Equitable Collaboration Research Articles

Beyond Incentives for Involvement to Compensation for Consultants: Increasing Equity in CBPR Approaches

Community-based participatory research (CBPR) strives for equitable collaboration among community and academic partners throughout the research process. To build the capacity of academia to function as effective research partners with communities, the North Carolina Translational and Clinical Sciences Institute (NC TraCS), home of the University of North Carolina at Chapel Hill (UNC-CH)'s Clinical and Translational Sciences Award (CTSA), developed a community engagement consulting model. This new model harnesses the expertise of community partners with CBPR experience and compensates them equitably to provide technical assistance to community-academic research partnerships. This paper describes approaches to valuing community expertise, the importance of equitable compensation for community partners, the impact on the community partners, opportunities for institutional change, and the constraints faced in model implementation. Community Experts (CEs) are independent contractor consultants. CEs were interviewed to evaluate their satisfaction with their engagement and compensation for their work. (1) CEs have knowledge, power, and credibility to push for systems change. (2) Changes were needed within the university to facilitate successful consultation to community-academic partnerships. (3) Sustaining the CE role requires staff support, continued compensation, increased opportunities for engagement, and careful consideration of position demands. (4) The role provides benefits beyond financial compensation. (5) Opportunities to gather deepened relationships within the partnership and built collective knowledge that strengthened the project. Leveraging CE expertise and compensating them for their role benefits both university and community. Creating a place for community expertise within academia is an important step toward equitably including the community in research.

Enhancing research capacity across healthcare and higher education sectors: development and evaluation of an integrated model

BackgroundWith current policy in healthcare research, in the United Kingdom and internationally, focused on development of research excellence in individuals and teams, building capacity for implementation and translation of research is paramount among the professionals who use that research in daily practice. The judicious use of research outcomes and evaluation of best evidence and practice in healthcare is integrally linked to the research capacity and capabilities of the workforce. In addition to promoting high quality research, mechanisms for actively enhancing research capacity more generally must be in place to address the complexities that both undermine and facilitate this activity.MethodsA comprehensive collaborative model for building research capacity in one health professional group, speech and language therapy, was developed in a region within the UK and is presented here. The North East of England and the strong research ethos of this profession in addressing complex interventions offered a fertile context for developing and implementing a model which integrated the healthcare and university sectors. Two key frameworks underpin this model. The first addresses the individual participants’ potential trajectory from research consciousness to research participative to research active. The second embeds a model developed for general practitioners into a broader framework of practice-academic partnership and knowledge and skills exchange, and considers external drivers and impacts on practice and patient outcomes as key elements.Results and discussionThe integration of practice and academia has been successful in building a culture of research activity within one healthcare profession in a region in the UK and has resulted, to date, in a series of research related outcomes. Understanding the key components of this partnership and the explicit strategies used has driven the implementation of the model and are discussed here.ConclusionsA strong, equitable collaboration between clinical and academic partners working towards a common outcome can enhance the use of research within the healthcare workforce and contribute actively to the research process. A set of propositions are specified to facilitate both transferability of this partnership model to other professional groups and clinical teams and evaluation of the model components.

Youth as Partners, Participants or Passive Recipients: A Review of Children and Adolescents in Community‐Based Participatory Research (CBPR)

Community-based participatory research (CBPR) is an orientation to research that places value on equitable collaborations between community members and academic partners, reflecting shared decision making throughout the research process. Although CBPR has become increasingly popular for research with adults, youth are less likely to be included as partners. In our review of the literature, we identified 399 articles described by author or MeSH keyword as CBPR related to youth. We analyzed each study to determine youth engagement. Not including misclassified articles, 27 % of percent of studies were community-placed but lacked a community partnership and/or participatory component. Only 56 (15 %) partnered with youth in some phase of the research process. Although youth were most commonly involved in identifying research questions/priorities and in designing/conducting research, most youth-partnered projects included children or adolescents in several phases of the research process. We outline content, methodology, phases of youth partnership, and age of participating youth in each CBPR with youth project, provide exemplars of CBPR with youth, and discuss the state of the youth-partnered research literature.

The impact of the United Nations Convention on Biological Diversity on natural products research

The discovery and development of novel, biologically active agents from natural sources, whether they be drugs, agrochemicals or other bioactive entities, involve a high level of interdisciplinary as well as international collaboration. Such collaboration, particularly at the international level, requires the careful negotiation of collaborative agreements protecting the rights of all parties, with special attention being paid to the rights of host (source) country governments, communities and scientific organizations. While many biodiversity-rich source countries currently might not have the necessary resources for in-country drug discovery and advanced development, they provide valuable opportunities for collaboration in this endeavor with research organizations from more high-income nations. This chapter discusses the experiences of the US National Cancer Institute and the US government-sponsored International Cooperative Biodiversity Groups program in the establishment of international agreements in the context of the Convention of Biological Diversity's objectives of promoting fair and equitable collaboration with multiple parties in many countries, and includes some specific lessons of value in developing such collaborations.

A Dialogic Inquiry Approach to Working with Teachers in Developing Classroom Dialogue

Background/Context This article describes how we refined an innovative methodology for equitable collaboration between university researchers and classroom practitioners building and refining theory together. The work builds on other coinquiry models in which complementary professional expertise is respected and deliberately exploited in order to question, understand, and improve practice. Drawing on research using digital video to help make explicit teachers’ pedagogical rationale, our approach involved intensive critical scrutiny of video recordings of teachers’ own and others’ practices. Purpose/Objective/Research Question/Focus of Study The study explored and reformulated definitions of classroom dialogue—in which teachers and students exchange, evaluate, and build on ideas—in the context of interactive whiteboard (IWB) use. This article focuses on the collaborative theory-building process itself, whose aim was to exploit insights derived from research to stimulate and inform thinking, guide principled development of new classroom practices, and refine the theory. Population/Participants/Subjects Three university researchers and three (primary, middle and secondary school) United Kingdom teachers, along with their students aged 10–14, took part in the research. The teachers were all experienced, reflective practitioners with an established dialogic pedagogy. They taught personal education, English, and history. Research Design A case study design was used to collect qualitative observational data. A series of three in-depth workshops focused on the construct of dialogue and critiqued associated literature. Subsequent joint review of lesson videos and other data plus two further workshops served to characterize effective strategies for supporting dialogue. Data Collection and Analysis The three initial workshops prepared teachers to design and teach three consecutive lessons employing a dialogic approach supported by IWB use. Teacher and university researcher pairs jointly reviewed the lesson videos, along with unstructured teacher diaries, interviews (three per teacher), and other contextualizing data, and two further team workshops took place. Cross-case analysis of the data, including interview and workshop transcripts, follow-up questionnaires, and accreditation reports, characterized teacher perspectives on the reflexive—and itself dialogic—coinquiry process and its outcomes. Conclusions Preconditions, critical features, and scalable benefits of our evolving approach are identified for other research partnerships. The process additionally yielded negotiated, recontextualized understandings of dialogue and strategies for fostering dialogic pedagogy. These were framed in accessible language, spontaneously shared within the schools and adapted for wider use, thus forming a springboard for further critique and modification in new settings.

Collaboration Between Traditional Practitioners and Primary Health Care Staff in South Africa: Developing a Workable Partnership for Community Mental Health Services

The majority of the black African population in South Africa utilize both traditional and public sector Western systems of healing for mental health care. There is a need to develop models of collaboration that promote a workable relationship between the two healing systems. The aim of this study was to explore perceptions of service users and providers of current interactions between the two systems of care and ways in which collaboration could be improved in the provision of community mental health services. Qualitative individual and focus group interviews were conducted with key health care providers and service users in one typical rural South African health sub-district. The majority of service users held traditional explanatory models of illness and used dual systems of care, with shifting between treatment modalities reportedly causing problems with treatment adherence. Traditional healers expressed a lack of appreciation from Western health care practitioners but were open to training in Western biomedical approaches and establishing a collaborative relationship in the interests of improving patient care. Western biomedically trained practitioners were less interested in such an arrangement. Interventions to acquaint traditional practitioners with Western approaches to the treatment of mental illness, orientation of Western practitioners towards a culture-centred approach to mental health care, as well as the establishment of fora to facilitate the negotiation of respectful collaborative relationships between the two systems of healing are required at district level to promote an equitable collaboration in the interests of improved patient care.

A Mixed Methods and Triangulation Model for Increasing the Accuracy of Adherence and Sexual Behaviour Data: The Microbicides Development Programme

BackgroundThe collection of accurate data on adherence and sexual behaviour is crucial in microbicide (and other HIV-related) research. In the absence of a “gold standard” the collection of such data relies largely on participant self-reporting. After reviewing available methods, this paper describes a mixed method/triangulation model for generating more accurate data on adherence and sexual behaviour in a multi-centre vaginal microbicide clinical trial. In a companion paper some of the results from this model are presented [1].Methodology/Principal FindingsData were collected from a random subsample of 725 women (7.7% of the trial population) using structured interviews, coital diaries, in-depth interviews, counting returned gel applicators, focus group discussions, and ethnography. The core of the model was a customised, semi-structured in-depth interview. There were two levels of triangulation: first, discrepancies between data from the questionnaires, diaries, in-depth interviews and applicator returns were identified, discussed with participants and, to a large extent, resolved; second, results from individual participants were related to more general data emerging from the focus group discussions and ethnography. A democratic and equitable collaboration between clinical trialists and qualitative social scientists facilitated the success of the model, as did the preparatory studies preceding the trial. The process revealed some of the underlying assumptions and routinised practices in “clinical trial culture” that are potentially detrimental to the collection of accurate data, as well as some of the shortcomings of large qualitative studies, and pointed to some potential solutions.Conclusions/SignificanceThe integration of qualitative social science and the use of mixed methods and triangulation in clinical trials are feasible, and can reveal (and resolve) inaccuracies in data on adherence and sensitive behaviours, as well as illuminating aspects of “trial culture” that may also affect data accuracy.

Patients’ Preferences regarding Shared Decision-Making in the Treatment of Inflammatory Bowel Disease: Results from a Patient-Empowerment Study

Background: Shared decision-making is gaining favor in clinical practice, although the extent to which patients want to be involved in choosing their treatment varies substantially. Because data are lacking on the preferences of patients with chronic diseases such as inflammatory bowel disease (IBD), we wanted to assess IBD patients’ preferences about being involved in such decisions. Methods: Adult IBD patients were asked to anonymously complete an online survey on their preferences. Non-parametric tests (χ²) were used to determine the relationship between responses and respondents. Results: The questionnaire was completed by 1,067 patients, 617 with Crohn’s disease and 450 with ulcerative colitis. Patients’ mean age was 43 (SD 13.7) years; the majority were female (66%). In total, 866 patients (81%) reported it as ‘very important’ to be actively involved in the decision-making process, and another 177 (17%) rated it as ‘quite important’. When asked how their treatment could be improved, 537 patients (50%) wanted close, equitable collaboration with their physician. This preference was significantly associated with a disease duration of ≤8 years (p = 0.03). Gender and type of IBD were not significantly associated with patients’ preferences. Conclusions: This study demonstrates IBD patients’ desire to be actively involved in the decision-making process. Further research is needed on physicians’ perspectives on shared decision-making, and on finding predictive factors for developing a model for shared decision-making in IBD.

“And They Got Married by the Church …”: “Crazy Stories” and the Possibilities of Collaborative Textual Transformations

This article is informed by multiliteracies pedagogy which recognizes the dynamic nature of reading and writing, particularly in relation to the multiple languages, literacy practices, texts, modalities, and interactions that are part of our world. This framework offers educators a greater appreciation of students' collaborations and text productions in music, image, movement, and voice, as well as print texts. It also provides opportunities to highlight and learn from students' diverse knowledges. Collaborations extend the potential to expand cultural knowledges, an aspect evident in the story creation of 4 urban girls presented in this article. Also evident, however, is the ease with which collaborations lead to inequitable reproductions that privilege dominant discourses while labeling others problematic or “crazy.” These findings demonstrate the need for educators to explicitly recognize and support learners' diverse knowledges. Specific steps educators can take in order to create educational contexts that support more equitable collaborations are provided.

GIS, modeling, and politics: On the tensions of collaborative decision support

A tension exists at the heart of efforts to support collaboration with GIS. Many scholars and practitioners seek to support two separate objectives: (1) problem solving and (2) the exploration of diverse problem understandings. GIS applications designed for problem solving often pre-define the problem space by structuring the kind of information that can be considered or the way in which the problem is conceptualized. In doing so, they necessarily privilege particular perspectives and understandings of the problem while marginalizing others. As a result, these initiatives undermine their second objective. This is problematic in the context of contentious environmental decisions which have broad-reaching impacts on people with diverse perspectives and interests. In such contexts, I argue that equitable collaboration is impossible without first emphasizing the exploration of diverse problem understandings. I support this argument theoretically by turning to the literatures on collaborative planning and spatial decision support, and empirically in my analysis of a case study of an effort to construct a GIS for supporting collaborative water resource management in rural Idaho. Reflecting upon the case, I provide a set of recommendations to those seeking to better negotiate the tensions of supporting collaboration with GIS in the context of contentious environmental and natural resource decisions.

Reconciling local and global agendas in sustainable development: Participatory research with indigenous Andean communities

This paper discusses participatory research in the Andes and presents a case study in Cotacachi, Ecuador, where sustainability scientists and indigenous people seek common ground in their respective but drastically different research and social agendas. Participatory research based on Andean experiences pre-dated and inspired much of the later international movement in agriculture, health, and conservation. Andean communities have a long history in demanding that outsiders address the needs of the community as a condition for carrying out scientific or applied activities. What an Andean community, however, sees as relevant may or may not be within the rubric of ‘participatory research’ as it is practiced throughout much of the world. In fact, overzealous participatory researchers are just as bothersome as their predecessors bearing long questionnaires. More important to Andean people is an equitable relationship with researchers and developers in which exchanges of value are made. A distinction between ‘enriching’ and ‘extractive’ research is drawn. In the case of the SANREM project in Cotacachi, Ecuador, scientists carried out enriching research activities of interest to local people as a way to generate social capital for conducting basic research which does not have an obvious, immediate local benefit. The requested research did not have a conventional participatory methodology but provided valuable products (educational opportunity, germplasm, community visualization tools, and information) to the indigenous community in exchange for time and resources to conduct research on more basic natural resource questions. We argue that in the Andean context the key to reconciling the needs of scientists and of local needs is seeking new forms of equitable collaboration which reach beyond the present and now somewhat tired discourse of ‘participation’.

A Graduate Education Framework for Tropical Conservation and Development

Conventional graduate training related to tropical conservation and development has typically separated the two fields, with students focusing on either conservation from the perspective of the biophysical sciences or development as an extension of the social sciences. On entering the workforce, however graduates find they are required to work beyond disciplinary boundaries to address the complex interconnectivity between biological conservation and human well-being. We devised a framework for graduate education that broadens students' skill sets to learn outside their immediate disciplines and think in terms of linked socioecological systems, work in teams, communicate in nonacademic formats, and reflect critically on their own perspectives and actions. The University of Florida's Tropical Conservation and Development program has adopted a learning and action platform that blends theory, skills, and praxis to create an intellectual, social, and professionally safe space where students, faculty, and other participants can creatively address the complex challenges of tropical conservation and development. This platform operates within a nondegree-granting program and includes core courses that are taught by a team of biophysical and social scientists. It incorporates a range of alternative learning spaces such as student-led workshops, retreats, visiting professionals, practitioner experiences, and a weekly student-led seminar that collectively encourage students and faculty to enhance their skills and systematically and thoroughly reflect on program activities. Challenges to the described approach include increased service demands on faculty, a redefinition of research excellence to include effective and equitable collaboration with host-country partners, and the trade-offs and uncertainties inherent in more collaborative, interdisciplinary research. Despite these challenges, growing interdisciplinary programs, coupled with adaptive educational approaches that emphasize learning and action networks of students, faculty, and field partners, provide the best hope for responding to the emerging challenges of tropical conservation and development.

Spaces for Change: Gender and Technology Access in Collaborative Software Design

Equitable computer collaborations in mixed-gender teams have been a pressing issue for many years. While some have argued for creating single-gender teams or girls-only computer activities, our approach was different. The current study examines a three-month software design activity in which mixed teams of girls and boys (10–12 year olds) designed and implemented multimedia astronomy resources for younger students. In this context we assessed gender differences in students' levels of access to technology and how these participation patterns changed throughout the project duration. We found through our qualitative analyses that the configuration of social, physical and cognitive “spaces” in the project environment contributed to a positive change in girls' levels of access. We discuss the implications of these results in regard to issues surrounding the development and maintenance of gender equity in computer use and further research.

Promoting equitable collaboration between university researchers and school teachers

This paper questions whether relationships between teachers and researchers can in fact be called collaborative. It is asserted that they are collaborative in only the generic sense of the term and do not meet the specifications denoted in the paper for equitable collaborations. Examples of innovative types of relationships in which university researchers and school teachers work together are examined to see whether they fit within the bounds of equitable collaboration. The paper concludes with a description of a research relationship that closely approximates equitable collaboration through a separation of the work of university researchers and teachers.

New information‐communication technologies in scientific communication: Implications for third‐world users

Abstract This paper considers the transfer process in the context of Third World needs and endeavours and suggests that modern information‐communication technologies are not different from any other new technology in the economic order. The issue is equitable technical collaboration. In order to avoid past mistakes, it is necessary to consider technical change in the social context. New technologies can then be more effective tools to access scientific knowledge.

Collaborative Research on Teaching

The Elementary School Journal Volume 83, Number 4 ? 1983 by The University of Chicago. All rights reserved. 0013-5984/83/8304-0006$01.oo00 An enduring concern in education is that research findings are not systematically utilized by classroom teachers to improve instruction. In 1975, we proposed that a way to accomplish this would be to include teachers in the inquiry process (Ward & Tikunoff 1976). Up to that time, the predominant educational research and devel-