Collaborative Climate Research Articles

Principal’s Role in Supporting Teacher Collaborative Learning

Teacher collaborative learning remains one of the fundamental professional development methods that help teachers improve their professional skills and competencies. Consequently, responsible institutions as well as scholars and experts encourage and instruct teachers to partake in collaborative learning activities as much as possible. Nevertheless, teacher collaborative learning does not happen per se. Due to various factors and circumstances, teachers have to be counselled, encouraged, and supported for taking part in such activities. This responsibility and competence is usually entrusted to school principals. This research shows that principals play a major role in this process by fostering organizational learning, collaborative culture, creating a trustworthy environment, making structural arrangements, and securing infrastructural facilities. It also shows that collaborative learning in the research context takes place in a limited number of formats, mainly in the activities of professional communities and mentoring pairs, and principals have to apply various leadership approaches for protecting and advancing the collaborative climate in the schools they run. This article, which presents only one portion of a doctoral research, is based on the data collected from 518 teachers and eight principals of 24 schools in Kosovo. The sequential-explanatory mixed-method approach was utilized to collect the data. Descriptive and inferential statistics were employed to analyze the quantitative data and the qualitative ones were explored through the thematic analysis.

From Ecophany to Burnout? An Anthropologist’s Reflections on Two Years of Participating in Council-Citizen Climate Governance in Eastbourne

In July 2019, Eastbourne Borough Council declared a climate emergency and committed to making Eastbourne carbon neutral by 2030. In order to achieve this, citizens together with Council created a unique model of council-citizen collaborative climate governance, the Eastbourne Eco Action Network (EAN). EAN’s main strategy has been the setting up of targeted working groups, each bringing together Councillors, engaged citizens and providers, and each tackling a specific area of climate action through a combination of infrastructure, institutional and behavioural changes. As an environmental anthropologist living in Eastbourne, I was involved in this process right from the beginning, having had my own ‘ecophany’—the realisation that the climate emergency required urgent action—in February 2019. Two years and one pandemic later, in this paper I reflect on the overall experiences and challenges of EAN’s and Eastbourne Borough Council’s work towards town-wide carbon neutrality to date, discussing possible factors (structural and other) determining varying successes and failures. At the same time, this paper provides an auto-ethnographic account of what ‘engaged anthropology’ means in practice, mapping out the real contributions anthropologists can and should make in local climate action, but also reflecting on challenges encountered along the way.

Collegial Organizational Climate Alleviates Japanese Schoolteachers' Risk for Burnout.

The purpose of the current study was to examine the influence of individuals’ help-seeking preference (HSP) and their collective perception of the organizational climate in school on teachers’ mental health. Previous studies demonstrated that HSP was negatively associated with risk of burnout, suggesting that teachers who hesitate to seek help from their colleagues are more likely to have mental health problems. Thus, the current study hypothesized that a collegial organizational climate would be negatively associated with burnout. To test this hypothesis, we developed a scale to measure schoolteachers’ collective perception of their organizational climate (Study 1), and the newly developed scale was used to assess its relationship with HSP and teachers’ burnout risk (Study 2). The results demonstrated that younger teachers, a low level of help-seeking, and a less collaborative climate increased the risk of burnout. The results also showed a significant interaction effect, indicating that HSP was less closely associated with teachers’ burnout risk if their organization was perceived as having a collegial climate. These findings clearly show how the social environment of a school’s organizational climate can affect schoolteachers’ mental health in Japan.

Frontline nurses’ appraisal of organizational attractiveness and the role of management support, interdepartmental collaboration climate and service quality of care

PurposeThis paper aims to examine the factors related to organizational attractiveness (OA), a concept originating in the strategy of employer branding. Previous research on OA has predominantly adopted the perspective of external applicants. In contrast, the present study takes the perspective of internal and current employees, extending further the scope of studies on OA.Design/methodology/approachQuantitative data were collected from a survey consisting of a sample of 164 nurses, all employees of public hospitals. Confirmatory factor analysis and structural equation modeling were used to analyze the data. Furthermore, the indirect effects were tested by mediator analysis.FindingsInterdepartmental collaboration climate, management support and service quality of care were shown to have a positive effect on OA, with the three factors explaining 45% (R2 = 0.45) of OA. The relationship between management support and OA was found to be mediated through the interdepartmental collaboration climate, and that between the interdepartmental collaboration climate and OA was found to be mediated through the service quality of care.Originality/valueThis study contributes to an understanding of OA from a current employee perspective. Specifically, it reveals how the three factors of interdepartmental collaboration climate, management support and service quality of care influence and shape the perception of current employees (nurses) toward the attractiveness of their organization.

Determinants of frugal innovation for firms in emerging markets: the roles of leadership, knowledge sharing and collaborative culture

PurposeDue to the vital role of frugal innovation (FI) for firms in developing and emerging economies, the purpose of this study is to investigate the effect of transformational leadership (TL) and knowledge sharing (KS) on FI of firms in supply chains. This study aims to bring deeper insight on the correlation among the constructs by exploring and analyzing the moderating effect of collaborative culture (CC) in the KS-FI relationship.Design/methodology/approachThe paper used the quantitative approach and structural equation modeling (SEM) to test the relationship among the latent factors in the proposed research model using data collected from 381 participants in 116 manufacturing and service firms.FindingsThe findings revealed that TL might be an important precursor to induce significant influences on FI directly or indirectly through its effect on active and passive KS processes in supply chains. In addition, the paper highlights the moderating role of CC in strengthening the impact of KS processes on FI.Research limitations/implicationsThe paper provides a valuable understanding and novel approach for managers to improve firms' FI capability through leadership practice and KS processes. The research findings support the idea that FI capability of firms in developing and emerging nations will be significantly enhanced if leaders are interested in practicing TL style and fostering a climate of collaboration within organization.Originality/valueThis study contributes to bridging research gaps in the literature and advancing the insights of how TL directly and indirectly fosters FI via mediating roles of active and passive KS processes in supply chains under the climate of collaboration.

A Portuguese Miracle: The Politics of the First Phase of Covid-19 in Portugal

ABSTRACT Facing the first phase of the pandemic with exceptionally low casualties, Portugal was internationally praised as an outstanding example, particularly when compared to other Southern European countries. This article depicts how the pandemic crisis erupted in Portugal and how the Socialist government, the opposition and, to an important degree, the head of state responded to its demands, curbing the initial spread of the infection. The government ensured considerable levels of support from citizens and from other parties. The official opposition maintained its pragmatic and conciliatory tone during the confinement stages of the pandemic. It is argued that lower levels of political polarisation and a climate of cross-party collaboration are key factors in understanding the ‘Portuguese miracle’.

"It depends:" a qualitative study on digital health academic-industry collaboration.

Academic-industry collaborations (AICs) are endorsed to alleviate challenges in digital health, but partnership experiences remain understudied. The qualitative study's objective investigated collaboration experiences between academic institutions and digital health companies. A phenomenology methodology captured experiences of AICs, eliciting perspectives from academic researchers and industry affiliates (e.g., leadership, company investigators). Semi-structured interviews probed eligible collaborators about their experiences in digital health. Analysts coded and organized data into significant statements reaching thematic saturation. Participants (N=20) were interviewed from 6 academic institutions and 14 unique industry partners. Seven themes emerged: (I) Collaboration evolves with time, relationships, funding, and evidence; (II) Collaboration demands strong relationships and interpersonal dynamics; (III) Operational processes vary across collaborations; (IV) Collaboration climate and context matters; (V) Shared expectations lead to a better understanding of success; (VI) Overcoming challenges with recommendations; (VII) Collaboration may help navigate the global pandemic. Digital health academic industry collaboration demands strong relationships, requiring flexible mechanisms of collaboration and cultural fit. Diverse models of collaboration exist and remain dependent on contextual factors. While no collaboration conquers all challenges in digital health, AICs may serve as a facilitator for improved digital health products, thus advancing science, promoting public health, and benefiting the economy.

Storying climate knowledge: Notes on experimental political ecology

Political ecology emphasizes critique, and, through critique, its ability to better understand nature-society relations. Recently, calls have been made from within the sub-discipline to move beyond critique, and towards engaging nature-society relations more experimentally. This paper asks: is it possible for political ecology to be less reactive and more proactive? Rather than studying events that have already happened, is it possible to study events currently happening or that have not yet happened? This paper is an attempt to do political ecology more experimentally by staging an intervention and studying its outcomes. Given the abstract nature of climate change, and given storytelling’s capacity for helping people make sense of the world around them, this project combined political ecology analysis and storytelling, resulting in an experimental process of collaborative climate knowledge production in regions, and with people, central to the changing climate. Research for this paper took place over fourteen months in Appalachia and Alaska, climate-vulnerable regions with economies tied to fossil fuel industries and with culturally rich storytelling traditions. The aim of this paper is threefold. First, I will examine political ecology scholarship that already engages with experimentation as a way of making the case for a more experimental political ecology. Second, I will discuss the process and outcomes from my experimental research, namely that storytelling is a meaningful way of building climate knowledge. Finally, by outlining the challenges of doing this research, this paper ends with lessons for future iterations of more experimental research.

Entrepreneurship, innovation, and internationalization: The moderating role of the institutions

The favorable effects of innovation and internationalization on the development of the economies of countries have been prominent factors in multiple management studies. The objective of this document is to make a theoretical review of the studies contained in the ScienceDirect (Elsevier) and ResearchGate databases, to offer an integrating framework of those institutional factors in the countries that favor the positive spillover of these two strategic actions carried out by companies: innovation and internationalization. As a result, we observed that an institutional framework characterized by a simplification of bureaucratic administrative procedures to access the financial resources necessary to undertake growth and innovation in companies, a favorable climate for collaboration between companies and universities or an institutional commitment to favor transparency and technological support for companies, are institutional key elements to address growth strategies by companies.

Collaborative climate strategies: How SETAC is advancing environmental decision-making

Collaborative climate strategies: How SETAC is advancing environmental decision-making

Collaborative Climate and Knowledge Sharing among ESP Teachers: A Mixed Method Study

Research on teacher collaboration emphasizes the key role of collaborative culture for teachers’ functioning; however, there is little empirical evidence to investigate its relationship with knowledge sharing among university ESP teachers. In the present study, the relationship between EFL teachers’ collaborative climate and knowledge sharing was sought. The data were collected through two surveys of 328 Iranian ESP teachers. A Pearson correlation was carried out to investigate the relationship between the two variables of the study. A multiple regression analysis was also run to examine if ESP teachers’ collaborative climate predicts their knowledge sharing. A follow-up interview with 13 ESP teachers was conducted to consolidate the findings and explore the contribution of teachers’ collaborative climate to their knowledge sharing. The Pearson correlation coefficient test demonstrated a significant positive correlation for four measures (organizational culture, the head of department, teachers’ attitude, workgroup support), and the collaborative climate. The results of the multiple regression also indicated that four subscales of collaborative climate were the predictors of ESP teachers’ attitude towards knowledge sharing. Analysis of the interview data, on the other hand, indicated how teachers’ collaborative climate contributes to their knowledge sharing through one of the four main sources, namely helpful atmosphere, encouragement received from the heads of departments, the expectation of reward, and work group support. In line with these findings, several practical recommendations were offered.

Collaborative Climate and Knowledge Sharing among ESP Teachers: A Mixed Method Study

Research on teacher collaboration emphasizes the key role of collaborative culture for teachers’ functioning; however, there is little empirical evidence to investigate its relationship with knowledge sharing among university ESP teachers. In the present study, the relationship between EFL teachers’ collaborative climate and knowledge sharing was sought. The data were collected through two surveys of 328 Iranian ESP teachers. A Pearson correlation was carried out to investigate the relationship between the two variables of the study. A multiple regression analysis was also run to examine if ESP teachers’ collaborative climate predicts their knowledge sharing. A follow-up interview with 13 ESP teachers was conducted to consolidate the findings and explore the contribution of teachers’ collaborative climate to their knowledge sharing. The Pearson correlation coefficient test demonstrated a significant positive correlation for four measures (organizational culture, the head of department, teachers’ attitude, workgroup support), and the collaborative climate. The results of the multiple regression also indicated that four subscales of collaborative climate were the predictors of ESP teachers’ attitude towards knowledge sharing. Analysis of the interview data, on the other hand, indicated how teachers’ collaborative climate contributes to their knowledge sharing through one of the four main sources, namely helpful atmosphere, encouragement received from the heads of departments, the expectation of reward, and work group support. In line with these findings, several practical recommendations were offered.

Collaborative Climate and Knowledge Sharing among ESP Teachers: A Mixed Method Study

Collaborative Climate and Knowledge Sharing among ESP Teachers: A Mixed Method Study

Indigenous-Settler Climate Change Boundary Organizations Contending With U.S. Colonialism

Indigenous peoples who are taking actions on climate change issues have formed networks that intersect between Indigenous knowledges and various environmental science fields. These climate organizations work across many boundaries in science, politics, and culture. This article asks how large-scale U.S. climate boundary organizations that convene Indigenous and non-Indigenous climate practitioners contend with ongoing colonialism. Analysis indicates that Indigenous-settler networks offer avenues for Indigenous values to be practiced in collaborative climate science. Such organizations also provide limited opportunities to utilize climate science in tribal climate adaptation. While these boundary organizations aim to build meaningful cross-cultural and mentoring relationships, uneven power dynamics and resources permeate the partnerships. These structural inequalities cause tensions to arise. Tensions further arise from the uses of new terminology to navigate longstanding struggles over places, political sovereignties, and human relationships to natural worlds. I argue that a decolonial environmental framework discerns roles for Indigenous governance in attending to anthropogenic climate change. The approach broadens sociological understandings of climate change by examining the attempts of Indigenous and non-Indigenous actors to build climate networks.

Multilevel analysis of research management professionals and external funding at universities: Empirical evidence from Japan

AbstractThis study examines the relationships between a collaborative climate for research management professionals and external funding at universities. University research management is becoming increasingly important in efforts to develop innovation. By combining data from an original questionnaire survey and a public dataset, this study employed multilevel structural equation modelling. The sample comprised 292 research management professionals at 76 Japanese universities and research institutions. The results indicate that the whole hypothetical model of the two-level structure fitted the data well. At the organisational level, the knowledge-sharing environment had a significant positive relation with external research funding. Supportive supervision was also positively and significantly related to the knowledge-sharing environment at the individual and organisational levels. The findings show that a more collaborative climate for research management professionals can lead to more external funding of the entire university; they provide a new contribution to the theory and practice of university research management.

Using collaborative hackathons to coproduce knowledge on local climate adaptation governance

While coproduction of knowledge is growing in popularity in social sciences, and especially climate change research, we still need to better understand how to coproduce climate knowledge. In this paper, we explore how collaborative climate hackathons coproduce local adaptation knowledge, and what this method reveals about local climate governance. The data derives from two collaborative climate hackathons, called Klimathons, that attracted 73 and 98 participants in Bergen, Norway. The participants were practitioners and decision-makers from local, regional, and national institutions as well as researchers from natural and social climate sciences. The collaborative group work revolved around the challenges and solutions of local adaptation planning and uncovered how a diversity of key actors understand the local adaptation work in Norway. These interventions revealed that there are significant disagreements and divergent understanding of relevant laws, regulations and responsibility between practitioners working within the same governance system. Though the cross-sectorial interaction does not dissolve these divergences, they allow actors to renegotiate boundaries between divergent knowledge communities. The Klimathons helped us navigate the complexity of local climate adaptation by shifting the focus to how different actors make sense of and work on adaptation and showing the intertwining and interdependence of potential drivers for adaptation.

Avoiding expectancy violations: Starting with course content on day 1

When we spend the first class period focusing on the syllabus and letting students leave early, we miss an opportunity to expose them to the course content. What happens to those who drop that day? By spending the first day illustrating expectancy violations theory, both instructors and students can explicate anticipated behaviors and use them to develop the term’s classroom communication agreements. During the activity (one 75-minute or two 50-minute class period(s)), students articulate their expectancies for themselves, their peers, the instructor, and the classroom environment. After the students’ lists are completed, the instructor also expresses expectancies for students and the classroom environment. Based upon these lists, the instructor can make appropriate changes to the planned syllabus. Courses Any communication course (one 75-minute period or two 50-minute periods). Objectives This activity aims to (1) build a collaborative classroom climate, and (2) emphasize civil discourse, especially in courses covering potentially controversial topics.

Relationship between distributed leadership, teacher collaboration and organizational innovativeness

The aim of this study was to examine the relationships between distributed leadership, organizational innovativeness and teacher collaboration. We used Turkish teacher data and conducted the analysis from teachers’ perspectives working in secondary schools in Turkish Ministry of National Education at the International Standard Classification of Education 2 (ISCED) level. In this quantitative study, we analysed the three hypotheses via structural equation model. The hypotheses assumed that there was a relationship between distribute leadership and organizational innovativeness, also there was a relationship between distrubitive leadership and teacher collaboration. Additionally, there was a relationship between teacher collaboration and organizational innovativeness. Finally, we analysed the impact of distributed leadership on organizational innovativeness via teacher collaboration. The finding indicated that there were relations between distributed leadership and organizational innovativeness. The other result showed that teacher collaboration affected organizational innovativeness. The last finding displayed that distributed leadership impacted organizational innovativeness via teacher collaboration. In conclusion, if school principals exhibited distributed leadership behavior, they would create a supportive and collaborative climate for teachers and they also encourage teachers’ agreement to develop new ideas for teaching, their openness to change, their problem-solving strategies and exchanging atmosphere where they share their practices with each other.

A FORMAÇÃO CONTINUADA PARA A APROPRIAÇÃO DAS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO NA PRÁTICA DE PROFESSORAS ALFABETIZADORAS: LIMITES E PERSPECTIVAS

The article address part of the results of the research that investigated the continuing education for the appropriation toinformation and communication technologies (ICTs) in teaching practice of literacy’ teachers.With qualitative approach, the study hadthe participation of four teaching teachers from two municipal schools of Corumbá, Mato Grosso do Sul through interview with semi-structured script. To add information, the teachers responsible for technologies class from those schools as well as the coordination of the Technology Center of Corumbá (TCC), they were also interviewed. The resultshighlightsthat continuing education coursesprovided the learning, once that information and communication technologies’ insert wasn’t addressed in initial educationof literacy teachers. However, despite the positive position in front of the programs and courses, some barriers were highlighted, such as: initial education gaps; schedules incompatibility, lackofqualificationfrom teachers. The study also pointed out the necessity of specific training actions that address the specificities of reading and writing teaching, starting from teacher’s needs and problematic situations. It’s possible conclude, therefore, that continuing education can be formed as a space that provides in a collectivity way, the construction of new knowledge as soon as requires a collaboration climate including all the educationalcommunity.

Toward a more open and collaborative climate change policy framework in Hong Kong and Macao within the Guangdong-Hong Kong-Macao Greater Bay Area

The special administrative regions of Hong Kong and Macao enjoy a high degree of autonomy from the national policy system in devising their local policies, including measures related to climate change. Hong Kong and Macao each have their own climate change policies, some aspects of which are more advanced than policies in mainland China. While their high degree of policy autonomy has advantages, this has also isolated them from China's larger environmental management and practices that continue to advance at scale. This paper reviews the climate change policies of the two special administrative regions and analyzes their strengths and innovations, particularly in adaptation. It also identifies areas where there could be closer engagement, collaboration, and capacity-building with the mainland China, which has the potential for greater positive impacts, especially on a regional basis.