Collaborative Community Research Articles

In Addressing Forest and Land Fires in East Kotawaringin Regency, Collaboration and Socio-Economic Aspects of The Penta Helix Model are Employed

Introduction: Forest fires are a crucial issue requiring serious attention as it reached 9.7 million hectares of forest fires in 1997/1998. Therefore, there is a need for synergy between governmental and non-governmental institutions to support the mitigation of forest and land fires. Literature Review: Collaborative Governance is one of the types of Governance. This concept emphasizes the importance of a condition where public and private actors (businesses) collaborate in specific ways and processes to produce legal products, regulations, and policies appropriate for the public or society according to Ansell and Gash (2007:545). Method: The Penta Helix model is most commonly associated with the ABCGM concept, which stands for Academician, Business, Community, Government, and Media. This study employs a Comparative Qualitative Analysis (QCA) approach. Result and Discussion: This research showed that the contribution of academia in Penta helix collaboration is as a conceptualizer, The contribution of businesses in the Penta helix context is generally an enabler in both technology and innovation, as well as training, the government's contribution is mitigating forest and land fires in East Kotawaringin Regency includes the Regional Disaster Management Agency (BPBD). Conclusion: The role of the Community in Penta helix collaboration is as an accelerator in mitigating forest and land fires, while the role of the media from the Penta helix perspective is as a bridge to convey information on forest and land fire prevention from authorities (communicators) to the public (communicants). In term of collaboration, face-to-face dialogues is necessary to have consensus of the discussion.

Models of Governance of Disability Therapy Support Workers in Rural and Remote Settings: A Systematic Scoping Review.

The National Disability Insurance Scheme (NDIS) ushered in a transformative era in disability services in Australia, requiring new workforce models to meet evolving participant needs. Therapy Assistants are utilised to increase the capacity of therapy services in areas of workforce shortage. The governance arrangements required to support this emergent workforce have received limited attention in the literature. This review examined the key components and contextual factors of governance in rural settings, specifically focusing on therapy support workers under the guidance of allied health professionals in rural and remote areas. Guided by the social model of disability and the International Classification of Functioning, Disability and Health, a realist perspective was used to analyse 26 papers (after deduplication), mostly Australian and qualitative, with an emphasis on staff capabilities, training, and credentialling. Success measures were often vaguely defined, with most papers focusing on staff improvement and few focusing on client or organisational improvement. Consistent staffing, role clarity, community collaboration, and supportive leadership were identified as enabling contexts for successful governance of disability therapy support workers in rural areas. Investment in capability (soft skills) development, tailored training, competency assessment, credentialling, and supervision were identified as key activities that, when coupled with the identified enabling contexts, were likely to influence staff, client and organisational outcomes. Further research is warranted to explore long-term impacts of governance arrangements, educational program accountability, and activities targeted at enhancing staff capabilities.

Cultivating Resilience: Multiple Case Study of School Heads’ Leadership in Integrated Senior High Schools

School leaders must be resilient in order to navigate the always shifting challenges in the field of education. This study employed a qualitative multiple case study, having three (3) distinct cases aimed to explore the perspectives of the school heads on resilient leadership in integrated senior high schools of Division of Davao de Oro. There were three (3) participants and six (6) informants underwent in-depth interviews. Participants were chosen through a purposive sampling technique. Each data was analyzed through thematic analysis and cross-case analysis. Case 1’s unique characteristics were resource management and optimization, hierarchical communication and strategic delegation, and crisis management and contingency planning. Participant experiences were complex stakeholder management, innovative problem-solving, and resilience amidst bureaucratic challenges. In times of challenges, the coping mechanism was structured decision-making processes delegation and team empowerment professional support networks. The policy recommendations were promotion of interpersonal communication skills, development of community engagement strategies, and investment in staff well-being programs. Further, Case 3’s unique characteristics were the following: strategic financial management and sustainability, stakeholder engagement and partnerships, brand differentiation and market positioning. The experiences were cultivating philanthropic relationships, navigating parental expectations, and ensuring financial sustainability. The coping mechanisms were strategic partnerships and fundraising initiatives, ethical leadership and values integration, and self-care and well-being practices while the policy recommendations were introduction of ethics and values integration policies, creation of leadership succession plans, and investment in infrastructure and technology. Moreover, cross-case analysis shows each case about distinct characteristics and commonalities such as strategic vision and planning, effective communication and collaboration, and resource management and optimization. Each case has distinct experiences, the common themes were resourcefulness and creativity, and community engagement and collaboration. Their coping mechanisms were effective leadership practices and ethical leadership and well-being. Their policy recommendations were leadership development policies and data-informed policies. This suggests that resilient leadership was crucial for school heads in managing and leading integrated senior high schools, despite the challenges and circumstances they faced in their workplace. Both teachers and learners benefit from the leadership styles promoted by the school heads.

Valuation in Rural Social Innovation Processes—Analysing Micro-Impact of a Collaborative Community in Southern Italy

Social innovation has been associated with contributing to ‘valuable’ rural development; however, usually, the impact of social innovation has been identified in the aftermath of its development or implementation. This might be too narrow an approach, as an ongoing social innovation process in itself may already lead to effects that contribute to regional and social changes in a local community and beyond. This paper argues that collaborative valuation processes are embedded in social innovation processes, generating effects that contribute to rural development. Focusing on a case study that exemplifies social innovation processes in agriculture and food production carried out by a rural collaborative community in southern Italy, we demonstrate how three valuation phases, such as contestations and negotiations of norms, symbolic capital accumulation and recognition of actions, as well as re-definitions of values, impact community development through joint sense-making, empowerment and societal change. Our empirical results suggest the close intertwining of both social innovation and valuation processes. The empirical results demonstrate how collective valuation processes have micro-effects on the agro-economic system, on local socio-cultural processes, and on place-making activities. Methodologically, this paper builds on ethnographic methods, including participatory observations, semi-structured interviews, oral histories, and socio-spatial analysis investigating moments of valuation embedded in daily collaborative practices.

Creating Teachers for the Next Generation in India: A Holistic Approach in Alignment with NEP 2020

This paper explores the imperative of creating a new generation of teachers in India equipped to meet the evolving needs of education in the 21st century. With a particular focus on aligning teacher preparation with the National Education Policy (NEP) of 2020, this paper visualises the essential competencies, values, and skills required to nurture educators who can effectively guide and inspire the next generation of learners. In addition to academic knowledge, the paper also gives importance on holistic approach places a strong emphasis on the development of socio emotional intelligence, cultural competence, and other critical 21st-century abilities. This approach recognizes that pupils have a variety of learning requirements and promotes customized and flexible teaching strategies that address each learner's unique strengths and problems. Furthermore, it emphasizes how crucial it is for teacher education to use technology in order to give educators the tools they need to use digital pedagogy and virtual learning environments. The abstract also discusses the value of lifetime learning and on-going professional development for educators in order to promote an innovative and flexible culture. The significance of mentorship, collaborative learning communities, and hands-on experience in augmenting the pragmatic comprehension of pedagogical approaches is emphasized. In conclusion, this abstract makes the argument that developing a cadre of educators who can successfully navigate the complexity of India's modern educational landscape depends on the efficient implementation of a comprehensive teacher preparation program that is in line with NEP 2020. By combining theoretical knowledge, real-world experience, and a dedication to continuous professional development, these educators are expected to significantly contribute to the intellectual, social, and emotional growth of the following generation of students.

LOKAKARYA KOMUNITAS BELAJAR 1 PROGRAM SEKOLAH PENGGERAK (PSP) ANGKATAN 3 KABUPATEN SIMALUNGUN

The 21st century, teachers as educators must be responsive to change. One crucial aspect for an educator is how a teacher responds to changes through small innovations in their workplace..The Community Learning Workshop 1 of the School Empowerment Program (PSP) Generation 3 in Simalungun Regency convened at SDN 091440 Manik Hataran, Sidamanik District, Simalungun Regency, engaging 20 teachers. This workshop served multiple objectives: educating attendees on pertinent learning, knowledge, and teaching practices; fostering collaborative support among practitioners; particularly assisting novice members to seamlessly integrate into the community; and mentoring them in their tasks. Furthermore, it encouraged skill dissemination and growth among members through discussions and practical teaching practices. The workshop exemplified a concerted effort to enhance educational practices in Simalungun Regency, emphasizing the importance of collaborative learning and community support in advancing education.

The Role of Wild Plants in Cultural Restoration: Community Collaboration and Engaged Ethnobotany in the Nineveh Plains, Northern Iraq

The Nineveh Plain region of Northern Iraq is a site of ecological and cultural diversity. Between 2014 and 2017, the Islamic State of Iraq and Syria (ISIS), also known as Daesh, severely disrupted the region, resulting in community displacement, particularly for members of ethnic minority groups. This article highlights an ongoing multinational, multidisciplinary collaboration between botanists, ecologists, mental and public health specialists, sociologists, and anthropologists to foster cultural and ecological restoration among the Christian, Yezidi, Shabak, Turkman, and Kaka’i minority groups of the Plains. Members of these groups identified wild plant collection as an important cultural and economic practice and expressed a shared concern over the decreased access to wild plant resources. Researchers are partnering with local communities using engaged, decolonial methodologies to bring communities together around this shared interest in wild plants. Project activities include producing videos highlighting local plant knowledge, hosting workshops on using wild plants for art and textile design, offering trainings on herbal medicine, collecting recipes for a wild plant cookbook, and increasing awareness of the sustainable use of wild plants. Through collaborative knowledge production, this partnership aims to bring diverse stakeholders together around an interest in wild plants to promote cultural understanding and exchange.

PUBLICITY, FACILITIES DIVERSITY AND WILLINGNESS TO PAY FOR HOUSEHOLD WASTE SORTING: NEW EVIDENCE FROM HETEROGENEITY REGRESSION

Household waste sorting is important to actively promote the construction of beautiful countryside and beautiful city via household waste reduction or recycling. The Law of China on the Prevention and Control of Solid Waste Environmental Pollution indicates that household waste treatment fee system follows the principle of “who produces, who pays”, reflecting differentiated management such as classified pricing and metering fees. This research mainly investigates the determinants of willingness to pay (WTP) for household waste sorting in China. This study mainly compares different effects of the waste sorting information publicity, waste sorting facilities diversity, perceived convenience and reference group behavior on WTP via multiple and logistic regression. It also explores gender and regional heterogeneity for WTP of household waste sorting in China. This study also analyzes how individuals respond to different levels of WTP fees of household waste sorting via logistic regression. The empirical results reveal that the facilities diversity of waste sorting has the highest effect on WTP for household waste sorting, followed by perceived convenience, publicity and reference group behaviors. Females have relatively lower WTP than males. Education has significant positive effects on males’ waste sorting WTP. In logistic regression, reference group has larger effect on WTP compared with other antecedents. It is important to enhance facilities and publicity of household waste sorting. This research is of great significance to increase the household waste sorting behavior, enhance the governance system of household waste sorting via the collaboration of government, medias, communities and individuals.

Empowering School Nurses: Enhancing Child Trafficking Awareness and Preparedness in American Public Schools.

Child trafficking poses a momentous public health threat to students in public schools. Although school nurses are exceptionally positioned to identify and respond to trafficking, most lack training and resources in this critical area. This project aimed to evaluate the impact of a multifaceted intervention on school nurse preparedness and practices related to child trafficking in an Oklahoma public school district. The project involved Unbound Now's nationally accredited training program for school nurses, implementation of the Fuentes et al.'s Toolkit for Building a Human Trafficking School Safety Protocol (HTSSP) funded by the U.S. Department of Health and Human Services, and facilitation of a roundtable discussion to initiate community collaboration. The results of the pretraining Fraley and Aronowitz School Nurses' Awareness and Perceptions Survey (SNAPS) illuminated variations in school nurses' knowledge and awareness of child trafficking, demonstrating the need for continued training. Post-training evaluations exhibited highly positive feedback, suggesting its effectiveness in meeting the training's objectives. Following the community stakeholder roundtable, the lead school nurse employed the HTSSP toolkit and directed efforts in successfully constructing and implementing a district-wide policy of procedures to respond to suspected cases of human trafficking. However, the project's limitations include a small sample and a single-school district focus. Despite these limitations, this project delivers valuable insights into the challenges and opportunities for enhancing school nurse preparedness in addressing trafficking. This project serves as a foundation for future initiatives to improve students' safety and wellbeing in public schools.

Evaluating 21st-Century Skills in English Language Teaching (ELT) in Surigao Del Norte, Philippines: A Needs Assessment for Teachers Development

This study examined the 21st-century teaching skills of English language teachers (ELTs, n=117) and the observations of school heads (n=26) in the Surigao del Norte division (Philippines) for the 2023-2024 school year. Teachers' profiles and their self-perceptions in critical thinking, problem-solving, communication, creativity, digital literacy, and global awareness were assessed through surveys. Descriptive statistics and non-parametric tests were employed to analyze the data and compare perceptions between ELTs and school heads. While the findings revealed a generally strong foundation in 21st-century skills among ELTs, a specific need for targeted support in digital literacy was identified. Additionally, discrepancies were found between teachers' self-reported skills and how school heads observed them being applied in the classroom. These findings highlight the importance of triangulation in evaluating teaching effectiveness. The study proposes recommendations that focus on professional development, resource allocation, collaborative learning communities, and feedback mechanisms to create an environment that empowers ELTs to effectively integrate 21st-century skills into their classrooms, ultimately preparing students for success in today's world.

Do in-service teachers accept artificial intelligence-driven technology? The mediating role of school support and resources

This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Lesotho, focusing on the mediating role of school support and resources (SSR). In Lesotho's educational landscape, which is characterized by a growing interest in technology integration, this study fills an essential gap in the existing literature by exploring in-service teachers' perspectives on AI adoption and the mediating influence of SSR. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework, the study adopts a cross-sectional design, collecting data from a sample of 315 in-service teachers through online surveys. The data was analyzed using maximum likelihood estimation. The results reveal a substantial positive relationship between perceived usefulness, perceived ease of use, and a positive attitude towards AI, with SSR playing a pivotal role as a complementary mediator in these connections. However, the study identifies a non-significant relationship between technical proficiency and behavioral intention, suggesting a need for further investigation into the technical skills essential for effective AI integration. The results highlight the critical role of SSR in shaping in-service teachers' intentions to use AI in their teaching practices. As a result, the study recommends tailored continuous professional development programs and collaborative learning communities to enhance teachers' skills. Additionally, it emphasizes the importance of advocating for policies that support AI integration in education and underscores the ethical considerations related to AI use. We discuss the implications of our results concerning integrating AI into teachers' teaching practices in schools and outline future directions.

Community-developer collaboration and voluntary community benefits in Scotland: Are community benefits a gift or compensation?

Community benefits are a key strategy for promoting social acceptance of renewable energy and ensuring distributive fairness of the energy transition. However, they can sometimes damage rather than strengthen the relationship between communities and developers. This paper examines stakeholder submissions to The Scottish Government's Good Practice Principles on Community Benefits from Onshore Renewable Energy Developments (2019) consultation. Communities perceive community benefits as compensation and express concerns about their voluntary nature, while developers see them as benevolent gifts, worrying about their impact on project viability. As the guidelines are voluntary, community benefit arrangements rely on collaboration between developers and communities, but power imbalance and a lack of shared understanding can impede this collaboration. Inspired by governmentality literature, this study analyses stakeholder discourses to understand how issues are framed, solutions proposed, and rationalities guiding these discussions. Qualitative system dynamics modelling is used to provide a comprehensive view of challenges in the design of community benefit arrangements in Scotland, highlighting risks to the developer-community relationship and trust in the energy transition. The analysis suggests that making community benefit arrangements mandatory or rethinking them is essential to preserve this relationship and trust.

From Barn Raising to Community Empowerment: the legacy of Karl Linn and John Turner

This article examines the lasting impact of architects Karl Linn and John Turner on community development and informal settlements. Grounded in the barn raising tradition, their distinct yet converging paths highlight the power of community participation, collaboration, and self-help in marginalized neighborhoods. Linn's Neighborhood Commons projects and Turner's ideas on self-help housing and user-centered design have influenced participatory practices, challenged institutional norms, and prioritized a process over product approach in today's complex urban landscapes. This exploration underscores the profound impact of their work on neighborhood improvement and inclusive urban environments.

Short-Term Action for America’s Health: Health Care, Public Health, and Community Collaboration to Reduce the Burden of Respiratory Infections, Opioid Use Disorder, and Other Public Health Threats

Short-Term Action for America’s Health: Health Care, Public Health, and Community Collaboration to Reduce the Burden of Respiratory Infections, Opioid Use Disorder, and Other Public Health Threats

Factors influencing adoption of sexual and reproductive health intervention for adolescents in Ebonyi, Nigeria.

School and Community-embedded reproductive health interventions have been implemented in developing countries, with evidence that they led to improved sexual and reproductive health among adolescents. However, this type of intervention is rarely evaluated for its potential adoption and use. This study evaluated the constraints and enablers of the adoption of a school and community-embedded intervention that used community engagement, capacity building, partnerships and collaborations to deliver sexual and reproductive health services to adolescents. The intervention was implemented between 2019 and 2021 in six local government areas in Ebonyi State. The results on adoption presented here were collected four months into the mid-phase of the project, targeting adolescents, parents, adult family members, healthcare providers, local authorities, and community members. Sixteen in-depth interviews were conducted with policymakers, 14 with health service providers and 18 Focus Group Discussions (FGDs) with parents, community leaders and adolescents who were part of the implementation process. The coding reliability approach, a type of thematic data analysis was used, that involves early theme development and the identification of evidence for the themes. The adoption of school and community-embedded reproductive health intervention was strong among stakeholders at the early stages of the implementation process. Multi-stakeholder involvement and its multi-component approach made the intervention appealing, thereby enabling its adoption. However, at the later stage, the adoption was constrained by beliefs and norms about sexual and reproductive health (SRH) and the non-incentivisation of stakeholders who acted as advocates at the community level. The sustainability of the intervention may be threatened by the non-incentivisation of stakeholders and the irregular supply of materials and tools to facilitate SRH advocacy at the community level. The inclusive community-embedded reproductive health intervention was adopted by stakeholders because of the enablers which include timely stakeholder engagement. However, for it to be sustainable, implementers must address the non-incentivising of community-level advocates which serve as constraints.

Advancing collaborative social outcomes through place-based solutions—aligning policy and funding systems

Abstract More collaborative and human-centered approaches to tackle social problems of entrenched disadvantage have been introduced in many countries, including Australia, but with mixed results. Traditional programs that reinforce existing political and bureaucratic processes have been seen as blockers to collaborative modes of policymaking, governance, and delivery. Drawing on collaborative governance perspectives, this paper reports new research undertaken in conjunction with a not-for-profit organization (Collaboration for Impact) involved in supporting place-based collaborative community change efforts. Research findings, based on stakeholder perspectives, highlight not only the potential benefits of a more collaborative model (i.e., placed-based and community driven) but also the significant unresolved challenges for “backbone” coordination bodies, which have recently been established to achieve more “joined-up” policy, funding, and service delivery arrangements. The paper concludes by proposing a practice-driven focus on policy and funding systems, together with implications for policy learning and program design.

Challenges for a Brazilian Amazonian bioeconomy based on forest foods

The creation of a forest bioeconomy based on the extraction of non-timber forest products (NTFP) is being recommended to create wealth from standing forests and halt deforestation in Amazonia. Current proposals do not recognize the limits of this system, nor the impacts of capitalism that drive NTFPs with elastic demand into monoculture plantations. We use a narrative review to revisit the history of these ideas and examine public policies. Among 2,253 Amazonian NTFPs, 1,037 produce edible fruits and 131 of these are extremely abundant (hyperdominant) across the biome and common in the extractive economy. Low productivity per hectare in the forest, low return on labor to harvest the production, and scarcity of labor are three critical limits to expanding supply, with the last being the most critical in forest areas. Overcoming these limitations requires changes in public policies and public investment for health care, communication, logistics, and especially for quality education designed for rural areas and a forest bioeconomy. A mix of public policies to alleviate market failures and increase supply, efficiency, and demand via R&D, minimum prices, payment for environmental services, distinct types of certifications may be able to make food NTFP harvesting, processing, and commercialization lucrative enough to halt rural exodus and keep forest specialists in standing forests. An Amazonian forest bioeconomy depends upon both social and biodiversity, and the full participation and collaboration of Indigenous People and local communities in developing these value chains that can contribute to food security.

Comprehensive Analysis of the Use of Web-GIS for Natural Hazard Management: A Systematic Review

This systematic review aims to synthesise Web-GIS evidence for managing natural hazards to share state-of-the-art practices and policies. A comprehensive search in SCOPUS, among other databases, identified 1775 articles published between 2014 and 2023. Following a selection process based on the PRISMA model, 65 articles met the inclusion criteria. The analysis revealed a growing trend over the past decade, with most research concentrated in the last three years. Eight crucial subtopics within the Web-GIS domain have emerged: Integrated Spatial Analysis and Modelling, Technologies and Infrastructure, Visualisation and User Interface Design, Decision Support Systems, Real-time Monitoring and Early Warning, Disaster Recovery and Resilience, Citizen and Social Media Integration, and Multi-Stakeholder Collaboration. A substantial contribution of the literature has been identified in Decision Support Systems and Integrated Spatial Analysis, reflecting their vital role in strategising and predicting hazard impacts. Furthermore, a geographical distribution analysis revealed significant Web-GIS applications in countries like Italy and China, alongside a deficit in low- and middle-income countries. It also highlights potential gaps in hazard studies, including the need to prioritise heatwave management in the face of climate change. This research calls for policymakers and practitioners to leverage evidence-informed decision making and foster community collaboration for enhanced natural disaster resilience.

Mengembangkan Kerjasama Tim dalam Pengelolaan Pendidikan Islam di Era Digital

Teamwork in the management of Islamic education in the digital era is the focus in this research. This study aims to analyze effective methods and strategies in developing teamwork in Islamic educational institutions. A qualitative approach was used by conducting in-depth interviews and observations of Islamic education management teams in several institutions. Data analysis is carried out in depth using qualitative data analysis consisting of data reduction, data presentation, and conclusion drawing. The results showed that cooperation skills training, multidisciplinary team building, use of collaborative platforms, community engagement, and regular evaluations were key factors in improving teamwork. These findings make an important contribution to practical understanding in the management of Islamic education in the digital age, as well as provide practical recommendations for educational institutions to improve teamwork and quality of education.

It takes a village

Digital textbooks now incorporate various technological enhancements, and offer many opportunities for learning and teaching in higher education. Despite some enthusiasm for this medium, lecturers tend not to integrate the extra activities into their courses preferring instead to simply have them available as optional extra activities for students. One reason for this barrier to use is the time and effort required to integrate technology into the curriculum in a meaningful way, and lecturers may feel they lack the necessary knowledge to do this effectively. Despite the existence of institutional support to assist educators with technology enhanced learning, the services don’t always align with what faculty want or need. As a result, there have been calls to improve staff training and professional development. This paper presents a theorised inquiry into educators’ reflections on the integration of digital textbooks using Mishra & Koehler’s TPACK framework as an underpinning theory. The findings suggest the need for training and support that is individualised to instructors’ specific needs, and allows for increased collaboration between various stakeholders. It is concluded that professional development that focusses on the development of TPACK, and operates within a collaborative and context-specific learning community could support the increased uptake of digital textbooks in higher education.