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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.

In this chapter, we discuss the case of the Knowledge Network for Applied Education Research (KNAER) to illustrate the context for evidence-informed practice (EIP) in Ontario, Canada. KNAER (www.knaer-recrae.ca) is an initiative to strengthen relationships between research producers, users, and the communities that schools serve to improve outcomes for students in four priority areas: mathematics, equity, well-being, and Indigenous knowledge. As developmental evaluators for KNAER from 2017 to 2019, we reference and integrate two main sources of data: a research model created to inform the network's planning and activities, and semistructured interviews with network leaders (N = 11) and policymakers (N = 3). Reflecting on our findings, we discuss five key lessons for EIP: the need to build reciprocal streets of engagement, the need to shift data use from accountability and compliance to partnership learning, the need to coproduce and identify specific entry points of change, the need to focus on capacity building and leveraging brokers across partnerships, and the need to use communication as a problem-solving tool to assess and adjust innovations and implementation rather than passive reports of activities.

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.

Purpose: Risk is a multifaceted concept, and its identification requires complex approaches that are often misunderstood. The consequence is that decisions are based on limited perception rather than the full value and meaning of what risk is, as a result, the way it is being tackled is incorrect. The individuals are often limited in their perceptions and ideas and do not embrace the full multifaceted nature of risk. Regulators and individuals want to follow norms and checklists or overuse models, simulations, and templates, thereby reducing responsibility for decision-making. At the same time, the wider use of technology and rules reduces the critical thinking of individuals. We advance the automation process by building robots that follow protocols and forget about the part of risk assessment that cannot be programed. Therefore, with this study, the objective of this study was to discover how people define risk, the influencing factors of risk perception and how they behave toward this perception. The authors also determine how the perception differed with age, gender, marital status, education level and region. The novelty of the research is related to individual risk perception during COVID-19, as this is a new and unknown phenomenon. Methodology: The research is based on the analysis of the self-administered purposely designed questionnaires we distributed across different social media platforms between February and June 2020 in Europe and in some cases was carried out as a interview over communication platforms such as “Skype,” “Zoom” and “Microsoft Teams.” The questionnaire was divided into four parts: Section 1 was designed to collect demographic information from the participants; Section 2 included risk definition statements obtained from literature and a preliminary discussion with peers; Section 3 included risk behavior statements; and Section 4 included statements on risk perception experiences. A five-point Likert Scale was provided, and participants were required to answer along a scale of “1” for “Strongly Agree” to “5” for “Strongly Disagree.” Participants also had the option to elaborate further and provide additional comments in an open-ended box provided at the end of the section. 466 valid responses were received. Thematic analysis was carried out to analyze the interviews and the open-ended questions, while the questionnaire responses were analyzed using various quantitative methods on IBM SPSS (version 23). Findings: The results of the analysis indicate that individuals evaluate the risk before making a decision and view risk as both a loss and opportunity. The study identifies nine factors influencing risk perception. Nevertheless, it must be emphasized that we can continue to develop models and rules, but as long as the risk is not understood, we will never achieve anything.