of team collaborative climate (TCC). The research model was tested with a sample of 228 teams from public organizations with data collected from two sources at three moments in time. We found that the leader’s trust in the team has a direct positive relationship with TRC and an indirect positive relationship with creativity via team-perceived organizational support. We also observed that TCC positively moderates the relationship between the leader’s trust in the team and TRC. These results deliver meaningful theoretical and practical insights into how organizations, especially public ones, can improve team creativity and thus enhance organizational performance.

Factors impacting college students’ collaborative learning intention: a social cognitive theory perspective

ABSTRACT Understanding students’ intentions towards collaborative learning (CL) is crucial for efficiently using related learning activities inside and outside the classroom. Based on social cognitive theory (SCT), we propose a framework to explore the impact of contextual and individual factors on students’ intent to engage in CL. We performed structural equation modelling (SEM) to examine the relationships among three environmental factors (fairness, innovation, and social relationships), two intrinsic motivational factors (self-efficacy, outcome expectations), and students’ intent to engage in CL. The findings indicate that building a collaborative climate where students perceive fairness, innovation, and warm social relationships in the classroom facilitates their intention to engage in CL. In addition, students’ intent is influenced by their belief in their ability to engage in CL activities (self-efficacy) and their outcome expectations. The findings have several implications for developing the theory of CL and educational policymaking.

Implementation of the Principal's Democratic Leadership Style in the Independent Learning Curriculum

The Merdeka Belajar curriculum is a new education policy in Indonesia that gives greater autonomy to schools. Its successful implementation depends on the leadership of the principal, in which the democratic leadership style is considered effective. This study aims to explore in depth the application of the principal's democratic leadership style in the implementation of the Merdeka Belajar Curriculum. Qualitative research with case studies at SMK Aviation PBD using interviews, observations, and documentation studies. Data analysis is carried out inductively by data reduction, data presentation, and conclusions. The results showed that school principals apply a democratic leadership style by involving stakeholders, giving teachers space to innovate, and facilitating collaboration between teachers. This creates a participatory and collaborative climate that supports curriculum implementation. However, challenges such as teacher resistance, lack of facilities, and lack of parental understanding were also found.

Decoupling Economic Growth from Carbon Emissions in the Yangtze River Economic Belt of China: From the Coordinated Regional Development Perspective

Decoupling economic growth from carbon emissions is crucial for combating the climate crisis and promoting green development. However, a uniform approach to climate mitigation exacerbates regional disharmony. As a microcosm of China’s regional heterogeneity, the Yangtze River Economic Belt (YREB) is helpful in exploring regional collaborative climate governance. This paper uses the Thiel index, the Tapio decoupling model, and the Logarithmic Mean Divisia Index (LMDI) decomposition approach to explore the decoupling of economic growth from carbon emissions in YREB from 2005 to 2019. Results indicate that the carbon intensity difference is mainly from the difference within middle-rising provinces (MRP) and western less-developed provinces (WLP). YREB exhibits strong decoupling overall, but it is not sustained. The economic growth effect significantly promotes carbon emissions, which is more prominent in MRP. The energy intensity effect plays a vital role in restraining carbon emissions. The emission factor effect signals an improved energy structure in WLP. Regional coordination is needed to achieve green development; thus, provinces should set differentiated carbon emission reduction targets, and more potent tools are recommended in major carbon emitters.

Effect of Creative Work Culture on Performance of Mission Hospitals in Kenya

Purpose: Those who employ creative leadership tend to do so by creating conditions which promote creativity. Creating such conditions are described as psychological, material, and/or social supports that trigger, enable, and sustain creative thinking in others. The objective were to establish the effect of creative work culture on performance of mission hospitals in Kenya and to establish the moderating effect of perceived organizational support on the effect of creative work culture on performance of Mission Hospitals in Kenya.
 Methodology: The cross-sectional survey design was used as the study design with the positivist philosophy also being adopted. The sample populations comprised 285 Mission hospital staff at middle or lower levels of employment. Purposive sampling was used in identifying samples that possess the information needed for the study. Questionnaire was the main data collection instruments. This was tested for validity and reliability before being used for the study. Collected data was analyzed quantitatively using SPSS 24th Edition software and was presented in the form of descriptive and inferential results. Descriptive statistics involved percentages, means and means of Standard deviations while inferential involved simple regression analysis.
 Findings: The study found that a creative work culture, where staffs are confident in their creative capabilities and where there's a positive, collaborative climate, significantly contributes to hospital performance.
 Unique Contribution to Theory, Practice and Policy: The study was grounded on interactionist perspective and transactional leadership theory. The study recommends that healthcare institutions should encourage creativity and innovation at all levels by providing opportunities for staff to express their ideas and collaborate. Training programs focusing on creative thinking and problem-solving skills should be implemented to enhance the creative capabilities of the staff. Leadership should emphasize the importance of a positive and collaborative work climate, where team members feel a strong sense of belonging and commitment. Regular team-building activities and brainstorming sessions can further promote this culture.

Healthcare professionals' experiences of interdisciplinary collaboration in pain centres - A qualitative study.

The complexity of chronic pain requires interdisciplinary collaboration. Although this is recognisable in the framework for pain centres, few studies have investigated how interdisciplinary collaboration in pain centres is experienced by healthcare professionals, including the facilitators and barriers to interdisciplinary collaboration. The aim of the current study was therefore to investigate experiences of interdisciplinary collaboration in the treatment of patients with chronic pain among healthcare professionals in tertiary care pain centres. Eleven healthcare professionals, representing different healthcare disciplines from the four regional pain centres in Norway, participated in semi-structured individual interviews. The data were analysed thematically. The results were categorised into three themes 'The best approach for chronic pain treatment', 'Collegial collaboration', and 'Challenges with interdisciplinary teamwork'. The informants valued the interdisciplinary work at the pain centre. They perceived it as the best approach for their patients and appreciated the support the collegial collaboration gave them as professionals. Although working together was rewarding and provided new insights, the informants also experienced the interdisciplinary teamwork as challenging, e.g., when the different professions disagreed on recommendations for further treatment or did not manage to work together as a team. The informants found the interdisciplinary collaboration at the pain centre to provide the best treatment approach for their patients. It should be acknowledged that interdisciplinary teamwork can be challenging, and efforts should be put into establishing a good climate for collaboration and gaining knowledge about each profession's unique character and how they contribute to pain centre treatments.

The Role of Learning Facilities, Accountability of Islamic Religious Education (PAI) Teachers on the Role of School Principals by a Climate of Collaboration in Cilegon City Elementary School

<p>Inovasi kinerja kepala sekolah perlu melibatkan factor konsituen sekolah seperti fasilitas belajar PAI, dan akuntabilitas guru PAI dan iklim kerjasama. Tujuan penelitian adalah untuk mengetahui factor – factor yang berpengaruh langsung terhadap kinerja kepala sekolah. Desain penelitian ini adalah penelitian kauntitatif melalui pengumpulan jawaban responden. Populasi penelitian adalah para guru PAI baik ASN atau nonasn yang menagjar PAI. Teknik pengambilan sampling menggunakan Teknik random (acak) dan terkumpul 180 jawaban responden. Teknik analisis data menggunakan pendekatan Partial Least Square (PLS), untuk menguji hipotesis. Hasil temuan antara lain kinerja kepala sekolah dapat dipengaruhi oleh akuntabilitas guru PAI, dan iklim kerjasama. selain itu, untuk menciptakan iklim kerjasama perlu ditingkatkan fasilitas belajar PAI. Simpulan, inovasi kinerja kepala sekolah dapat diukur melalui akuntabilitas guru PAI, dan iklim kerjasama yang dipengaruhi oleh factor fasilitas belajar PAI.</p>

Strengthening partnerships for the Sustainable Development Goals: engaging faith-based organizations and scientists in youth climate change learning and action

Collaborations with and among faith-based organizations (FBOs), natural scientists, development organizations, and youth offer untapped potential for achieving the United Nations Sustainable Development Goals (SDGs). FBOs are important cultural partners for achieving the SDGs globally in numbers of adherents (80% of humanity) and resources, owning 8% of habitable land, half the world’s schools, and many health and community development services; they provide assets for formal and informal education, forming youth leaders, and social justice action. Natural scientists are also critical to SDG achievement because the environmental components in many goals require specialized skills and background. We focus on Climate Action (SDG 13) as it links to other SDGs and because climate justice directly connects to human development - a major area of FBO work, and engages scientist outreach and youth action. We surveyed The UN Environmental Program (UNEP) Faith for Action and other major FBO networking initiatives that were formed to address the SDGs as well as literature covering other interfaces and partnerships between religion, sustainability, youth, SDGs, science, climate change, and education. We examined curriculum and guidebooks to identify best practices and identified gaps in partnership development. The Faith Pavilion and multifaith statements at COP28 and the international Catholic movements emerging from the SDGs-concurrent 2015 Laudato Si' encyclical and its follow-up 2023 Laudate Deum are exemplary in mobilizing educators, institutions, and organizations to integrate SDGs into activities through a faith and particular mission lens. International development FBOs and diverse religious groups worldwide support climate adaptation and mitigation by connecting their central mission to environmental care. Today’s youth are unprecedented in number, sense of urgency, experience of climate anxiety and grief, and engaged sustainability actions. Yet, youth, FBOs and scientists are often not included in SDGs work. We recommend developing partnership skills, cultural and religious literacy materials, programs, and toolkits for secular groups and scientists partnering with FBOs, and networking opportunities to form partnerships. Connecting FBOs, including youth organizations, to larger youth climate movements and other collaborative climate networks, and creating climate action materials connecting to faith backgrounds of particular youth, will better equip potential partners for achieving the SDGs.

How can an innovative teaching force be developed? The empowering role of distributed leadership

The development of an innovative teaching force is highly related to talent cultivation and educational modernization. However, few studies have explored how to build an innovative teaching team by empowering teachers through distributed leadership. Based on TALIS 2018 data for teachers in Shanghai, China, this study explores the influence of distributed leadership on teacher innovation in an Asian context. The results show that distributed leadership can significantly promote both team and individual innovation by transforming the school structure and teacher agency as well as structure-agency interaction. Namely, teacher collaboration and self-efficacy partially mediate the relationship between distributed leadership and teacher innovation, and collaboration-teacher self-efficacy has a chain mediating effect on this relationship. Such effects of distributed leadership on teacher innovation have also been verified in South Korea and Singapore. Therefore, to develop an innovative teaching force in Asian contexts, it is necessary to enhance principals’ distributed leadership and further create a collaborative climate under distributed leadership.

Leadership Communication Approach of the Indonesia Film Censorship Institute to Stimulate a Collaborative Climate

The incumbent the Film Censorship Institute (LSF) chairman faces a series of challenges inherited from predecessors, necessitating strategic changes to transform LSF into a significant institution characterized by a collective and collegial culture. Consequently, this research seeks to analyze chairman's communication approach and its impact on fostering a collaborative climate. Employing a qualitative research approach, the study utilizes the case study method. Data were gathered through Focus Group Discussions (FGD) and document analysis. Three resource persons participated in the FGD. The findings indicate that the leadership communication approach of the LSF chairman is participatory-democratic. The author contends that leaders play a crucial role in shaping and embodying organizational culture, emphasizing the establishment of a collective and collegial ethos. Leadership communication serves as a catalyst in instilling this culture, encompassing language, behavior, attitude, and character. These elements collectively contribute to fostering a climate of collaboration, as evidenced by programs and policies grounded in collaborative principles.

Toward a post-carbon society: supporting agency for collaborative climate action

Toward a post-carbon society: supporting agency for collaborative climate action

National climate change governance and lock-in: Insights from Korea's conservative and liberal governments' committees

When establishing national climate change response policies, conflicts between various stakeholders may arise. Therefore, we need a collaborative climate change governance to coordinate stakeholders’ opinions. Many countries have formed and operated committee-type governance to respond to climate change. Climate change policies require long-term responses. However, the politicization of climate change issues results in rapid policy changes and policy discontinuities. In Korea, climate change policies are showing differences according to partisan polarization. Past conservative and liberal governments formed committees to respond to climate change. Conservative governments operated the Green Growth Committee, and liberal governments operated the Carbon Neutrality Committee. This study analyzed the impact of changes in the Korean political system on climate change governance. We examined whether the difference in political orientation between liberal and conservative governments affected climate change governance, and if not, what factors prevented the path from changing. No significantly different outcome was found between the governance of the conservative and the liberal governments in response to climate change. The cause was the “lock-in” of climate change policies in Korea. Specifically, the response to climate change in Korea has not changed significantly due to political, industrial, institutional, and diplomatic lock-in.

Towards achieving university sustainability! Linking social responsibility with knowledge sharing in Saudi universities

Corporate social responsibility is a developing approach that any organization can implement for sustainability. Higher education institutions (HEIs) are implementing this strategy in the current climate to improve their quality of education and sustainability, which aligns with the UN Sustainable Development Agenda for 2023. The current research examines the critical role of university social responsibility (USR) in sustainable knowledge sharing via the mediation effects of collaborative climate and entrepreneurial orientation. We obtained our dataset from 456 Saudi public and 605 private university students. SmartPLS4 findings showed that USR significantly affects collaborative climate, entrepreneurial orientation, and sustainable knowledge sharing. The multi-group analysis results show that collaborative climate and entrepreneurial orientation partially mediated the USR-knowledge-sharing linkage in favor of private university students. This paper provides useful information for policymakers within HEIs.

‘A shared commitment … not to be miserable’: a Posthuman Artists’ Laboratory to explore writing collaborative climate fiction

ABSTRACT This paper continues ongoing research, by the three authors, into possible ways to write climate fiction, a subgenre of literature that focuses on depictions of climate change. Curious as to whether climate fiction has become fixed as a negative genre, most frequently mired in dystopian landscapes, we posited that writing fiction collaboratively might be one method to help us imagine a future in which we have agency and are not simply helpless victims of the inevitable. To explore this hypothesis, we ran a two-day Posthuman Artists’ Laboratory with six other professional writers, all based on Kaurna and Permangk country in Tartanya/Adelaide, Australia. In detailing the setup and findings of this experiment, the paper looks towards artistic practice that does not focus on the capitalist individual and details the thrill of collaboration. We propose that there is a strong (posthuman) argument for writers to abandon the desire to be identified as one singular being with a ‘unique’ voice and reimagine their creative subjectivities as a sticky web of connections.

Work Environment-Mediated Job Burnout and Intention-to-Stay in Registered Nurses

Nurse engagement and retention are critical issues affecting the quality of healthcare. Although the work environment is known to affect nursing performance and patient outcomes, little is known regarding the impact of this environment on nurse burnout and future work intention, especially in non-Western settings. This study explored the extent to which Taiwanese nurses' perceptions of their practice environment mediates burnout levels and intention-to-stay. This descriptive, correlational study, conducted between September and December 2020, recruited nurses employed at a regional teaching hospital located in a relatively rural region in Taiwan. The participants completed standardized questionnaires, including a demographic information form, the 31-item Practice Environment Scale of the Nursing Work Index (PES-NWI), the 22-item Maslach Burnout Inventory (MBI-HSS), and the 6-item Intention-to-stay (ITS) scale. The mediating effect among the variables related to intention-to-stay was examined using Model 4 of the PROCESS macro and tested using the bootstrapping method (repeated 5,000 times) with a p value < .05. The mean age of the 376 participants was 34.3 years (SD = 8.1). Nearly one-third (30.3%) scored > 27 on the emotional exhaustion subscale of the MBI-HSS, indicating they were "highly burned-out". Also, nearly one-third (30.6%) were uncertain about their intention to stay with their current employer. Burnout was associated with intention-to-stay (β = -.088, p < .001), and holding a positive perception toward their practice environment was shown to mediate the relationship between burnout and intention-to-stay (β = -.015; p < .001). Targeted interventions and technical support that promote a collaborative climate and psychological empowerment in clinical practice may alleviate burnout and intention-to-leave in nurses and improve workplace quality.