Methodological Knowledge Research Articles

On the Systematic Method of Scientific and Legal Research

Relevance. Methods of scientific cognition of legal reality are a reliable condition, a means of theoretical research of legal norms, legal relations, methods, techniques and means of legal regulation, measures of legal responsibility and other legal phenomena. There is no unity of opinion in Russian legal science about the legal nature, content and components of the method of scientific thinking and cognition. Legal publications and their own professional experience show that, unfortunately, law students and even teachers are not fully aware of the existence, specifics and operation of cognitive methods, means and techniques. The organizers of legal education and representatives of legal science have an urgent task to initiate the interest of lawyers in this extremely important issue and help them master the necessary methodological knowledge of the legal world.Purpose: to find out the features, purpose and content of the systematic method of legal cognition.Objectives: to investigate and clarify the concept of the method and methodology of legal scientific cognition, the features of the systemic epistemological method in jurisprudence.Methodology. In the course of the study of the designated topic, such general scientific and private scientific research methods as historical, logical, formal legal, systemic and comparative legal methods were used.Results. As a result of the conducted research, it turned out that if the methods of scientific cognition are methods, techniques, means and principles of theoretical cognition, then epistemological methodology is a universal teaching about the techniques (methods and means) of scientific cognition applied on the basis of achievements in the field of philosophy, political science, sociology, economic theory, psychology and jurisprudence.Conclusions. Systematic approach to the studied object (subject, phenomenon), the identification of systemic connections between its individual components (elements), the establishment of patterns and features of their connections with the external environment, other systems in nature, society and legal reality.

The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership

This paper outlines a collaborative research project established via a research partnership within a Global Englishes (GE) theoretical framework. The aim of the quasi-experimental classroom-based study was to examine the effect of a GE curriculum intervention embedded within a general English course in a commercial language school. The study adopted a longitudinal mixed methods design, collecting data from 24 school-aged learners via the English as an International Language Perception Scale at four time points, and via dairies at five time points. Quantitative findings reveal that students' perceptions toward the diversity of English became significantly more positive after the GE intervention with qualitative findings providing further evidence of change in students' attitudes toward the legitimacy of non-standard Englishes. Evidence was not obtained for a significant effect of the intervention on students' perceptions toward the current status of English, strategies for multilingual and multicultural communication, or English speaker identity. In this paper we discuss how researcher and teacher partners collaborated from project inception to the dissemination of the findings, intertwining and leveraging important theoretical, methodological, and professional knowledge throughout the research process. We highlight the importance of partnership research for the bidirectional development of teacher-researcher holistic identities.

Research competence in the context of training future biology teachers

Relevance. The relevance of this study is due to the fact that in the process of implementing the competency-based approach, students' research activity becomes one of the leading ones in the structure of the future teacher's preparedness for professional activity. Purpose. The purpose of this article is to reveal the process of formation of research competence in biology students in the process of mastering the discipline of "Biology Practice". The question of the formation of research competence is put forward as one of the most relevant requirements for graduates of higher education who train specialists in pedagogical specialties. Methodology. In the course of the study, theoretical methods such as analysis, synthesis, generalization and empirical methods were used, consisting of questionnaires and tasks aimed at determining the level of experience in research activities, helping to consider the situation in the study of the formation of research competence of biology students, leading to a comprehensive review of the situation in the study of the formation of research competence in biology students. Results. During the ascertaining stage of the study it was found that students have low and average levels of research competencies. To solve the problem of research training of biology students, a laboratory practice was developed and introduced into the educational process, by the end of which the students of the experimental group showed an increase in the level of research competencies. The role of laboratory practice in the formation and development of research activities of undergraduate biologists is determined. The data obtained are compared with international practice. Conclusions. The conducted research gives grounds to conclude that the developed laboratory practice helped students to master research competencies, which are represented by methodological knowledge and skills, as well as the technique of conducting the most important laboratory research. Keywords: research activity; research competencies; laboratory competencies; activity component of research competence; educational process

An exploration of analytical tools to conduct a realist synthesis and demonstrate programme theory development: An example from a realist review

Introduction A realist literature review involves iterative processes, with searches, appraisal and synthesis occurring simultaneously. Whilst this lends itself to theory development, the synthesis process often lacks transparency. This has led to unanticipated challenges for novice realist researchers, particularly PhD candidates. Methods The aim of this paper is to contribute to the realist methodological knowledge base by outlining the analytical tools of coding, consolidating and conceptual mapping used within a realist review. Specifically, how these techniques aid the synthesis process and demonstrate the development of valid and evidence informed programme theories. Results A worked example is provided to illustrate how; (i) coding techniques using realist logic can evidence a rigorous synthesis process; (ii) the use of consolidating techniques facilitates data management and aids theory development; and (iii) conceptual mapping demonstrates programme theory development. Conclusions Recommendations for novice realist researchers include defining and documenting the analytical tools for conducting a rigorous realist synthesis to provide transparency about how valid programme theories were developed. Plus, theory development checks can be built into the structure of the review process.

Abstract TP59: Cultivating Stroke Nurse Champions Through Shared Governance

Background and Issue: Shared governance (SG) is an organized forum where bedside nurses are engaged in decision-making about professional practice, QI, and research to improve patient outcomes. Nursing engagement in SG has been linked to promoting improved nursing and patient outcomes. At a CSC, nurses did not have an organized forum to collaborate across units to develop EBP standards in the stroke population. Bedside nurses had limited knowledge of QI methodology and were unsure how to organize cross-unit projects. Purpose: To implement a SG forum aimed at improving the quality of care and patient outcomes in the stroke population through nursing engagement, collaboration, and effective communication. Methods: The Stroke Nurse Champion (SNC) Committee was assembled in November 2020. A charter was developed to organize the meeting. Members include bedside nurses, educators, managers, supervisors, stroke coordinators, nurse practitioners, and a CNS. Meetings were held monthly virtually and in person. The project outcomes were to (a) develop nurse practice standards, (b) enhance nursing education offerings, and (c) develop cross-unit stroke care QI initiatives. Results: SNCs developed and implemented local and corporate initiatives by reviewing literature, identifying barriers, recommending solutions, and identifying data to support evaluation. Initiatives included the creation of practice standards defining nursing assessments for the stroke population, implementation of the Yale Swallow Protocol, optimization of the EHR to address inefficient documentation of nursing assessments, and revision of written patient education to address literacy and grade levels. Peer-led in-hospital stroke alert case reviews prompted the implementation of a QI project to decrease time-to-treatment. To improve adoption of standards, unit-based checklists, tip sheets, stroke boards, and bedside resource books were developed. Conclusion: The SG forum provides a platform for effective collaboration across nursing units among bedside nurses and nursing leaders to develop practice standards, analyze data, identify QI initiatives, and enhance education.

Investigating the Impacts of Compulsive Sexual Behaviours on Women Using Descriptive Phenomenology: A Research Agenda

Abstract Introduction Sexual addiction (SA) and compulsive sexual behaviour (CSB) are concepts used to characterise a nascent field of research and phenomena that can have major personal, relational, and psychological effects on individuals, their intimate relationships, and society. Impacts are manifold and may include emotional, relational, physical, sexual, and/or spiritual consequences. Literary analysis suggests that there is a wide knowledge gap in systematic in-depth qualitative studies that examine the lived experiences of impacted women. Methods This conceptual paper presents a blueprint for qualitative research into female partner well-being following the discovery or disclosure of SA/CSBs by their male partners. After three years of collecting data (2021–2023), the prototype has been refined to the point where the descriptive phenomenology research design merits in-depth coverage of its constituent elements. Results and Contribution The qualitative methodologies of this paper were developed to give voice to and better comprehend this understudied demographic. This methodological article advances qualitative knowledge creation in an emergent field of investigation, offering prospects for healing and recovery for individuals and relationships. Conclusions This paper presents a comprehensive research design rather than any data or findings. This focus is intended and offers new prospects to build a nascent field of investigation. More specifically, other research may benefit from either adopting and/or adapting similar methodological approaches that examine the essences of human lived experiences. This paper lays the foundation for an important future research agenda. Policy Implications The research methodological design presented in this paper is suited to facilitate social policy development through targeted strategies that may better validate and deliver more appropriate care to women in need. More specifically, by applying the approaches presented in this paper to the in-depth study of SA/CSB-impacted intimate partners, there is an opportunity to promote social consciousness, enhance empathy, and advance this field of investigation.

Dealing with risk in stakeholder dialog: identification of risk indicators in a public service media organization's conversation and discourse with citizens

PurposeThis study operationalizes risks in stakeholder dialog (SD). It conceptualizes SD as co-produced organizational discourse and examines the capacities of organizers' and stakeholders' practices to create a shared understanding of an organization’s risks to their mutual benefit. The meetings and online forum of a German public service media (PSM) organization were used as a case study.Design/methodology/approachThe authors applied corpus-driven linguistic discourse analysis (topic modeling) to analyze citizens' (n = 2,452) forum posts (n = 14,744). Conversation analysis was used to examine video-recorded online meetings.FindingsOrganizers suspended actors' reciprocity in meetings. In the forums, topics emerged autonomously. Citizens' articulation of their identities was more diverse than the categories the organizer provided, and organizers did not respond to the autonomous emergence of contextualizations of citizens' perceptions of PSM performance in relation to their identities. The results suggest that risks arise from interactionally achieved occasions that prevent reasoned agreement and from actors' practices, which constituted autonomous discursive formations of topics and identities in the forums.Originality/valueThis study disentangles actors' practices, mutuality orientation and risk enactment during SD. It advances the methodological knowledge of strategic communication research on SD, utilizing social constructivist research methods to examine the contingencies of organization-stakeholder interaction in SD.

Enhancing future officers' physical preparedness in the process of professional training: a higher military education institution case study

The article reveals the results of a study of physical preparedness of cadets studying at the tactical level of military education in a Higher Military Educational Institution of the State Border Guard Service of Ukraine. The authors of the article determine that in the result of physical training, the future officers form a complex ability that combines intention for constant professional physical development and selfimprovement, readiness to utilize applied and methodological knowledge on physical culture, applied motor skills and personal safety skills, defense and attack skills using special means and techniques of hand-to-hand combat, ability to use physical force and special means. A group of 275 cadets of 3-4 courses who were studying at the tactical level of military education was selected for the study. The generalized data allowed to conclude that the majority of cadets have an average level of formation of knowledge, abilities, skills and their average value of physical preparedness equals 3,420 on a fivepoint scale. The authors note that in the context of the traditional educational process, cadets are not sufficiently motivated to engage in physical education and their level of physical preparedness is affected by age characteristics and service employment.

La integración de conocimientos teórico-prácticos desde la experiencia de profesionales del Trabajo Social en la formación del estudiantado a través de metodologías activas y participativas

In undergraduate studies in social work, a series of competency objectives related to the theoretical, methodological and attitudinal knowledge contemplated in the discipline’s educational curriculum are established, as set out in the White Paper on the Degree in Social Work. The incorporation of active and participative methodologies in the teaching-learning processes favours student acquisition of these contents. Likewise, in the teaching-learning processes, the use of didactic resources that connect theoretical knowledge with the exercise of professional practice favours student understanding of the curricular subjects. This study aims to analyse the impact that theory has on social intervention for active social workers in order to create theoretical-practical content for the subject of Introduction to Social Work Models at the University of Granada. The methodology applied incorporates documentary work and the development of three discussion groups, in which 18 active social work professionals participated. The analysis of the speeches generated in these groups has served as a resource for the development of a flipped-classroom with students taking the Introduction to Social Work Models course at the University of Granada. The analysis has been conducted around three categories: the value of theory in professional practice; roles, purposes and theoretical models underlying social work; and the social work of the future. The results show how social work professionals attach great importance to theory as a guide in their professional practice, preferably approaching it from systemic and humanist theoretical models and opting for the recovery of community and critical-transformative theoretical approaches.

The development of visual expertise in a virtual environment: A case of maritime pilots in training

This study connects to an ongoing discussion about the limits and affordances of simulators as realistic and relevant contexts for professional learning, in this case in the development of visual expertise. Earlier studies of simulator-based maritime pilot training conclude that there are risks associated with so-called negative skills transfer due to a lack of photorealism in simulator environments. The aim of this study is to carefully examine how visual expertise develops in and through training in a simulated environment. Through a practice-based approach to the development of visual expertise, and by using qualitative interaction analysis of video recorded training sessions, the analytical focus is directed towards maritime pilot trainees’ talk about imperfections and inconsistencies in the virtual environment during exercises in a high-fidelity bridge simulator. Considering the multi-layered nature of the maritime pilot’s visual expertise, findings show that the maritime pilots in training noticed and adapted to the specific methodological and technological challenges when manoeuvring a simulated vessel. During such reflection-in-action, they also commented on and explored the differences between, navigating in a simulator, on the one hand, and, on the other hand, navigating on board a ship. Instead of concluding that there is a risk for negative skills transfer that follows from the differences between the two contexts of navigating, we argue that the challenges introduced by representations encountered when training in a virtual environment may add to the expertise of the trainees and lead to enriched conceptual, methodological, and technical knowledge regarding the specificities of visually demanding and ambiguous navigation situations. In this way, this study contributes to advance our understanding of learning in virtual environments to the frontline of learning research.

Scientific-methodological knowledge and its development in the educational process

Introduction. For students, mastering the methodological foundations of scientific research plays an important role in professional education, providing scientifically proven support for professional thinking and readiness to scientifically substantiate the practical activities of a specialist to form a mechanism for intellectual and personal self-development. Today, numerous educational literature is being published, and educational disciplines devoted to the methodology of science and scientific research are being introduced. However, in most of the educational and scientific works created by students (course projects, final qualification papers, etc.), methodological provisions are formulated with errors; descriptions of the organisation of research, interpretation and design of their results are unsatisfactory. Therefore, there is the problem of finding ways to improve methodological literacy, methodological competence, and methodological culture of students. The relevance of such research is conditioned by the need to study the causes of such a situation, to develop ways for improving student methodological competence, to highlight and summarise the experience of teaching methodological knowledge, and to suggest ways for improving the educational process. The solution to this problem is especially significant for the humanities specialists (in particular, for educators and psychologists), who deal with the influence on the personality and human consciousness included in the social regulation of human behaviour. Aim. The present research aims to: 1) substantiate the theoretical approach to the scientific and methodological support of the process of mastering the methodological foundations of scientific research by students as to the development of scientific-methodological knowledge (SMK) based on the analysis of scientific and educational literature, the practice of teaching disciplines aimed at studying the methodological aspects of psychological and pedagogical research; 2) to identify the main guidelines for improving the ways to support the formation of SMK using examples from empirical studies of its development by students in the educational process, from the generalisation of the practical experience of the authors. Methodology and research methods. The research methodological framework was based on the approaches of Russian scientists to the methodological foundations of science and scientific research as a holistic knowledge, in which principles, norms, methods and scientific and cognitive activity are developed at the philosophical, general scientific, concrete scientific, methodical levels. Analysis, generalisation and systematisation were used as theoretical research methods; testing, survey, included observation and generalisation of experience were applied as empirical methods. To prove the propositions put forward by the authors, four empirically verifiable hypotheses were formulated. Two of them were confirmed: one was partially confirmed; the second one (about the absence of a connection between direct and remote forms with the formation of SMK) was not confirmed. In the mathematical and statistical interpretation of individual research results (correlation and variance types of analysis), the IBM SPSS Statistics 23 was employed. Results. The guidelines for supporting the development of SMK by students in the educational process were outlined: reliance on the creation of a research project by the trainee; placing the trainees in the position of an independent researcher; developing an understanding of the content and scope of the key concepts of research, its unity and integrity; paying special attention to the transformation of information and its presentation in various forms. Scientific novelty. The authors proposed and substantiated the idea of the study of the research methodological foundations as the development of SMK, which equips the researcher with an arsenal of guidelines, means and methods of action, providing the closest possible approach to the truth in the search for new scientific knowledge. Practical significance. The proposed approaches to the development of SMK can be used in the practice of studying disciplines devoted to the research methodological foundations in the social sciences and humanities, in support of students’ course projects and final qualifying works.

Теоретические и методологические подходы к пространственному распределению экономических ресурсов

The subjects of the research are the peculiarities of the development of the national economy and the transformation of scientific approaches to the distribution of resource potential in the economic space of Russia. The purpose of the work is a systematic consideration of the factors (problems) affecting the spatial distribution of economic resources. The relevance of this topic is due to the need to find mechanisms to promote economic growth in a changing geopolitical reality and increases in the context of Russia's positioning as an initiator and active participant in new integration associations of friendly states from different regions of the world. The article analyzes the results of exploratory research by Russian scientists on the problems of spatial development, and formulates the causes of objective difficulties that hinder the sustainable growth of the level of socio-economic security and the balanced functioning of the economy of administrative-territorial entities of Russia. A critical analysis of the state policy of regional development is carried out and the results of its implementation are shown. The dynamism of changes in the theory of strategic planning is presented and the innovations of its instrumental base are characterized. Conclusions are drawn about the need to systematize and increase the information content of accumulated theoretical and methodological knowledge and practical achievements in the field of spatial development management of the largest country in the world in terms of territory and resource potential. Recommendations are formulated on ways and means of modernizing the public administration system in a federal state, the expediency of applying innovative approaches to the formation of a settlement system and urban planning policy.

Selecting Approaches for Discourse Analysis: Thoughts on Nursing Research

Discourse analysis is a commonly used research methodology in the social and human sciences. In this paper, we highlight two different approaches to discourse analysis and discuss critical elements of each approach. As researchers new to discourse analysis, two Masters of Nursing students reflect on the process of making careful choices when deciding on using an approach developed by Fairclough or Foucault. The decision making must consider the substantive focus, methodological knowledge, and positionality and interest of the researcher. We illustrate key components of the two different discourse analysis approaches, the decision making involved in selecting a particular approach, and the shortcomings and limitations that each approach holds in relation to a particular research focus.

Area Studies в системе общественных наук

In the last decades, area studies have been subject to substantial criticism by the most mainstream social sciences. Area specialists are perceived as lacking the knowledge of modern research methodology and rather following the interests of humanities than social sciences. At the same time, studying individual regions and countries certainly requires the accumulation of specific knowledge, which would most likely be lost without area studies research. This paper discusses the main directions of criticism of area studies and possible suggestions towards modernization of this research tradition. The criticism towards area studies can be linked to three issues: the excessive dominance of the humanities in most area studies communities; insufficient consideration of modern theoretical and empirical approaches; and implicit normativity, i.e., the substitution of scientific analysis with value assertions. The modernization of area studies as an academic field is related to the application of alternative approaches to regional and country studies within three research projects: Comparative Area Studies (CAS), Transregional Studies, and regional specialization within individual disciplines

Raciocínio clínico de terapeutas ocupacionais brasileiras experts: um estudo da teoria fundamentada em dados construtivista

Abstract Introduction Practice-based models or theories are relevant elements for understanding deliberate thinking processes in individualizing care for a specific client in occupational therapists' practice. The Dynamic Occupational Therapy Method (DOTM) is an ongoing conceptual-methodological framework developed in Brazil since the 1970s. Objective To examine the clinical reasoning processes of expert occupational therapists employing the DOTM. Method A constructivist grounded theory approach guided this study. Data were collected and analyzed simultaneously through Constant Comparative Analysis. Individual and in-group interviews, and a reflective journal, comprised the data collection instruments. Participants were ten expert occupational therapists with: minimum of 10 years of practice experience, minimum of five years since completion of the DOTM clinical training, employing the DOTM as the main framework in practice, and considered by peers as experts. Results Two major categories emerged from data analysis: (1) the DOTM reasoning processes – construction of the situational diagnosis, establishment and management of the triadic relationship, and dialogical assessment of the therapeutic process/associative paths; (2) thinking ethical-aesthetically, associatively, and dynamically. Conclusion This research advances knowledge about the reasoning processes of expert therapists, demonstrating the importance of theoretical and methodological knowledge to inform clinical reasoning. A theory on the clinical reasoning of expert occupational therapists employing the DOTM was developed, detailing how this conceptual-methodological framework underpins reasoning by providing valuable operational concepts to support a dynamic practice centered on the clients' uniqueness and situated context.

МЕТОДОЛОГІЧНИЙ АСПЕКТ STEM-ОСВІТИ У КОНТЕКСТІ РОЗВ’ЯЗУВАННЯ ФІЗИЧНИХ ЗАДАЧ

The article claims that the basis for the introduction of elements of STEM education into the process of teaching natural subjects, in particular physics, is their integration based on the reflection of natural science methodology. Attention is focused on the possibilities of forming students’ methodological knowledge in the process of solving physical problems. It is shown that the methodological content of solving an educational physical problem consists in theoretical modelling. At the same time, the problem solution model consists of three components: physical, mathematical and graphical. The process of building a theoretical model of problem solving reflects educational research and is based on the application of scientific methods of cognition. Theoretical models for solving one problem may differ, and vice versa, mathematical components of theoretical models for solving different problems may be analogs. An example of building a theoretical model of solving a creative physical problem based on the method of analogy is a confirmation that methodological knowledge is the guiding basis of creative cognitive activity.

The problem of technical teacher training in modern conditions

Introduction. The article deals with the problem of selecting the content of the training of future teachers of general technical disciplines. It is proved that in conditions of multi-vector technical development, and turbulence associated with the transition to a multi-polar world order, the content of this training should change rapidly. Not only the given invariant of this content is important, but also the methodology of its formation.Aim. The present research aims to formulate the problem of developing the content for technical teacher training.Methodology and research methods. The developed methodology foundations for the selection of optimal content for technical teacher training are based on activity, competence-based, transfessional and transprofessional approaches. The empirical base was obtained using a distance questionnaire to technical teachers from 26 universities. The following theoretical methods were applied: retrospective analysis of the working conditions of teachers of technical disciplines; analysis of scientific and methodological literature on the problem of combining subject-professional and pedagogical training of a technical teacher; analysis of disciplines from professional training programmes in the Russian universities.Results. The analysis of vocational training programmes of technical and pedagogical universities made it possible to compare them with each other and to correlate the disciplines of the general professional block and elective courses to the main current directions of the Russian technical development in the current conditions. This made it possible to identify the content of the professional activity of the future technical teacher, as well as to indicate the possibilities for changing this content both in technical and pedagogical universities in order to more accurately match it with the existing tasks of technical development of the state. As a result of a retrospective analysis, a historically formed “portrait” of a technical was described. The following problems were indicated: “physical and technical snobbery” as unwillingness to enter the humanities and pedagogical field of professional activity from the physical and technical content of their subject; a low level of methodological knowledge and skills; lack of erudition in technical fields among young teachers; low professional self-esteem.Scientific novelty consists in the fact that for the first time the analysis of the disciplines of the general professional module and elective courses of technical and pedagogical universities of Russia revealed their correlation with the main directions of the development of science, technology and engineering.Practical significance. The conducted research allowed the authors to raise questions about the selection of the content of technical teacher training. This should help in the formulation of the principles of content selection to develop its methodology.

Cultivating methodological culture: A roadmap for future social teachers

Relevance. In the landscape of modern education, cultivating methodological culture among social educators is paramount for navigating the diverse realms of psycho-educational theory and practice, fostering crucial attitudes, and elevating educational standards.Purpose. This study aims to diagnose challenges in establishing and embedding methodological culture among teachers, elucidate diverse conceptual approaches to this multifaceted phenomenon, construct a model of methodological culture for social teachers, and evaluate future educators� readiness for methodological activities, encompassing personalized and sense-making practices.Methodology. Employing analytical, synthetic, deductive, and comparative methods, this research dissects the components and facets of methodological culture formation among teachers, delving into educational processes to unearth developmental patterns and resolve inherent contradictions.Results. Findings delve into enhancing persuasive skills and self-awareness among social educators, delineate the contours of professional competence for future teachers, propose a framework for developing methodological knowledge alongside professional and educational cultures, diagnose levels of methodological culture development, and underscore key professional qualities requisite for effective social teaching.Conclusions. This study�s insights hold practical and theoretical significance for students, prospective social educators, and current teachers alike, offering pathways to acquire essential methodological knowledge, reflective capacities, critical thinking skills, and creative pedagogical approaches vital for effective engagement within educational communities.

Measuring farmer time preferences: A systematic literature review for Europe and North America

AbstractWe present the first systematic review of the literature on farmer time preference measurements across Europe and North America. We synthesize methodological developments, summarize the empirical findings, and discuss challenges and potential areas for further research. The average reported discount rate of the farmers in Europe and North America is 23% per annum. Farmer time preferences are, however, highly heterogeneous within and across studies. Moreover, we identify methodological challenges and knowledge gaps to be addressed in future research. We draw conclusions for policymakers and researchers.

Tackling societal challenges as opportunities: a case study of a Swiss foundation's value-creating function

PurposeIn today's risk society, foundations are essential for sustaining democracies. However, the proof of a value-creating function of foundations is rarely assessed. Therefore, this study uses sensemaking theory and the communication value framework to explore to what extent a foundation achieved its overall mission in tackling societal challenges as opportunities.Design/methodology/approachThis study employs a case study approach of a Swiss foundation. Through 20 semi-structured interviews with key stakeholders, insights about the value-creating function of the foundation were gained, showing how strategic communication activities contributed to the foundation's overall mission in various spheres of action.FindingsThe stakeholders overall identified a value-creating function of the foundation. The feedback obtained from the interviews could be structured along the lines of the communication value framework, with minor adjustments, showing that the foundation brought about value through its strategic communication regarding tangible assets (e.g. publicity), intangible assets (e.g. unique reputation), room for maneuver (e.g. renowned network) and opportunities for development (e.g. new formats). However, on each level, value-limiting factors have also been identified (e.g. limited publicity).Originality/valueThis study is the first to employ sensemaking theory to assess a foundation's value-creating function in achieving its overall mission by interviewing direct stakeholders. It is also one of the few studies in the field that analyzes strategic communication of foundations. Thus, this study adds methodological, theoretical and practical knowledge to foundation communication, value-creation and strategic communication management.