Policymakers, practitioners, and governing bodies increasingly recognize the critical role stakeholder engagement plays in successful environmental planning and decision-making. Although stakeholder engagement can improve project outcomes, identifying best practices for stakeholder engagement that apply to diverse topics and settings can be a challenge. Informed by our experience using Q methodology (QM) in five stakeholder meetings in agricultural watershed across the United States, this paper highlights our use of QM as an engagement tool and provides insights for future use. It demonstrates how QM addresses fundamental stakeholder engagement principles and provides guidance on using QM in stakeholder meetings. While we acknowledge inherent QM limitations regarding stakeholder participation and competent facilitators, we used QM to provide a flexible meeting structure that allowed participants to develop opinions and safely engage with peers and decision makers on complex and, at times, controversial topics. HIGHLIGHTS Insights on the use of Q methodology as a meeting facilitation tool Overview of how to use Q methodology for in stakeholder meetings Details how Q methodology can fulfill stakeholder engagement best practices

Precision farming: what do Italian farmers really think? An application of the Q methodology

Q methodology to conduct a critical study in accounting: A Q study on accountants’ perspectives of social and environmental reporting

IntroductionThe onset of the COVID‐19 pandemic resulted in a large shift to virtual learning, particularly in higher education. Now, with many institutions returning to the classroom or a hybrid structure, students are re‐adjusting to in‐person learning. However, students may have new concerns regarding their education given the ongoing risk posed by COVID‐19, particularly social and professional disruptions. In this study, we assess student concerns related to the return to in‐person learning among Physician Assistant (PA) students using Q methodology (QM).MethodsThis IRB‐approved study had PA students sort and rank a set of 43 statements to which they most strongly disagreed to agreed. Statements were generated to encompass a comprehensive list of concerns PA students may have returning to in‐person programming during the COVID‐19 pandemic. Students in all cohorts (PA1‐PA3) were invited to participate in a survey that included demographic information, a QM sorting activity, and free responses to explain their strongest rankings. The sorts were analyzed using PQMethod 2.35 program and a factor analysis was performed using the recommended settings. Written statements were analyzed using a thematic analysis to assist in interpretation of the QM.ResultsA total of 15 students across all cohorts completed the Q sort (13%). QM sorted the students into one of three statistically significant groups that varied in cohort composition: Employment Concerns (n=6), Social Readjustments (n=5), and Missed Opportunities (n=2). Two students did not load onto a factor. Students in the Employment Concerns group worried about job prospects after graduation and increased risk of COVID‐19 exposure and exposing others. Students in the Social Readjustment group were most concerned about changing routine, re‐building relationships, and returning to classroom learning. The Missed Opportunities group were concerned about missed time in clinic and networking, and how that might affect jobs. Free responses supported the QM results and indicated participants were most concerned with the pandemic’s impact on future employment across all cohorts. These concerns primarily consist of the availability of positions and perceived negative impacts on their training by future employers.DiscussionPA students concerns regarding return to in‐person instruction transcended cohort and environment. This suggests PA students share similar types of concerns about daily activities and their future as a PA regardless of whether they are in gross anatomy lab or the clinic. Increased exposure was only perceived as a concern for a small group of students as it related to the availability of PPE while for others this concern was mitigated by the availability of vaccines and COVID‐19 testing.SignificanceThe results of this study will inform instructors and program directors of perceived concerns that may be unique to the pandemic. Thus, allowing these concerns to be addressed to limit their potential impact on the learning environment and, ultimately, student well‐being.

An Analysis of Patterns of Perception Towards Integrated Cultural Voucher Program through Q Methodology

A Study on the Type of Perception Graduate Students' Online Class Using Q Methodology : Graduate students majoring in counseling and coaching

지역방송 프로그램의 인식 유형 연구: 지역성에 대한 Q방법론 적용

A study on the styles of awareness of early childhood teachers about children’s problematic behaviors with Q-methodology

본 연구는 Q 방법론을 활용하여 어린이집 보육교사를 대상으로 자신이 수행하고 있는 역할에 대한 인식 유형을 도출하였다. Q 분류는 27명을 대상으로 2019년 12월 4일에서 14일까지 이루어졌다. 1유형은 ‘돌봄지향형’으로 교사들이 부모 대리자로 유아들을 사랑으로 보살피고 돌봐주는 양육자의 역할을 중요하게 인식하였다. 2유형은 ‘환경적 안전 추구형’으로 교육 활동의 공간이 최적의 학습이 가능하도록 교육 환경을 배치하여 안전한 환경에서 생활할 수 있도록 환경을 조성해주는 역할을 중요하게 인식하였다. 3유형은 ‘통합적 학습 촉진형’으로 교사가 체계적인 교수 방법과 적절한 교육프로그램을 계획 수행하여 유아들의 경험 활동을 확장하고, 유아의 전인적 발달을 촉진 시킬 수 있도록 하는 역할을 중요하게 인식하였다. 4유형은 ‘전문적 성장 지향형’ 으로 전문성을 신장시키기 위해 교사의 자질을 높이고, 전문적인 교육을 통해 끊임없이 노력하는 역할을 중요하게 인식하는 4개의 역할 유형으로 도출 되었다. 이러한 역할인식 연구는 교사들의 교육 방법을 개선하고 유아 보육의 질을 증진하기 위한 체계적 방안을 모색하는 기초자료로 활용될 것을 기대한다.

Q-методология в изучении «слабой религиозности»

Analysis on the Secondary Pre-Physical Education Teacher’s Recognition for the Learning Athletics Using the Q Methodology

본 연구는 급격히 도입된 아동수당의 성공적 정착과 발전을 위해서 급여대상자들이 아동수당을 어떻게 인식하는지 Q방법론을 통해 살펴보았다. 이에 본 연구는 아동수당 급여대상자 P표본 40명과 25개의 진술문을 표집하여 Q소팅을 실시하였으며, QUANL-PC 프로그램을 통해 자료를 분석하였다. 연구결과 아동수당에 관한 3개의 인식유형이 도출되었다. 제1유형은 ‘현금지원 만족형’ 제2유형은 ‘실질적 서비스 요구형’ 제3유형은 ‘재원조달 부담형’이었다. 아동수당에 대한 대상자의 인식을 살펴보았을 때 제도의 확대, 급여의 증액, 제도의 효과에 대해서는 입장의 차이가 존재함을 발견하였다. 이에 아동수당 제도의 개편 시에는 정책대상자의 욕구를 반영하여 기간의 확대, 급여의 증액 등에 대한 다양한 논의가 지속적으로 진행되는 것이 필요하다. 또한 재원조달에 관해서도 본격적인 사회적 논의가 요구된다. 본 연구는 아동의 기본적 권리와 복지증진을 위해 도입된 아동수당의 성공적 정착과 제도운영을 위한 기초자료가 될 것이다.

A Study on the Users’ Perception of Autonomous Vehicles using Q Methodology

A Study on the Recognition Types of Respect for Life Using the Q Methodology*

User Types of Shared Mobility Services and UX Design Strategies: an application of Q Methodology

Types and Characteristics Of ‘Good Camping’ by Q Methodology

Cognition for paternity leave of nursing students : Q-methodology

Review of the book "Q Methodology" by Bruce McKeown and Dan B. Thomas.

ABSTRACTMore than the shortage of manpower, occupational therapists (OTs) in substance addiction and rehabilitation (SAR) practice have remained underused and misunderstood in the Philippines. This study aimed to identify the role of Filipino OTs in people with SUD based on the perspectives of OTs, mental health professionals, and former service users and carers in the community. Using Q-Methodology (QM), this research revealed a tripartite role for Filipino OTs in SAR: (a) “Promoter of occupational participation,” (b) “Collaborator to enhance participation and well-being,” and (c) “Facilitator of environmental supports for occupational participation.”

The necessity for meeting the professional renewal needs for science teachers in the US has generated abundant research on effective professional development (PD). Yet efforts in the state of Nebraska continue to demonstrate low enrollments in science teacher PD programs. Therefore, an innovation in research was needed to discover the beliefs and expectations about science teacher PD. A combination of Q methodology and focus group discussions with 29 science teachers in six geographical areas of the state identified three PD-seeking factors: the Scientists, the Veterans and the Entrepreneurs. The Scientists yearn to increase their own science knowledge and enable authentic science learning for students. Veterans seek new ideas and resources to improve science student learning and especially prefer stipend-supported PD options. Entrepreneurs desire opportunities to enhance teaching practices and exchange teaching ideas with scientists and other science teachers. Those who design PD for science teachers will benefit from understanding these three factors and the resulting research-informed suggestions for organizing appropriate PD models to satisfy the needs of each teacher factor.