Search results

The purpose of this paper is to examine the quantitative measurement tools used in fields of study related to coproduction, as an approach to mobilizing knowledge, in order to inform the measurement of impact.

An overview methodology was used to synthesize the findings from prior instrument reviews, focusing on the contexts in which measurement tools have been used, the main constructs and content themes of the tools, and the extent to which the tools display promising psychometric and pragmatic qualities.

Eight identified reviews described 441 instruments and measures designed to capture various aspects of knowledge being mobilized among diverse research stakeholders, with 291 (66%) exhibiting relevance for impact measurement.

Future studies that measure aspects of coproduction need to engage more openly and critically with psychometric and pragmatic considerations when designing, implementing and reporting on measurement tools.

Twenty-seven tools with strong measurement properties for evidencing impact in coproduction were identified, offering a starting point for scholars and practitioners engaging in partnered approaches to research, such as in professional learning networks.

Current quantitative approaches to measuring the impacts of coproduction are failing to do so in ways that are meaningful, consistent, rigorous, reproducible and equitable. This paper provides a first step to addressing this issue by exploring promising measurement tools from fields of study with theoretical similarities to coproduction.

There is currently a focus on using networks to drive school and school system improvement. To achieve such benefits, however, requires school leaders actively support the mobilisation of networked-driven innovations. One promising yet under-researched approach to mobilisation is enabling distributed leadership to flourish. To provide further insight in this area, this paper explores how the leaders involved in one professional learning network (the Hampshire Research Learning Network) employed a distributed approach to mobilise networked learning activity in order to build professional capital.

A mixed methods approach was used to develop a case study of the Hampshire RLN . Fieldwork commenced with in-depth semi-structured interviews with all school leaders of schools participating in the network and other key participating teachers (12 interviews in total). A bespoke social network survey was then administered to schools (41 responses). The purpose of the survey was to explore types of RLN-related interaction undertaken by teachers and how teachers were using the innovations emerging from the RLN within their practice.

Data indicate that models of distributed leadership that actively involves staff in decisions about what innovations to adopt and how to adopt them are more successful in ensuring teachers across networks: (1) engage with innovations; (2) explore how new practices can be used to improve teaching and learning and (3) continue to use/refine practices in an ongoing way.

Correspondingly we argue these findings point to a promising approach to system improvement and add valuable insight to a relatively understudied area.

This scoping review utilizes findings from 80 articles to build a research model to study research-practice-policy networks in K-12 education systems. The purpose of this study was to generate a broad understanding of the variation in conceptualizations of research-practice-policy partnerships, rather than dominant conceptualizations.

Arskey and O'Malley's (2005) five stage scoping review process was utilized including: (1) a consultative process with partners to identify research questions, (2) identify relevant studies, (3) study selection based on double-blind peer review, (4) charting the data and (5) collating, summarizing and reporting the results in a research model identifying key dimensions and components of research-practice partnerships (RPPs).

Coburn et al. (2013) definition of RPPs arose as an anchoring definition within the emerging field. This article proposes a model for understanding the organization and work of RPPs arising from the review. At the core lies shared goals, coproduction and multistakeholder collaboration organized around three dimensions: (1) Systems and structures: funding, governance, strategic roles, policy environment, system alignment; (2) Collaborative processes: improvement planning and data use, communication, trusting relationships, brokering activities, capacity building; (3) Continuous Learning Cycles: social innovation, implementation, evaluation and adaptation.

By using a common framework, data across RPPs and from different studies can be compared. Research foci might test links between elements such as capacity building and impacts, or test links between systems and structures and how those elements influence collaborative processes and the impact of the RPPs. Research could test the generalizability of the framework across contexts. Through the application and use of the research model, various elements might be refuted, confirmed or refined. More work is needed to use this framework to study RPPs, and to develop accompanying data collection methods and instruments for each dimension and element.

The practical applications of the framework are to be used by RPPs as a learning framework for strategic planning, iterative learning cycles and evaluation. Many of the elements of the framework could be used to check-in with partners on how things are going – such as exploring how communication is working and whether these structures move beyond merely updates and reporting toward joint problem-solving. The framework could also be used prior to setting up an RPP as an organizing approach to making decisions about how that RPP might best operate.

Despite increased attention on multistakeholder networks in education, the conceptual understanding is still limited. This article analyzed theoretical and empirical work to build a systematic model to study RPPs in education. This research model can be used to: identify RPP configurations, analyze the impact of RPPs, and to compare similarities and differences across configurations.

The purpose of this paper is two-fold: (1) to offer a conceptual understanding of knowledge brokering from a sociometric point-of-view; and (2) to provide an empirical example of this conceptualization in an education context.

We use social network theory and analysis tools to explore knowledge exchange patterns among a group of teachers, instructional coaches and administrators who are collectively seeking to build increased capacity for effective mathematics instruction. We propose the concept of network activity to measure direct and indirect knowledge brokerage through the use of degree and betweenness centrality measures. Further, we propose network utility—measured by tie multiplexity—as a second key component of effective knowledge brokering.

Our findings suggest significant increases in both direct and indirect knowledge brokering activity across the network over time. Teachers, in particular, emerge as key knowledge brokers within this networked learning community. Importantly, there is also an increase in the number of resources exchanged through network relationships over time; the most active knowledge brokers in this social ecosystem are those individuals who are exchanging multiple forms of knowledge.

This study focuses on knowledge brokering as it presents itself in the relational patterns among educators within a social ecosystem. While it could be that formal organizational roles may encapsulate knowledge brokering across physical structures with an education system (e.g. between schools and central offices), these individuals are not necessarily the people who are most effectively brokering knowledge across actors within the broader social network.

This paper reviews Pacific Accounting Review, 1988–96. Against the background of an historical overview of the journal's development, the paper includes analyses of publications and citations in the journal. The paper looks forward to the future progress of Pacific Accounting Review.

Modern leaders need to encourage their organizations to thrive on innovation and embrace opportunities to do things differently. Based on the author's experience training executives, the paper aims to conclude that successful leaders inspire enthusiasm for change through communication that is fundamentally differently from the traditional, abstract approach.

Effective leaders communicate by first getting attention, then stimulating desire and only then reinforcing with reasons. The paper explains the surprising method that works best in practice.

The paper finds a surprisingly effective change management skill: learn to tell simple, attention getting stories that enable audiences to recognize and choose future possibilities that they have hitherto missed.

An ability to spark enthusiasm for change through the use of simple but powerful narratives becomes an essential competence for all leaders in the organization.

The paper reveals that the kinds of stories that are effective for leaders in stimulating desire for change are very different from what most people expect.

The purpose of this article is to introduce the papers in the special issue which explores some of the potential, opportunities and challenges to be found in greater library and information science alignment with semantic web developments.

The article is a general review of the papers in the issue.

For many digital libraries or cultural institutions, the semantic web offers an opportunity to better expose valuable digital resources pertaining to research, culture or history, using common standards and technologies in a collaborative and “joined up” way. The papers in this issue “paint a rainbow”, exploring the issues through elements of case studies, reviews research and conceptual expositions and viewpoints.

The article emphasises how the practical implications of semantic web research or developments for digital libraries and repositories is important for LIS professionals.

This paper focusses on the role of trade unions in policy and practice designed to address the workplace impact of domestic abuse. The paper aims to examine this union remit through the lens of corporate social responsibility (CSR).

In-depth interviews were conducted with 39 union representatives in a region of England to capture their views on and experiences of supporting members experiencing domestic abuse.

There is a clear ethical model by which the unions might articulate the key moral, legal and business drivers in determining effective domestic abuse policy and practice. Furthermore, the degree of “proximity”, in terms of union deliberation with employers and particularly joint action following disclosure, suggests that unions could play a key part in achieving “substantive” domestic abuse policy and practice within organisations.

Despite unions' capacity to offer significant support to employers and employees, the role of unions in addressing the workplace impact of domestic abuse is under-researched. With reference to the concept of CSR, the article adds to the knowledge of how to address the workplace impact of domestic abuse.

The main objective of the AGROVOC Concept Server (CS) is to create a collaborative reference platform and a “one‐stop” shop for a pool of commonly used concepts related to agriculture, containing terms, definitions and relationships between terms in multiple languages derived from various sources. This paper aims to address the issues.

The CS offers a centralised facility where the agricultural information management community can build and share agricultural knowledge in a collaborative environment.

The advantages of the CS are its extensibility and modularity that provide the possibility to extend the type of information that can be stored in this system based on user/community needs.

Further investigation still needs to be done on the modularisation of the CS (i.e. the creation of separated ontologies that can still be connected, in order to have domain‐related ontologies and to allow for better performance of the CS).

The CS serves as starting point for the development of specific domain ontologies where multilinguality and the localised representation of knowledge are essential issues. Furthermore, it will offer additional services in order to expose the knowledge to be consumed by other applications.

The CS Workbench provides the AGROVOC partners with the possibility to directly and collaboratively edit the AGROVOC CS. It thus provides the opportunity for direct and open “many‐to‐many” communication links between communities, avoiding decentralised communication between partners and duplication of effort. For the international community, it may allow users to manage, re‐use or extend agriculture‐related knowledge for better interoperability and for improved services.

The purpose of this paper is to investigate whether learning communities (LCs), defined as a cohort of students jointly enrolled in two distinct courses, increase “deep learning” in either or both courses. This study focuses on the impact of learning communities in quantitative courses.

The hypothesis is tested using a unique data set including individual student performance and characteristics collected from students enrolled in an LC of Principles of Microeconomics and Elementary Statistics. The sample also includes students enrolled in each course separately which allows for testing between groups. The final exam in each course contained questions designed specifically to test deep learning. The design facilitates the use of multivariate regression analysis to examine the correlation between learning in communities and deep learning, holding constant other possible elements of student success.

Despite perceptions among the sample student population that learning increases in both courses as a result of the LC format, the empirical evidence does not reveal any statistically significant increase in deep learning as a result of learning in community. However, the sample is more introverted than the average college student which may meaningfully impact the results.

There are a number of important motivations for implementing an LC program that are not measured here. These include an increased sense of community among students, breadth (rather than depth) of knowledge, and awareness of the interconnectedness of learning across disciplines. However, to the extent that university instructors are motivated to ensure learning in their own discipline, this resource-intensive strategy may not be the most suitable approach in quantitative courses.

Learning communities continue to be a popular pedagogical technique and curriculum requirement, particularly at teaching-focused universities. This research offers an empirical approach to measuring one aspect of their value which is typically left to conceptual or qualitative study.