Collaborative Research Project Research Articles

Enhanced Outcomes, Improved Feedback: Maximizing Success Through Collaborative Final Projects in Quantitative Methods Courses

In political science, teaching quantitative methods can pose challenges due to students’ apprehensions and perceptions of the content, the complexity of the material, and the significant time commitment required from instructors. I advocate for adopting collaborative final projects in quantitative methods courses to mitigate these challenges. A comparative case study analysis is implemented to examine quantitative courses with a collaborative final research project to those with an individual project in two countries: Finland and the United States. There was a noticeable decrease in student anxiety and instructor’s time commitments and an increase in student success and favorable feedback toward the course and instruction. Overall, adoption of collaborative learning into quantitative methods courses can be mutually beneficial for both students and instructors.

Using ADDIE model for scaffolded learning and teaching intervention

Learning and Teaching (L&T) research is sometimes challenging for lecturers who are not specialists in the Scholarship of Teaching and Learning (SoTL) or instructional design. Good empirical L&T research should be reflective, based on a sound theoretical foundation, and completed like other research, using appropriate steps in data collection. Many L&T researchers often skip to the intervention or implementation without embedding evidence and proper research steps in the project from the beginning. This study aimed to explore the integration of the ADDIE model with L&T interventions incorporating pedagogical theory. It also aimed to examine how the findings from implementing this model in SoTL projects can inform best practices for instructional design and contribute to the broader scholarship on teaching and learning. The study adopted a mixed-method approach with a pre-post-test design. A collaborative interventive research project was purposively selected, focusing on First Year, Senior, and Further Education and Training (SEN&FET) Bachelor of Education students who are trained to teach grades 8-12. The results confirmed the efficacy of the ADDIE model steps as a useful instructional design framework for integrating L&T theories. The study also found that a scaffolded L&T collaborative intervention with sound research methodologies and approaches is beneficial for SoTL projects. Therefore, the study recommends implementing the ADDIE model in different interventive approaches and collaborative educational settings to enhance students' achievement as well as teaching and learning.

Ethnographic Film, Fourth Cinema and Situated Knowledge Practices—from Colonial Film to Collaborative Research

The text attempts to understand the development of collaborative audiovisual knowledge practices in anthropology as situated and diffractive knowledge (Haraway, Barad, Smith). By considering specific stages in the history of collaborative and participatory projects, the article argues that collaborative filmmaking is not only a decentering of one-sided authorship and one-sided modes of representation, but also a media-specific form of knowledge that is bound to and embedded in social contexts. Through the example of colonial film, the article describes stations of demarcation and attempts to decolonize film. Current film experiments with marginalized groups have their origins in “shared anthropologies” (Rouch) and have further developed this approach through more consistent forms of Fourth Cinema and power sharing with Indigenous communities. Film is thus also able to depict amateur knowledge practices within collaborative research projects.

Building a resilient educational researcher community

ABSTRACT Supporting the ongoing development of educational researchers can be more challenging than supporting the development of other researchers because they work across the university in different disciplines and centres. This small-scale qualitative study explored the motivation and engagement of educational researchers at a UK university, the support that helped them and their perceived strengths in research skills. Future development hopes and needs were also expressed. The aim was to better understand ourselves (self-identifying educational researchers), individually and collectively, to help us to build an educational research community for future collaborative research projects. Participants demonstrated altruistic motivations as well as those linked to personal fulfilment and professional need. Specific hopes reported included the desire to work with collaborative research groups. The findings can aid educational researchers and their employers to better recognise educational researchers at an institutional level; to understand the needs of this disparate group; to build a sustainable community and to support the design of development opportunities locally, university-wide and externally, through personalised provision and peer support and mentoring. The study also provides a framework for further research.

The Recommended Deltoid Intramuscular Injection Sites in the Adult Population: A Cadaveric Pilot Study With an Orthopedic Perspective.

Background and aim The deltoid is a common site for intramuscular injections, but guidelines for administration lack standardization. Global researchers propose various techniques, and recent study reports indicate a 1.5-15% incidence of nerve palsies due to injections. This pilot cadaveric study aimed to standardize the deltoid intramuscular injection sites in the Southeast Asian population. Methods This cadaveric study of a two-year duration was conducted in the Department of Anatomy as an intramural research project in collaboration with the Departments of Anatomy and Orthopedics. In the first year of study, which was the pilot phase of the project, the available six cadavers, i.e., 12 upper extremity specimens were dissected. Anthropometric measurements of deltoid muscle along with the distance of underlying neurovascular structures like the axillary nerve and posterior circumflex humeral artery were measured from neighboring bony landmarks. This article presents the observations of the six cadavers studied in the pilot phase and shall be followed up by another article after the project. Results In adults, in anatomical position, the mean distances of the axillary nerveand posterior circumflex humeral artery from the mid-acromial point are 8.19±0.616 and 8.66±0.968 cm, respectively. The deltoid thickness at 3, 5, and 7 cm from mid-acromial point was observed to be 1.079±0.13 cm (0.5-1.78 cm), 1.599±0.12 cm (1-2.96 cm), and 1.815±1.0 cm (1.2-2.5 cm), respectively. The acquired qualitative and quantitative data were tabulated, graphically represented, and statistically analyzed. Conclusions The deltoid intramuscular injection (IMI) must be given at or below the level of the midpoint of the deltoid muscle, but never in the upper half. We recommend a site, 4 fingerbreadths/9 cm below the mid-acromion point as the safest site to avoid injury to any underlying neurovascular structures.

Un-learning and re-learning:

In this reflexive piece, the authors consider the unexpected lessons learned while undertaking a collaborative research project with their home institution’s Indigenous Learning Centre on urban berry foraging. The faculty member questions the ethics of settlers undertaking this work, even if in collaboration with an Indigenous community, alongside the promises of this work to critical food studies. The practice of urban foraging is understood as a wider metaphor for Indigenous worldview, and for different ways of being and relating. The student’s reflections weave together themes of learning outside the classroom, with family and community, and the holistic aspects of doing research.

Un-learning and re-learning:

In this reflexive piece, the authors consider the unexpected lessons learned while undertaking a collaborative research project with their home institution’s Indigenous Learning Centre on urban berry foraging. The faculty member questions the ethics of settlers undertaking this work, even if in collaboration with an Indigenous community, alongside the promises of this work to critical food studies. The practice of urban foraging is understood as a wider metaphor for Indigenous worldview, and for different ways of being and relating. The student’s reflections weave together themes of learning outside the classroom, with family and community, and the holistic aspects of doing research.

Leonhard Med, a trusted research environment for processing sensitive research data.

This paper provides an overview of the development and operation of the Leonhard Med Trusted Research Environment (TRE) at ETH Zurich. Leonhard Med gives scientific researchers the ability to securely work on sensitive research data. We give an overview of the user perspective, the legal framework for processing sensitive data, design history, current status, and operations. Leonhard Med is an efficient, highly secure Trusted Research Environment for data processing, hosted at ETH Zurich and operated by the Scientific IT Services (SIS) of ETH. It provides a full stack of security controls that allow researchers to store, access, manage, and process sensitive data according to Swiss legislation and ETH Zurich Data Protection policies. In addition, Leonhard Med fulfills the BioMedIT Information Security Policies and is compatible with international data protection laws and therefore can be utilized within the scope of national and international collaboration research projects. Initially designed as a "bare-metal" High-Performance Computing (HPC) platform to achieve maximum performance, Leonhard Med was later re-designed as a virtualized, private cloud platform to offer more flexibility to its customers. Sensitive data can be analyzed in secure, segregated spaces called tenants. Technical and Organizational Measures (TOMs) are in place to assure the confidentiality, integrity, and availability of sensitive data. At the same time, Leonhard Med ensures broad access to cutting-edge research software, especially for the analysis of human -omics data and other personalized health applications.

Argument in religious studies at GCSE: a collaborative developmental research project

ABSTRACT This paper describes a developmental research project that started from the desire amongst several religious education teachers across different schools to work collaboratively to improve their teaching of argumentation. It specifically focuses on GCSE religious studies examinations in England. We were particularly interested in how students express their own arguments in written examination essays, which have specific requirements. The intention was to think more deeply about what is meant by argument without resorting to pure philosophy, and thereby develop our pedagogy in teaching these skills through deeper reflection, learning and experiment in the classroom, as well as sharing our experience. Working with a researcher, we adopted a particular theory of argumentation, from Toulmin, and then heuristically developed techniques to refine our practice. Through collaborative self-study with a researcher, we draw on qualitative data to consider both what strategies were developed and how our collaboration supported our professional development. The strategies for teaching argumentation were through simplification and the use of metaphor. Collaboration was through inter-school support in developing and trying out new techniques. Significantly, we found that argumentation could be developed without explicitly teaching philosophy.

Leading impactful research: applying platform thinking to drive collaborative inquiry in the innovation field

PurposeThis study investigates the application of collaborative inquiry within innovation management, employing platform thinking to address challenges of generalizability and relevance. The aim is to integrate Collaborative Inquiry methods, characterized by participatory, diffuse, and reflective practices, to transform research into a tool for impactful change in organizations in the field of innovation management.Design/methodology/approachA longitudinal participatory case study approach focuses on the IDeaLs case—a research platform that collaborated with multiple companies over several years. The data gathered and analyzed comes from the research project within the research platforms over the first two editions and from the research platform management and coordination activities.FindingsThe study introduces the Collaborative Research Platform Approach (CRPA), demonstrating its effectiveness in addressing typical constraints of traditional research methodologies through a real-world application within the IDeaLs case. The findings highlight the CRPA's potential in fostering a dynamic, co-creative research environment that bridges theoretical knowledge with practical applications, thus enhancing both scholarly and organizational outcomes while pursuing a future change within the organizations.Research limitations/implicationsThere are two main research implications. First, it proposes platform thinking as a theoretical lens to read a multi-stakeholder phenomenon in the research domain, confirming its nature of value-creation mechanisms, using it outside the business model and strategic space. Second, it offers a methodological contribution by presenting the CRPA framework.Practical implicationsThe CRPA framework offers organizations a structured approach to managing collaborative research projects that align with both academic rigor and practical relevance. Companies engaged in the study reported enhanced ability to implement actionable insights from research, influencing real-time decision-making processes.Social implicationsBy fostering collaborative engagements across multiple stakeholders, the CRPA promotes a research culture that values inclusivity and practical impact, potentially leading to broader societal benefits through improved innovation management practices.Originality/valueThis paper contributes to the innovation management field by proposing the CRPA, which integrates principles of Platform Thinking with Collaborative Inquiry. This novel approach is designed to improve the applicability and scope of innovation research, offering a robust framework that enhances engagement and utility across academic and business domains. It uses platforms as a theoretical lens to read a multi-stakeholder environment in the research domain.

Limited evidence of test-retest reliability in infant-directed speech preference in a large preregistered infant experiment.

Test-retest reliability-establishing that measurements remain consistent across multiple testing sessions-is critical to measuring, understanding, and predicting individual differences in infant language development. However, previous attempts to establish measurement reliability in infant speech perception tasks are limited, and reliability of frequently used infant measures is largely unknown. The current study investigated the test-retest reliability of infants' preference for infant-directed speech over adult-directed speech in a large sample (N=158) in the context of the ManyBabies1 collaborative research project. Labs were asked to bring in participating infants for a second appointment retesting infants on their preference for infant-directed speech. This approach allowed us to estimate test-retest reliability across three different methods used to investigate preferential listening in infancy: the head-turn preference procedure, central fixation, and eye-tracking. Overall, we found no consistent evidence of test-retest reliability in measures of infants' speech preference (overall r=0.09, 95% CI [-0.06,0.25]). While increasing the number of trials that infants needed to contribute for inclusion in the analysis revealed a numeric growth in test-retest reliability, it also considerably reduced the study's effective sample size. Therefore, future research on infant development should take into account that not all experimental measures may be appropriate for assessing individual differences between infants. RESEARCH HIGHLIGHTS: We assessed test-retest reliability of infants' preference for infant-directed over adult-directed speech in a large pre-registered sample (N=158). There was no consistent evidence of test-retest reliability in measures of infants' speech preference. Applying stricter criteria for the inclusion of participants may lead to higher test-retest reliability, but at the cost of substantial decreases in sample size. Developmental research relying on stable individual differences should consider the underlying reliability of its measures.

Research analytics capabilities (RAC) survey: development, validation and revision using the Rasch model

PurposeThe research enterprise within higher education is becoming more competitive as funding agencies require more collaborative research projects, higher-level of accountability and competition for limited resources. As a result, research analytics has emerged as a field, like many other areas within higher education to act as a data-informed unit to better understand how research institutions can effectively grow their research strategy. This is a new and emerging field within higher education.Design/methodology/approachAs businesses and other industries are embracing recent advances in data technologies such as cloud computing and big data analytic tools to inform decision making, research administration in higher education is seeing a potential in incorporating advanced data analytics to improve day-to-day operations and strategic advancement in institutional research. This paper documents the development of a survey measuring research administrators’ perspectives on how higher education and other research institutions perceive the use of data and analytics within the research administration functions. The survey development process started with composing a literature review on recent developments in data analytics within the research administration in the higher education domain, from which major components of data analytics in research administration were conceptualized and identified. This was followed by an item matrix mapping the evidence from literature with corresponding, newly drafted survey items. After revising the initial survey based on suggestions from a panel of subject matter experts to review, a pilot study was conducted using the revised survey instrument and validated by employing the Rasch measurement analysis.FindingsAfter revising the survey based on suggestions from the subject matter experts, a pilot study was conducted using the revised survey instrument. The resultant survey instrument consists of six dimensions and 36 survey items with an establishment of reasonable item fit, item separation and reliability. This survey protocol is useful for higher educational institutions to gauge research administrators’ perceptions of the culture of data analytics use in the workplace. Suggestions for future revisions and potential use of the survey were made.Originality/valueVery limited scholarly work has been published on this topic. The use of data-informed and data-driven approaches with in research strategy within higher education is an emerging field of study and practice.

Contrasting extremely warm and long-lasting cold air anomalies in the North Atlantic sector of the Arctic during the HALO-(𝒜 𝒞)3 campaign

Abstract. How air masses transform during meridional transport into and out of the Arctic is not well represented by numerical models. The airborne field campaign HALO-(𝒜𝒞)3 applied the High Altitude and Long-range Research Aircraft (HALO) within the framework of the collaborative research project on Arctic amplification (𝒜𝒞)3 to address this question by providing a comprehensive observational basis. The campaign took place from 7 March to 12 April 2022 in the North Atlantic sector of the Arctic, a main gateway of atmospheric transport into and out of the Arctic. Here, we investigate to which degree the meteorological and sea ice conditions during the campaign align with the long-term climatology (1979–2022). For this purpose, we use the European Centre for Medium-Range Weather Forecasts (ECMWF) reanalysis v5 (ERA5), satellite data, and measurements at Ny-Ålesund, including atmospheric soundings. The observations and reanalysis data revealed two distinct periods with different weather conditions during HALO-(𝒜𝒞)3: the campaign started with a warm period (11–20 March 2022) where strong southerly winds prevailed that caused poleward transport of warm and moist air masses, so-called moist and warm air intrusions (WAIs). Two WAI events were identified as atmospheric rivers (ARs), which are narrow bands of strong moisture transport. These warm and moist air masses caused the highest measured 2 m temperatures (5.5 °C) and daily precipitation rates (42 mm d−1) at Ny-Ålesund for March since the beginning of the record (1993). Over the sea ice northwest of Svalbard, ERA5 indicated record-breaking rainfall. After the passage of a strong cyclone on 21 March 2022, a cold period followed. Northerly winds advected cold air into the Fram Strait, causing marine cold air outbreaks (MCAOs) until the end of the campaign. This second phase included one of the longest MCAO events found in the ERA5 record (19 d). On average, the entire campaign period was warmer than the climatological mean due to the strong influence of the ARs. In the Fram Strait, the sea ice concentration was well within the climatological variability over the entire campaign duration. However, during the warm period, a large polynya opened northeast of Svalbard, untypical for this season. Compared to previous airborne field campaigns focusing on the evolution of (mixed-phase) clouds, a larger variety of MCAO conditions was observed during HALO-(𝒜𝒞)3. In summary, air mass transport into and out of the Arctic was more pronounced than usual, providing exciting prospects for studying air mass transformation using HALO-(𝒜𝒞)3.

A dialogic approach to transform teaching, learning & assessment with generative AI in secondary education: a proof of concept

ABSTRACT This paper explores the pedagogical potential of Generative Artificial Intelligence (GenAI) in secondary education through a dialogic approach to teaching, learning and assessment. It presents an ongoing action research project in collaboration with a high school in Western Australia, involving four teachers to integrate GenAI in their classrooms. The study aims to develop and evaluate innovative pedagogies for leveraging GenAI to enhance educational practices and student learning outcomes across three action research teams focusing on critical questioning, assessment and differentiation. Drawing on Bakhtin’s concept of heteroglossia, the study conceptualizes GenAI not as a definitive knowledge provider but as a dialogic agent that facilitates collaborative dialogue and co-construction of knowledge among students. This perspective aims to encourage students to critically engage with AI-generated content and integrate multiple viewpoints into their learning, thus fostering key epistemic skills. Initial findings demonstrate active student engagement in dialogues with GenAI, highlighting the use of follow-up questions that indicate critical thinking and creativity. These findings underscore the significance of integrating multiple perspectives and fostering epistemic skills among students, promoting a comprehensive and ethical approach to AI use in education. The research calls for further exploration of GenAI’s pedagogic potential and its broader implications for educational practices, suggesting a promising avenue for pedagogical innovation and the development of critical thinking skills in the digital age.

UVLHub: A feature model data repository using UVL and open science principles

Feature models are the de facto standard for modelling variabilities and commonalities in features and relationships in software product lines. They are the base artefacts in many engineering activities, such as product configuration, derivation, or testing. Concrete models in different domains exist; however, many are in private or sparse repositories or belong to discontinued projects. The dispersion of knowledge of feature models hinders the study and reuse of these artefacts in different studies. The Universal Variability Language (UVL) is a community effort textual feature model language that promotes a common way of serializing feature models independently of concrete tools. Open science principles promote transparency, accessibility, and collaboration in scientific research. Although some attempts exist to promote feature model sharing, the existing solutions lack open science principles by design. In addition, existing and public feature models are described using formats not always supported by current tools. This paper presents ▪ , a repository of feature models in UVL format. ▪ provides a front end that facilitates the search, upload, storage, and management of feature model datasets, improving the capabilities of discontinued proposals. Furthermore, the tool communicates with Zenodo – one of the most well-known open science repositories – providing a permanent save of datasets and following open science principles. ▪ includes existing datasets and is readily available to include new data and functionalities in the future. It is maintained by three active universities in variability modelling.

Investigating stakeholder rationales for participating in collaborative interactions at the policy–science nexus

Contemporary politics has become increasingly reliant on scientific knowledge. In evidence-based policymaking, science is invoked to address complex, ‘wicked’ problems. Yet, policymakers do not necessarily base decisions on the best-available evidence, and models of knowledge used in policymaking have long been criticised as simplistic. Therefore, collaboration with non-scientific actors has emerged as a possible way forward. On both sides of the policy–science nexus, collaborative interactions are extended to include ‘stakeholders’ to improve the impact of knowledge (that is, its usability and applicability). And while stakeholder involvement often follows this overarching justification, the question of stakeholder rationales for participating in these processes has previously received little scholarly attention. To address this gap, this article analyses stakeholder rationales, asking why organisations get involved in collaborative research. The theoretical expectations about divergent organisational rationales, drawing on theories of institutional and organisational logics, are investigated through an exploratory case study of stakeholders engaged in collaborative research projects in Norway. The theoretical and empirical analysis form the basis for a proposed new typology of stakeholder rationales. In this way, the article contributes towards the development of better tools for understanding and assessing the sources and potential pathways of knowledge, shaped by self-interested actors, making its way into policymaking processes, often as ‘neutral’ evidence.

Columns: Reimagining Research: Research for School Policy: Students Propose Guidelines for Artificial Intelligence

Amy Matthusen describes how she asked her students to help develop her school’s artificial intelligence policy through an extensive collaborative research project.

A collaborative approach to help future teachers plan their teaching: the Prep.AR tool

ABSTRACT The planning of lessons holds a significant place in the training of future teachers, but it also presents various challenges, such as the integration of innovative pedagogical practices advocated in the training programme and the resulting cognitive overload. Differences among trainers regarding preferred practices create uncertainties for prospective teachers. To address these issues, we conducted a collaborative three-year research project. The group, dubbed GCEO, consisted of trainers, teachers, students, and researchers. The research led to a consensus on the practices to be incorporated into teacher training, while recognising the diversity of perspectives and contexts. This consensus, following the research-development principle, materialised through the co-construction of a tool to guide future teachers through the planning stages. We’ve called the tool, Prep.AR. Prep.AR is an acronym that stands for Prepare Action Reflection. It contains various parts. These parts are part of a whole that considers all planning to be based on three types of knowledge: the context, the classroom environment and the learners themselves. Although the tool represents a significant advancement, challenges remain, including its adaptation to different educational contexts and the assessment of its actual impact. Nevertheless, the collaborative approach adopted establishes a crucial link between theory and practice in teacher education.

Importance of English in International Science Research Collaboration

Importance of English in International Science Research Collaboration

Fostering Resilient and Sustainable Rural Development through Nature-Based Tourism, Digital Technologies, and Built Heritage Preservation: The Experience of San Giovanni Lipioni, Italy

Situated in the province of Chieti, Italy, San Giovanni Lipioni is a representative case of depopulation, mirroring the challenges numerous rural areas across Europe face. In this regard, the present paper describes the activities of a four-year research project in collaboration with a territorial promotion association and a local action group (LAG) aimed at fostering the sustainable development of the territory, focusing on nature-based tourism, digital-based communication and activation strategies, and the preservation of built heritage. A multidisciplinary approach is employed, delving into three distinct levels, as follows: (i) a comprehensive analysis of the built heritage and the tangible and intangible culture; (ii) the activation of the nature hiking trails between surrounding municipalities; and (iii) an exploration of digital communication strategies for tourism promotion and territorial reactivation.