Collaborative Research Approach Research Articles

Dashboards to Support Implementation of the Quebec Alzheimer Plan: Evaluation Study With Regional and Professional Considerations.

Health organizations face the critical task of executing and overseeing comprehensive health care. To address the challenges associated with this task, evidence-based dashboards have emerged as valuable tools. Since 2016, the regional health organizations of Quebec, Canada, have been responsible for ensuring implementation of the Quebec Alzheimer Plan (QAP), a provincial plan that aims to reinforce the capacity of primary care services to detect, diagnose, and treat persons with dementia. Despite the provincial scope of the QAP, the diverse material and human resources across regions introduce variability in the interest, utility, and specific needs associated with these dashboards. The aim of this study was to assess the interest and utility of dashboards to support the QAP implementation, as well as to determine the needs for improving these aspects according to the perspectives of various types of professionals involved across regions. An evaluative study using qualitative methods was conducted within a collaborative research approach involving different stakeholders, including the ministerial advisor and the four project managers responsible for supporting the implementation of the QAP, as well as researchers/scientific advisors. To support these organizations, we developed tailored, 2-page paper dashboards, detailing quantitative data on the prevalence of dementia, the use of health services by persons with dementia, and achievements and challenges of the QAP implementation in each organization's jurisdiction. We then conducted 23 focus groups with the managers and leading clinicians involved in the implementation of the QAP of each regional health organization. Real-time notes were taken using a structured observation grid. Content analysis was conducted according to different regions (organizations with university mandates or nearby organizations, labeled "university/peripheral"; organizations for which only part of the territory is in rural areas, labeled "mixed"; and organizations in remote or isolated areas, labeled "remote/isolated") and according to different types of participants (managers, leading clinicians, and other participants). Participants from organizations in all regions expressed interest in these dashboards and found them useful in several ways. However, they highlighted the need for indicators on orphan patients and other health care providers. Differences between regions were observed, particularly in the interest in continuity of care in university/peripheral regions and the need for diagnostic tools adapted to the culture in remote/isolated regions. These dashboards support the implementation of an Alzheimer Plan and contribute to the emergence of a learning health care system culture. This project allows each region to increase its monitoring capacity for the implementation of the QAP and facilitates reflection among individuals locally carrying out the implementation. The perspectives expressed will guide the preparation of the next iteration of the dashboards.

CEMLA’s survey on central bank digital currencies in Latin America and the Caribbean

In late 2021 and early 2022, CEMLA conducted a thorough survey involving 12 central banks to analyze key aspects related to the potential implementation of a Central Bank Digital Currency (CBDC). The findings revealed prevalent issues and objectives regarding digital payments in the region, as well as promising avenues for central bank involvement. However, it highlighted the challenges of creating a universal CBDC framework due to significant disparities among neighboring countries. Nonetheless, the collaborative research approach promises valuable insights for future efforts. To protect participant anonymity, each country’s responses were anonymized with randomly assigned letters.The survey extensively examined awareness and understanding of CBDCs across diverse stakeholders in Latin American nations, including the general public, corporations, and financial institutions. These insights could shape educational campaigns and communication strategies, enabling policymakers and central banks to effectively share information about CBDCs.Moreover, this research effort sheds light on public perceptions, expectations, and concerns about CBDCs in Latin America. By exploring various dimensions such as awareness, interest, adoption potential, concerns, preferences, and regulatory considerations, the survey offers a comprehensive understanding of the CBDC landscape in the region. This holistic approach provides valuable insights for policymakers, central banks, and stakeholders to navigate the complexities of CBDC implementation effectively and responsibly.

A distributed collaborative platform for multi-stakeholder multi-level management of renovation projects

To meet European energy-saving and decarbonisation goals, the annual renovation rate of buildings requires to be at least twice its current level; an aspiration to which the use of innovative and automated solutions can contribute. This paper presents such a solution, the RINNO Retrofitting Manager (RRM) which is part of a large, ambitious research and development project (RINNO) that aims to provide an augmented intelligence-enabled framework for deep, energy-focused retrofitting of buildings. The RRM uses web-service technologies to rationalise the retrofitting process and optimise the delivery of renovation works, while making data readily accessible through an integrated set of role-based user interfaces. The RRM is designed and developed as an open distributed system, that is extensible and portable, by implementing a collaborative research and development approach. The RRM platform implements a multi-level, multi-stakeholder planning approach. It addresses the dearth, insufficiency, and isolation of existing renovation tools by enhancing collaboration, interoperability, and data security, and avoiding information loss and misunderstanding. Employing the Unified Theory of Acceptance and Use of Technology (UTAUT) model, tests conducted with users from independent construction organisations confirmed the RRM's satisfactory performance, ease of deployment, and overall suitability for the management of renovation projects. While this research provides a free collaborative platform for managing renovation projects that can be used by all building retrofit stakeholders in Europe, it also introduces a set of web-services that can be easily reused by third-party developers and integrated into their software tools.

The use of critical communicative methodology as a collaborative research approach to enhance co-creation of inclusive practices in schools

ABSTRACT This paper explores the use of Critical Communicative Methodology (CCM) as a collaborative research approach to co-construct knowledge with participants in a research project aimed to enhance the inclusion of students with special educational needs and/or disabilities (SEND) in three mainstream schools in England. The paper discusses how collaboration between researchers and research participants (i.e. school staff, parents and students), based on egalitarian dialogue, created knowledge co-construction through the use of reflective conversations, communicative focus groups and communicative observations. By describing the design of the project and reflecting on the decisions taken with the participants, the paper highlights how CCM supported the researchers and the participants in reconsidering their assumptions towards inclusive practices. The paper also shows how the generation of qualitative findings with the participants led to the co-creation of a toolkit to improve the services schools provide to students with SEND and their families. The main ethical issues, the unique role of CCM, and challenges in its implementation are discussed. It is concluded that CCM can enhance inclusive practices in an inclusive way based on egalitarian dialogue between academic- and practice-based knowledge co-construction.

Integrating advanced digital technologies in existing lean-based production systems: analysis of paradoxes, imbalances and management strategies

PurposeThe purpose of this paper is to advance the understanding of paradoxes, underlying tensions and potential management strategies when integrating digital technologies into existing lean-based production systems (LPSs), with the aim of achieving synergies and fostering the development of production systems.Design/methodology/approachThis study adopts a collaborative management research (CMR) approach to identify patterns of organisational tensions and paradoxes and explore management strategies to overcome them. The data were collected through interviews and focus group interviews with experts on lean and/or digital technologies from the companies, from documents and from workshops with the in-case researchers.FindingsThe findings of this paper provide insights into the salient organisational paradoxes embraced in the integration of digital technologies in LPS by identifying different aspects of the performing, organising, learning and belonging paradoxes. Furthermore, the findings demonstrate the intricacies and relatedness between different paradoxes and their resolutions, and more specifically, how a resolution strategy adopted to manage one paradox might unintentionally generate new tensions. This, in turn, calls for either re-contextualising actions to counteract the drift or the adoption of new resolution strategies.Originality/valueThis paper adds perspective to operations management (OM) research through the use of paradox theory, and we (1) provide a fine-grained perspective on why integration sometimes “fails” and label the forces of internal drift as mechanisms of imbalances and (2) provide detailed insights into how different management and resolution strategies are adopted, especially by identifying re-contextualising actions as a key to rebalancing organisational paradoxes in favour of the integration of digital technologies in LPSs.

Engaging people with lived experiences on community advisory boards in community-based participatory research: a scoping review protocol

IntroductionCommunity-based participatory research (CBPR) is a collaborative research approach that equally engages researchers and community stakeholders throughout all steps of the research process to facilitate social change and increase research...

Improving Students’ Cognitive Abilities through Jarimatics Method at Al-Hidayah Negarasaka Village Negerikaton District Pesawaran District

This research is based on the researcher's observations and experience, that cognitive abilities through Jarimatika are not just a medium for counting, but by using the Jarimatika method, children feel happy and there is no pressure. Using the Jarimatika method can train children's counting, and increase children's numeracy skills. Based on the background of the problem, the research problem was formulated, namely: whether the application of learning through the Jarimatika method is able to improve the numeracy skills of Group B RA students. Al-Hidayah, Negarasaka Village, Negerikaton District, Pesawaran Regency. This research uses a collaborative Classroom Action Research (CAR) approach. This research was carried out in two cycles, using instruments in the form of a calculation work sheet using the Jarimatika method and a teacher observation sheet. The improvement can be seen from the children's learning completeness in developing gross motor skills which has increased, this can be seen from the children's learning completeness in the Pras Cycle with a total of 40% completeness. then in cycle I it increased by 46.67%, and in cycle II the percentage of children's learning completion increased to 86.67%.
 Keywords: Jarimatics Method, Improving Students’ Cognitive, Numeracy Skills

Affordances of Multilingual and Multimodal Literacy Engagements of Immigrant High School Students: A Scoping Review

This article presents a scoping review of literacy research that employs multilingual and multimodal literacy narratives and discussions as tools for enabling immigrant youth to explore their intersectional identities and experiences of inequality. It encourages a re-examination of emerging educational/societal issues, incorporating these interventions as a catalyst for discussion. Utilizing a descriptive-analytic approach for data extraction, this scoping review has mapped out prevailing trends in the literature, research methodologies employed, and the types and objectives of multilingual and multimodal literacy interventions. The findings underscore a growing trend over the past decade in adopting multilingual and multimodal literacy interventions with immigrant youth, often employing collaborative research approaches such as participatory action research. The most frequently utilized multilingual and multimodal texts in such studies include digital storytelling materials (comprising images and video), spoken word poetry, photographs, and bilingual books. These interventions are typically designed to (a) encourage youth to express their knowledge, experiences, and identities; (b) examine and address educational and societal issues and opportunities; and (c) challenge dominant ideologies, practices, and discourses through the voices of immigrant youth. The review discusses the transformative possibilities for immigrant youth and encourages rethinking the language learning, literacy, and curriculum process. The data advocates for eclectic approaches and interventions to help newcomer youth understand their lived experiences and societal issues and encourages educators to respond in kind.

Developing student-researchers in primary schools through inclusive inquiry

ABSTRACT This paper argues that more should be done to draw on the views of children and young people when using collaborative action research to promote inclusion in schools. Drawing on the findings of a collaborative action research study which explored how primary school students ( 4-12-year-olds) could take on the role of researchers, through Inclusive Inquiry, an approach that focuses on the development of inclusive practices and thinking in schools, the paper throws light on the potential of this approach. Building on earlier research carried out with secondary schools, the findings reported here are based on work carried out in 30 primary schools in five countries. The analysis of data generated through these experiences suggests that collaborative action research approaches that involve children as researchers in schools can increase students’ confidence, make them more engaged in lessons, and facilitate stronger relationships with their teachers. It is argued that these features can also lead to the development of student agency.

Social Capital in Utilizing Clean Water (Case Study: Pagak District, Malang Regency)

Social capital is a key element in sustainable development and natural resource management. In the context of clean water management, an in-depth understanding of social capital can reveal the dynamics of social interactions between individuals and groups in the community. Social capital includes aspects of trust, social networks, and social norms that shape the way people interact and cooperate. This research aims to evaluate the condition of community social capital in utilizing clean water in Pagak District through SEM-PLS analysis. A questionnaire survey was conducted on 267 households, distributed proportionately in each village in Pagak District. The research results show that most of the factors studied reflect the condition of social capital. However, there are several factors that were considered immaterial and were removed from the analysis model. These factors include trust in individuals with different ethnic or cultural backgrounds, cultural activities in the village, and payment of water source maintenance fees. This research emphasizes the need for a holistic and collaborative research approach to understand the social capital of village communities in the context of clean water management, involving various scientific disciplines and stakeholders.

Exploring participatory health research and its application to speech and language therapy research practices.

The role of participatory health research (PHR) is increasingly acknowledged by funding bodies, researchers and civil society globally; however, it continues to be under-represented in the speech and language therapy (SLT) research literature. This collaborative research approach is associated with the increased application of research evidence, and the generation of positive impacts in practice, policy, health systems and society. To increase researchers' and other participatory partners' understanding of PHR, and to demonstrate its applicability to research in the SLT field. This aim is achieved through a discussion on PHR, its principles, benefits and challenges, and the evaluation of its impact. A recently developed evaluation framework to support the implementation of best engagement practices is examined, and recommendations for how this framework can be used to plan and evaluate engagement in participatory stuttering research is presented. This paper serves as an important conversation on the value of PHR to SLT research, and presents guidance to support its increased implementation in this research field. Conclusions & Implications: PHR remains an under-represented research approach in the SLT literature, despite increasing evidence demonstrating its effectiveness and value. It offers a potential solution to the research-practice gap, and challenges the ongoing research hierarchies by democrating the process of knowledge production. What is already known on this subject PHR is increasingly attracting the attention of funders, researchers and decision-makers due to a growing body of evidence in support of this collaborative research approach. Despite its potential to bridge the research-practice gap, PHR remains significantly under-represented in the SLT research literature. What this paper adds to the existing knowledge This paper discusses the principles, benefits, challenges and impact evaluation of PHR. A recently developed evaluation framework for supporting the implementation of best engagement practices is examined. A demonstration of how this framework can be used to plan and evaluate engagement in participatory stuttering research is presented. What are the potential or actual clinical implications of this work? Speech and language therapists play a key role in PHR, as co-researchers contributing essential context-based knowledge. It is therefore imperative that they understand the principles and practices of this approach in order to maximize their input in future participatory partnerships.

FACILITATORS AND BARRIERS TO IMPLEMENTING A VIRTUAL REALITY PROGRAM IN LONG-TERM CARE

Abstract To successfully implement virtual reality (VR) programs for long-term care (LTC) residents, it is essential to consider contextual factors. However, current research does not explore the LTC staff’s perspectives on implementing VR in their workplaces. This qualitative study aimed to fill this gap by exploring the facilitators and barriers to adopting VR in LTC, guided by the Consolidated Framework for Implementation Research (CFIR). We applied a Collaborative Action Research (CAR) approach, which involved three phases: (1) Reflect and Plan, (2) Act and Adapt, and (3) Evaluate. Ten focus groups were conducted with 20 staff in two Canadian long-term care homes. Thematic analysis was performed collectively with the team, including researchers, trainees, and patient and family partners. Our findings suggest that implementing a VR program in LTC requires readiness and capacity for implementation within the care home. Key factors that enabled implementation were staff champions, perceived benefits, and ease of use of the equipment. However, there were also barriers, such as limited resources, including Internet infrastructure, limited adaptability to meet local needs, and relative priority and staff workload. To overcome these barriers, our results indicate a need for organizational support for infrastructure and human resources. In addition, future research can evaluate the potential impact of facilitating residents’ VR sessions on staff’s job satisfaction and the involvement of residents’ families/caregivers as well as volunteers during the sessions to reduce staff hesitancy and workload.

Implementing peer support work in mental health care in Germany: The methodological framework of the collaborative, participatory, mixed‐methods study (ImpPeer‐Psy5)

AbstractBackgroundStarting in the 1990s in the United States, individuals with lived experience of mental health crises and recovery have been employed as peer support workers (PSWs) internationally. However, the implementation of PSW in clinical contexts remains challenging.MethodsThis manuscript presents and discusses the methodological framework of the ImpPeer‐Psy5 study on the PSW implementation in the German mental healthcare sector. This study used a mixed‐methods and collaborative research approach, as well as participatory research strategies. After describing the study design, populations, teamwork and assessments, the epistemic challenges of its methodological framework will be critically discussed and how it has iteratively shaped the object of study.Discussion and Practical ImplicationsThe healthcare, policy and funding context of PSW implementation as well as the study's methodological framework have differently influenced the ways in which the implementation of PSW has been conceived in this study. The choice of a collaborative or participatory methodological framework is advised to better align research questions and procedures to the specific needs and challenges of PSWs and other stakeholders concerned with PSW implementation.Patient and Public ContributionThe research team of the ImpPeer‐Psy5 study was collaboratively staffed by a portion of researchers who also identify as users or survivors of psychiatric services. A nonprofit organization for the training of PSWs served as a practice partner throughout the research process. Different participatory formats involve a significant number of diverse stakeholders relevant to PSW implementation.

Developing inclusive and equitable education systems: some lessons from Uruguay

ABSTRACT This paper addresses one of the greatest challenges facing education systems globally, that of making progress in relation to inclusion and equity in schools. Building on the findings of a programme of international collaborative action research carried out over the last twenty years, it reports on a pilot study carried out in Uruguay using professional learning materials developed by UNESCO. This points to the potential of a strategy for moving thinking and practice forward based on a collaborative action research approach. At the same time if shows how attempts to introduce the strategy have thrown light on local cultural and structural barriers that limited its implementation. Drawing on this analysis, the paper makes recommendations for future developments in Uruguay. It then concludes by arguing that the strategy could be used in other countries to identify factors that are limiting progress in order to develop more effective interventions.

Hill Country Futures - Resilient farmers and resilient forages for the future

A thriving hill country farming sector is crucial for New Zealand’s economy and its regions. However, it faces numerous challenges, such as increased regulations, and changing societal expectations. To ensure the longterm success and well-being of farmers, farm systems, the environment, and rural communities, support is essential for building lasting resilience. To address some of these challenges, the Hill Country Futures Partnership programme was initiated, receiving $8.1 million funding over five years. This programme, cofunded by Beef + Lamb New Zealand (B+LNZ), the Ministry of Business, Innovation and Employment, PGG Wrightson Seeds, and RAGT New Zealand, concluded in 2023. During the programme, the farming community were actively engaged, and a collaborative research approach was employed involving B+LNZ, farmers, universities, Crown Research Institutes, and consulting agencies. The programme consisted of interconnected workstreams with a focus on resilient farmers and future-oriented forages. It generated a wide range of resources, including easily accessible extension materials, tools, and scientific publications, covering social, environmental, and technical aspects to support New Zealand’s hill country farming systems. And it showed how a collaborative approach, inclusive of researchers and farmers with diverse backgrounds and expertise, can help create a more resilient hillcountry future.

Amplifying Proficiency: Unearthing the Impact of Extensive Listening on Student Listening Skills

In conventional language education, listening often receives less attention compared to the teaching of grammar and other language skills. Nevertheless, it is crucial to acknowledge that knowledge acquisition and assimilation primarily occur through listening. This study explores the enhancement of students' listening competency through extensive listening practices, utilizing the participatory action research method, specifically the Collaborative Classroom Action Research approach. The research was conducted at Junior High School in Medan, Indonesia and involved 31 Grade VIII students. The study incorporated pre-test and post-test listening assessments, and observation across three cycles: pre-cycle, cycle I, and cycle II. The results clearly demonstrate the positive impact of extensive listening on students' listening skills. Overall, there was a substantial improvement, with scores increasing from 49.35% in the pre-test to an impressive 85.16% in cycle II. Notably, individual progress also showed substantial growth, rising from 6.45% in the pre-test to a remarkable 77.4% in cycle II. These findings underscore the undeniable effectiveness of extensive listening in language education. They offer valuable insights for English teachers and provide robust support for the adoption of extensive listening as a potent means to nurture and elevate students' listening skills, which are a fundamental aspect of language acquisition.

Design Thinking in Education: Adding Collaboration, Uncertainty, Phronesis and Fairydust to Curriculum Design

We exist in an age of supercomplexity with policy and strategies both impacting and restricting creative curriculum development and participatory classroom practices particularly in Higher Education (HE). As academic developers who have also taught undergraduate programmes we inhabit liminal space - both enacting and subject to policy - both professing and subverting practice. In this paper we outline how we have engaged in human centred curriculum design ourselves. Typically curriculum evaluation and development processes are presented to our staff-as-students as something far removed from design thinking (DT). Curriculum design emphasises thorough thinking, it is slow-paced, and continuously evaluated. DT requires trust and collaboration, open sharing of diverse and often contradicting ideas, rapid prototyping - a non-judgemental space that will help ideas develop and grow, playing with initiatives that might not work. DT encourages experimentation. We used a collaborative Practice-Based Research (PBR) approach to explore our processes to reveal how DT can be a valuable part of a more fast-paced, urgent, creative and human centred curriculum design.

O.2.3-10 Insights into the implementation of workplace health promotion interventions among education professionals using a participatory approach

Abstract Purpose The main purpose of this explorative study was to examine implementation strategies of workplace health promoting interventions for employees of a large education institution. The corresponding objectives were to identify facilitators and barriers for implementation, to define needs and wishes of employees regarding health promotion and to develop suitable interventions and implementation strategies. The health promoting interventions and strategies were gathered using an innovative participatory approach. Methods We used a collaborative participatory action research (PAR) approach among delegates of teachers, managers and HR professionals with three groups (5-6 delegates) representing three divisions of the organization. In four 3-hour co-creation sessions each group of delegates discussed health promoting intervention strategies including implementation facilitators and barriers, wishes and needs of their colleagues and implementation strategies. The sessions were facilitated and guided by researchers and data were collected in written anonymous reports. The researchers thematically analyzed the data and presented the collected data in a final session. In the final session, representatives of the three delegate groups shared the data and discussed common suitable health promoting intervention strategies. Results The co-creation sessions resulted in a variation of facilitators and barriers on multiple levels of implementation. We identified common facilitators at the individual (e.g. individualized approach), team (e.g. social inclusiveness) and organizational level (e.g. wide health promotion initiatives). Conversely, common barriers were identified at the individual (e.g. lack of time), team (e.g. lack of manager support) and organizational level (e.g. hampered digital accessibility). Main topics derived from the wishes and needs include a facilitating (healthy) work environment (e.g. healthy food choices) and social meeting options (e.g. group physical activities). These wishes and needs were accompanied with facilitating prerequisites (e.g. flexibility and autonomy). Lastly, the co-creation sessions provided suitable intervention avenues including an in-house health promotion center backed by an accessible digital environment (intranet). Conclusions This participatory approach provided tailored workplace health promoting interventions and offered implementation strategies targeting education professionals. These implementation strategies will be pilot-tested in phases across multiple divisions within the education institution. Support/Funding Source The study was internally funded by the Inholland University of Applied Sciences.

Characterizing Canadian funded partnered health research projects between 2011 and 2019: a retrospective analysis

Background and AimsInvolving research users in collaborative research approaches may increase the relevance and utility of research findings. Our primary objectives were to (i) identify and describe characteristics of Canadian federally and provincially funded health research projects that included research users and were funded between 2011 and 2019; (ii) explore changes over time; and (iii) compare characteristics between funder required and optional partnerships.MethodsRetrospective analysis. Inclusion criteria were projects that included research users. We analyzed publicly available project variables, and coded field and type of research using established classification systems. We summarized data with descriptive statistics and compared variables across three funding year blocks and partnership requirement status.ResultsWe identified 1153 partnered health research projects, representing 137 fields of research and 37 types of research categories. Most projects included a required partnership (80%) and fell into health and social care services research (66%). Project length and funding amount increased from average of 24.8 months and $266 248 CAD in 2011–2013 to 31.6 months and $438 766 CAD in 2017–2019. There were significantly fewer required partnerships in 2017–2019.ConclusionsBetween 2011 and 2019 Canadian federally and provincially funded partnered health research reflected primarily care services research across many fields. The observed breadth suggests that partnered health research approaches are applicable in many fields of research. Additional work to support partnered research across all types of health research (especially biomedical research) is warranted. The administration of larger grants that are funded for longer time periods may address previously identified concerns among research teams engaging in partnered research but may mean that fewer teams receive funding and risk delaying responding to time-sensitive data needs for users. Our process and findings can be used as a starting point for international comparison.

Paradoxes of Multi-Level Leadership: Insights from an Integrated Care System

ABSTRACTIn this paper, we draw on systems leadership, complexity and paradox theory to elucidate the tensions that organizational actors experience when practising multi-level leadership. We explore these issues through a study of the perceptions and experiences of stakeholders within an Integrated Care System (ICS) in England. Employing a collaborative inquiry approach, data were collected via 19 narrative interviews with participants in key leadership roles across ICS partners and nine co-creation workshops with a total of 86 participants from different parts of the ICS. Findings highlight that in developing multi-level leadership practice, leaders experience contradictory expectations and outcomes, including paradoxes of identity, place, purpose and change. We conclude by suggesting that leadership in multi-level contexts requires oscillating between competing polarities in a dynamic equilibrium with attention to localized interactions.MAD statementIntegrated Care Systems were enacted across England in July 2022 to enhance the capacity for statutory, voluntary and community organizations to work in partnership to improve health outcomes across diverse populations. Multi-level systems leadership, however, poses significant challenges around navigating the inevitable tensions that arise when working with complexity. Through qualitative research in a vanguard ICS, this paper highlights a range of paradoxes faced by leaders and organizations and proposes implications for policy and practice in enabling dynamic equilibrium and working in contexts of uncertainty and change.