Cooperative Inquiry Research Articles

How to enable human-centric collaboration in social product development paradigm: A practical and theoretical exploration

Since 2012, social product development (SPD) has emerged as a potential paradigm for new product development (NPD). However, the emerging SPD practices are difficult to remain and promote after their early success. The lack of sustainable human-centric collaborative settings will hinder the release of crowd-based collective intelligence in NPD. Currently, the core mechanisms of human-centric collaboration (HCC) in SPD are not clear. To narrow the gap between theory and practice, a two-way empirical study is conducted through an in-deep industrial practice investigation and theory-oriented research based on cooperative inquiry. An extreme case of a famous automotive company is sampled as the object of the cooperative inquiry. The proposed theoretical models are verified by two real SPD pilot projects. Inspired by the discipline of Collaborative Engineering, this study explores the HCC issues and it core mechanisms in the context of SPD. Two novel foundation theoretical models are developed to address the focused scientific problem and engineering challenge. A bottom-up model is developed to structurally elicit the HCC requirements and develop reasonable information modules for specific HCC work practices. A top-down model is developed to improve the manageability and reusability of the learnable experience from historical HCC work practices for better business-technology-system alignment. This study put forward novel theoretical models for designing and deploying collaborative work practices for HCC in SPD. A classification-based Descriptive Model of Collaboration (DMoC) is proposed, which is domain-agnostic and customized for SPD requirements. Our model inherits and outperforms in modelling capability than five other proven modelling approaches.

A Pathway for Advance Care Planning Co-Developed by Service Users and Interdisciplinary Healthcare Professionals in Older Persons Mental Health

Abstract Background Advance Care Planning (ACP) has been recognised as an effective mechanism for decision-making, maintaining autonomy, and ensuring that end-of-life care is aligned with an individual’s will and preference. However, healthcare professional's (HCPs) lack of confidence and knowledge has been cited as a barrier to practice. Furthermore, there are currently no widely accepted guidelines for ACP in health service settings (Barnett et al., 2024[1]). A key aim of the second stage of a three-stage action research study was to co-design a pathway to support ACP practice in a Mental Health Service for Older Persons. Reference [1] Barnett, M.D., Bennett-Leleux, L.J. & Guillory, L.A. (2024) End-of-life treatment preferences and ACP among older adults, Death Studies, 48:2, 95-102. Methods The pathway was developed through cooperative inquiry (CI), a collaborative research approach. The CI group involved three service users (one with dementia family carer experience), and six interdisciplinary HCPs coming together as co-subjects and co-researchers. Five in-person CI meetings were convened. Results The CI group co-developed a person-centred pathway encompassing a tiered approach to ACP, which would be a source of guidance and support for service users, family carers and HCPs. Key components include training and education for HCPs to enhance confidence and skills; a Padlet online platform to host resources for service users and family carers; and facilitated interventions based on the individual needs of service users, including potentially additional accompanying documentation to capture mental health needs. An interdisciplinary approach to facilitating ACP engagement, with social work taking a lead role was also suggested. Conclusion The pathway was identified as an effective approach to embedding ACP practice in older persons mental health, through a tiered person-centred framework catering to the needs of both service users, and the training needs of staff. The pathway is proposed as potentially adaptable to other older persons services to support ACP engagement.

Three exemplars of Church and agency partnerships growing hope in uncertain times: a practical theology conversation

ABSTRACT Disruptive social, health and environmental changes are currently creating global uncertainty. In response, the two authors – an ordained Minister and a Christian social worker – undertook a multidisciplinary cooperative inquiry into the research question: With a focus on three exemplars, how do churches and associated care agencies create communities of hope in the current uncertain times? This research involved reflecting on three case studies, from two Anglican Dioceses of Australia. The case studies illustrate the practical and transformational nature of church and agency partnerships that can create Christian communities of hope. The key themes regarding creating communities of hope are sacrificial volunteering that promotes the well-being of others, engaging First Nations people’s leadership and local knowledge, and hearing the need and partnering to equally promote physical and spiritual flourishing. We propose creating inclusive, loving and kind communities of hope for every individual that holistically meets the needs of people, to be consistent with Christ’s ministry in these current times. Hope can grow when people have the option of an empowering community space where they can choose or be invited to explore questions regarding faith in Jesus and identity whilst having their practical needs fully met.

Reflecting on Social Work Practice in the Northern Territory, Australia*

ABSTRACT At the core of practice for many non-Indigenous Australian social workers is learning how to work in deeply respectful, culturally appropriate ways alongside First Nations Peoples. Larrakia and Warumungu woman, and Northern Territory social work scholar, Dr Christine/Karen King’s (2011) writings provided the impetus for this inquiry. King (2011) invites social workers to critically reflect on their practice and worldviews. Responding to this invitation, 10 non-Indigenous social workers with policy, academic, and/or practice experience conducted a co-operative inquiry into the question “What have we learnt about practising social work in the Northern Territory, Australia?” We explored the uniqueness of the Northern Territory and identified three interwoven themes. The first theme grounds our practice to Place—on Country. Here, we identified the importance of engaging with the diverse histories of the Peoples we work alongside. Second, we reflected on our vulnerability as social workers and explored the limitations of our professional knowledge base for working with First Nations Peoples. The third theme relates to the importance of engaging with First Nations Peoples’ worldviews. We conclude by affirming the importance of social work practice being led by First Nations People on Country. IMPLICATIONS Social workers working in the Northern Territory alongside First Nations Peoples will benefit from engaging with vulnerability, reflexivity, and critical reflection on their values, understandings, language, and unexamined aspects of practice and cultural self. Social workers in the Northern Territory need to commit to ongoing learning and ground their practice with First Nations’ worldviews and wisdom.

Pressure ulcer prevention for people with long-term neurological conditions (LTNCs) who self-manage care and live at home

AimTo develop a Theory of Change (ToC) pathway to facilitate the development of a multi-component intervention package supporting pressure Ulcer (PU) risk identification and management, in partnership with people with Long Term Neurological Conditions (LTNC) who self-manage care and live at home, their informal carers and PAs. MethodsA participatory approach, with extensive input from those whose lives are the focus of the research, was used throughout the 4 interlinked work packages (WP):•WP1 – Development of two co-operative Inquiry Groups (CIGs)•WP2 - Semi-structured interviews and/or app participation•WP3– Professional and strategic stakeholder engagement•WP4–Systems mapping and Theory of Change (ToC pathway developmentIterative data analysis was undertaken with emerging findings from each WP informing subsequent stages of the study. FindingsOverall, 74 participants contributed across the 4 WPs, incorporating 31 Service Users (SU), 8 carers, 9 Personal Assistants (PAs) and 26 professional stakeholders. We identified 8 key themes related to PU prevention, incorporating, learning, safe routines, third sector and peer support, navigating complex systems, adapting and reacting to change, perceptions of risk, risk negotiation and supporting roles. The findings indicate systemic and professional barriers which hamper people's ability to self-care and seek help. ConclusionsThe study highlights the complexities and impact of managing PU prevention activities at home for people with LTNC and areas of learning for health professionals and systems. By understanding these complexities we developed a systems map, identified resource requirements and illustrated a Theory of Change (ToC) pathway, to underpin future work to develop and user test an interactive, multi-component intervention.

Task-Driven Collaborative Inquiry Teaching Method in Modern Educational Technology Instruction at Universities

With the expanding application of information technology in scientific and technological development, it has had a significant impact on students' growth and development and has become a necessary skill for future employment of university students. In response to this situation, higher education has attached great importance to the influence of information technology on teaching and has introduced the course of modern educational technology, which is an important component of the current curriculum system in universities. The purpose of offering this course is to cultivate students' basic teaching skills and enable them to use information technology for teaching. Among the various teaching methods, the task-driven teaching method is practical and interesting, as it can stimulate students' enthusiasm and initiative to learn. Considering the current situation of modern educational technology instruction in universities, a new teaching method has been developed by integrating task-driven instruction with collaborative inquiry, which enhances the effectiveness of teaching by involving students in completing tasks and engaging in cooperative inquiry with their peers. This article provides an overview of the task-driven teaching method, analyzes the current status of modern educational technology instruction, clarifies the implementation process of the task-driven collaborative inquiry teaching method, and proposes strategies for implementing the task-driven collaborative inquiry teaching method in modern educational technology instruction at universities, aiming to provide references for such instruction.

Transforming teaching through cooperative inquiry: meaningful research for university teachers

ABSTRACT In this article, seven participants from nursing, social work, accounting, fine arts, bioscience, and learning support disciplines share insights gained through participation in a transdisciplinary cooperative inquiry research group aimed at developing excellence in teaching. This Cooperative Inquiry for Reflection and Collaboration on Learning Effectiveness (CIRCLE) group promoted transformation of individual participants’ teaching as well as development of interdepartmental collaboration and camaraderie within the context of contemporary, performance-based academic environments. Collaborative, pedagogical, action research was undertaken through cooperative inquiry (CI) to explore transformative learning activities that increased teachers’ and students’ engagement while covering prescribed learning outcomes using creative approaches. The results are presented in a reflexive, collaborative autoethnography through seven authentic teacher stories. Reflections on the process and the impact of being in the research group provide evidence of the potential transdisciplinary, CI research groups offer to enhance research and teaching outcomes in higher education. These findings are significant internationally in light of the necessity to meet the increasing expectations of all stakeholders in the global tertiary education sector.

Insider action research in palliative care – the challenges of implementing digital health in a hospice organisation in the UK

This paper describes the first-person experience of being a medical consultant and novice action researcher in a UK hospice setting. A new digital IT system resulted in unexpected changes to productivity. An action research methodology using cycles of co-operative inquiry with hospice staff was chosen to investigate. The new technology caused fears among hospice nurses that the authenticity of the hospice ethos would be lost. The hospice staff were concerned about the loss of their role and identity. Action cycles were used to positively transform the hospice nursing structure and admission process

Mental Health Social Work Practice: Navigating Tensions

Abstract The United Nations Special Rapporteur has called for ‘a revolution in mental health care to end decades of neglect, abuse and violence…enabl[ing] a long overdue shift to a rights-based approach’ (United Nations Human Rights Office of the High Commissioner, 2017). Principles underpinning social work practice with people living with mental distress who receive diagnoses such as schizophrenia, personality disorders and bipolar disorder, align with sought after changes. Using Cooperative Inquiry and referring to the Model of Holistic Competence in Social Work, this study investigated mental health social work seeking to foster this shift. Findings confirmed inherent discordance between social work values and mental health care dominated by biomedical and neoliberal views. Upholding social work values in this context involves complex practice, integrating procedural and meta-competencies. By incorporating skills in relational practice and advocacy; knowledge of multiple explanatory frameworks for mental health and mental health systems literacy; self-regulation; fostering tenacity whilst addressing ‘othering’; and judgement informing choices around conformity and confrontation, social work navigates tensions associated with this discordance. This paper highlights the nature of values-based social work practice as aligned with mental health reforms.

The lived experience of rural churches pastorally caring for farmers and graziers: a practical theology conversation

ABSTRACT This article presents a conversation between a grazier, two farmers (one ordained), a rurally based chaplain, and a social worker regarding rural church engagements. Inspired by practical theology, these collaborators address the research question: From the perception of the co-authors, how does the Anglican Church of Australia engage with farmers and graziers in rural, regional and remote locations? Utilising the co-operative inquiry methodology, this empirical research reminds us of the strengths of the rural Anglican church despite its fragility. It highlights that the church is an important and unique space where people in a community can explore existential crises and theological questions. Based on the authors’ experiences and reflections, the rural Anglican church can contextualise the gospel and give members a sense of belonging while engaging with the beauty and transitions of rural living. It can also provide practical and pastoral care for members transitioning through family tragedy, anxiety or the potentially traumatic experience of farm succession planning.

Ready, set, co(produce): a co-operative inquiry into co-producing research to explore adolescent health and wellbeing in the Born in Bradford Age of Wonder project

BackgroundCo-production of research with communities and stakeholders is recognised as best practice, but despite this, transparent reporting and reflective accounts on co-producing research is lacking. Born in Bradford Age of Wonder (AoW) is a large longitudinal health research project, following the health trajectories of up to 30,000 young people across the Bradford district; moreover, AoW has been entirely co-produced with teachers, parents, and young people. This paper describes the co-production of the Born in Bradford Age of Wonder (AoW) project and shares general reflections on co-production from peer researchers involved in co-producing AoW.MethodsA co-operative inquiry (CI) approach was used to gather written reflections on co-production from ten peer researchers (one teacher, one parent, eight young people) involved in co-producing the AoW project. Written reflections were collected and rough “themes” were identified using thematic analysis.ResultsFour key ‘themes’ were identified: (1) promoting young people’s voice and views (2) identifying impacts of co-production, (3) fostering a collaborative ethos, and (4) suggested improvements to the co-production work in AoW. Peer researchers’ reflections highlighted how co-production can positively impact research projects such as AoW, whilst also holding broader benefits including giving young people a voice, facilitating their personal development, and fostering a collaborative ethos both within AoW and with partner organisations. Suggested improvements to AoW co-production included supporting greater numbers of young people and researchers to engage in co-production, organising more regular sessions, and establishing clearer communication channels.ConclusionsPeer researchers’ reflections highlight positive impacts of engaging in co-production, both for research projects (including AoW) and for peer researchers’ personal and professional development. That said, continued efforts are needed in AoW to meet young people’s needs and interests, maintain trusting relationships, and foster sustained growth of co-production efforts within and beyond the AoW project. Evaluation of AoW co-production, along with wider partnership building are key to these efforts.

Co-operative inquiry: Qualitative methodology transforming research ‘about’ to research ‘with’ people

Co-operative inquiry, pioneered by Heron and Reason, is a qualitative, participatory methodology that powerfully transforms research from inquiring about people to inquiring with people. Contemporary qualitative research is increasingly trending from studying others to engaging all participants in research processes as equal collaborators. Consequently, many qualitative researchers are looking to participatory methodologies such as co-operative inquiry to create authentic research partnerships between researchers, professional practitioners and people with lived experience. This methodology engages participants in the entire research process as co-researchers, co-inquirers, co-participants and co-authors, generating new knowledge by analysing rich understandings of people and their experiences. This article analyses and self-evaluates four co-operative inquiries. They demonstrate the utility, accessibility and knowledge base of the methodology, its ethical strengths, and how it is particularly appropriate for fostering co-design and co-production by eliciting varied and broad perspectives regarding complex phenomena.

The Feasibility of Problem-based Learning (PBL) in Junior High School English Teaching—A Case Study of Seventh Grade English Grammar Class

This study explores the application of Problem-based Learning (hereinafter referred to as PBL) in junior high school English grammar teaching. Currently, English teaching in junior high schools in China is undergoing reform, emphasizing that English education should not only serve as a communication tool but also focus on cultivating students' core literacy. Originating in medical education, the PBL model has expanded to language teaching, highlighting student-centered, cooperative inquiry, and problem-solving. Through empirical case analysis, this study examines the effectiveness of PBL in enhancing students’ language skills, cultural awareness, thinking quality, and learning capabilities. The study finds that the PBL model can stimulate students’ interest, promote active learning, and critical thinking, but it also sets higher requirements for teacher quality and the teaching environment. The conclusion indicates that the PBL model is in line with the cultivation of English subject core literacy, which is beneficial for the comprehensive development of students and provides an effective way for holistic education.

The transformation of sustainable lifestyle practices in ecoclubs

The lifestyle and consumption habits of individuals are crucial in the question of ecological sustainability. Current consumption patterns need to be changed, requiring societies to shift cultural norms and create new consumer habits which are within planetary boundaries. In the practices of teaching sustainable consumption in higher education participatory and action-oriented research and teaching methods can facilitate the transition towards a more sustainable lifestyle for students. In this paper, we present a method operating at the boundary of education and research, the so-called ecoclubs, based on the characteristics of cooperative inquiry and transformative learning. Ecoclubs enable systematic and democratic knowledge creation to achieve concrete social change. In this paper, we explore how the method can promote transformation in the knowledge, attitude and everyday practices of the participating students regarding a sustainable lifestyle. To analyse the transformative potential of ecoclubs we used qualitative content analysis on 38 semi-structured interviews and reflection diaries of co-researchers of ecoclubs. The results show that according to the members of the ecoclubs, the most important characteristics of this non-formal education are the community, autonomy of decision-making, knowledge sharing and experience-based format. From the students' point of view, these characteristics can contribute to their higher level of engagement with sustainability and additional changes in their lifestyle.

Interweaving Narratives of Lived Experience in Mental Health Social Work Curriculum

ABSTRACT This study explored the metacurriculum of an undergraduate mental health social work subject that was developed and delivered collaboratively by lived experience and social work academics in a regional Australian university. Metacurriculum refers to implicit messages about how students learn how to learn that is, the ontological and epistemological positioning of curriculum. In this subject, students were invited to reflect on multiple, diverse, lived-experience narratives of mental distress as they developed their understanding of mental health social work practice. Using cooperative inquiry, we collectively critically reflected on the experience of teaching and learning with this curriculum. Coresearchers included a student who had completed the subject; a mental health social work practitioner/tutor, a social work academic, and a lived-experience academic who coproduced the subject material; and mental health academics acting as critical friends. Findings revealed engaging with lived-experience narratives was experienced as generating compassion for all humanity; challenging stigma by sharing the responsibility of positioning; and enabling critically reflexive dialogue. We concluded that diverse, lived-experience narratives can be incorporated to enact metacurriculum that aligns social work teaching and learning with emerging transformative approaches to mental health. IMPLICATIONS Incorporating diverse narratives of mental distress into curriculum can highlight the operation of intersectionality and privilege. Engaging with multiple narratives of mental distress undermines the binary construction of “them” and “us”. Metacurriculum enacting inclusive, collaborative knowledge development aligns teaching and learning with transformative mental health.

A qualitative exploration of community mobility experiences of wheelchair users.

Freedom of movement, which is dependent on community mobility, is a key contributor to good quality of life and important in the establishment of a person's community identity. To describe the community mobility experiences of wheelchair users who lived in a socio-economically challenged setting. The study setting was Paarl, a peri-urban area of the Western Cape province of South Africa. This article reports findings from phase 1 (a reflection on past community mobility and minibus taxi use experiences) of cycle 1 of a co-operative inquiry. Nine adult wheelchair users, eight caregivers, six minibus taxi drivers, and four community stakeholders participated. Data were collected during a focus group discussion and analysed using inductive thematic analysis. Four themes, 'Knowledge, attitudes, and actions', 'Natural, manmade and mechanical environmental barriers', 'Health and safety concerns' and 'Poor community participation and quality of life' were identified. The themes showed how difficult an everyday activity like moving around in the community were for wheelchair users, and how that limited their community involvement. Wheelchair users living in a low-income peri-urban area struggled to participate in community activities meaningful to them because various barriers hampered community wheelchair mobility and minibus taxi use. The findings regarding community mobility struggles and specifically minibus taxi access guided specific recommendations and the further phases and cycles of the co-operative inquiry. The purpose of the co-operative inquiry was to allow co-researchers to find their voice and develop solutions to minibus taxi access for wheelchair users.

Empowering marginalised groups through co-operative inquiry: Illustrated by a practical example.

Cooperative inquiry gives a voice to marginalised groups and breaks down power imbalances which makes it suitable for researching practical issues at community level. The objective of this article is to illustrate how cooperative inquiry can be utilised to empower members of marginalised communities in facilitating social change. The study setting is in Paarl, Western Cape, South Africa. A cooperative inquiry methodology was used. The inquiry group consisted of wheelchair users (9), their care givers (8), taxi drivers (7) and stakeholders (4). Data collection comprised 16 sessions, alternating between action and reflection. Inductive thematic analysis of data of all the phases was done to ensure that cooperative inquiry gives voice to marginalised communities. The four themes that is, practical arrangements, understanding process, purpose, bonding and a cohesive group were identified. The themes showed progress from logistics, through individual understanding, to the group becoming one, and working together. Each of these phases is important in the development of a cooperative inquiry. Cooperative inquiry methodology can bring people together in a positive way to facilitate social change, and developing practical solutions to challenges. Making use of a cooperative inquiry methodology to bring social change, minibus taxi services can be made accessible for wheelchair users. Concepts of social justice and decolonisation were imbued in the methodology.

Creative activities as intervention - Exploring occupational therapists' narrative reasoning.

Creative activities as intervention (CaI) in mental health promotes recovery and is an important part of occupational therapy practice. Yet few studies have explored occupational therapists' reasoning about using CaI to trace tacit knowledge. The aim of this study was to explore occupational therapists' reasoning on rationale and motives in co-creating a model (the CreActivity model) for CaI as a resource in mental health rehabilitation. Co-operative inquiry and narrative theory provided the methodology for exploring eight occupational therapists' narrative reasoning in the process of co-creating a model. Data were generated via ethnographic methods from seven co-operative inquiry group meetings and analysed through narrative analysis. The occupational therapists' reasoning in using creative activities comprised building relationships and opportunity for activity. Motivating and engagement by finding 'cracks' and stories bridging action with the past and future using creative activities were used to create reflection, development, and empowerment. Identifying the narrative layers of occupational therapists' reasoning on achieving core dimensions of occupational therapy may enable and support occupational therapists in the use of creative activities as intervention.

The Benefits of Cooperative Inquiry in Health Services Research: Lessons from an Australian Aboriginal and Torres Strait Islander Health Study.

Health services research is underpinned by partnerships between researchers and health services. Partnership-based research is increasingly needed to deal with the uncertainty of global pandemics, climate change induced severe weather events, and other disruptions. To date there is very little data on what has happened to health services research during the COVID-19 pandemic. This paper describes the establishment of an Australian multistate Decolonising Practice research project and charts its adaptation in the face of disruptions. The project used cooperative inquiry method, where partner health services contribute as coresearchers. When the COVID-19 pandemic hit, data collection needed to be immediately paused, and when restrictions started to lift, all research plans had to be renegotiated with services. Adapting the research surfaced health service, university, and staffing considerations. Our experience suggests that cooperative inquiry was invaluable in successfully navigating this uncertainty and negotiating the continuance of the research. Flexible, participatory methods such as cooperative inquiry will continue to be vital for successful health services research predicated on partnerships between researchers and health services into the future. They are also crucial for understanding local context and health services priorities and ways of working, and for decolonising Indigenous health research.

Improving family social and mental wellbeing in the COVID-19 pandemic and beyond: the case for deep listening

ABSTRACT Within mental health systems, families are often poorly integrated into planning and treatment yet tasked with unsustainable care and support responsibilities. The COVID-19 pandemic exacerbated impacts on families’ social and mental wellbeing. This study explores understanding family experiences through a co-operative inquiry methodology with staff who facilitated 26 meetings with over 300 mental health family, carer, and supporter participants. Deeper listening of challenges experienced by families, strengths and creativity in coping and recommendations for system reform have been reflected on through three cycles of inquiry: 1. Sharing experiences, 2. Discerning key messages, and 3. Consensus building towards the final text.