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Recent technological advances have enabled consumers and citizens to contribute to organizational processes through co-production and co-creation in ways that challenge traditional co-production. However, the practices and capabilities for value co-creation are less understood, particularly in an increasingly networked social government ecosystem. The purpose of this research is to examine the enablement of new digital co-production practices in social media platforms (SMPs) and theorize SMP-enabled digital co-production vis-à-vis traditional co-production for public sector.

Primarily using principles of interpretivist approaches, a qualitative content analysis of communication practices (i.e. genres) observed within Australian government Facebook pages was carried out to examine the salient digital forms of co-production practices.

SMPs enable new practices in digital co-production for public sector (information dissemination, Q&A, feedback and co-creation), ranging from lower to higher intensity in terms of resource integration, scale of contributions, engagement and extent of relationship vis-à-vis traditional co-production.

This research is bounded by its geographical emphasis on Australian Federal government. Hence, the results may not be readily transferable to other contexts.

Our framework offers an array of choices for digital co-production strategies to suit agency's focus and goals for engagement in the Facebook Pages. As agencies progress to reach higher intensity co-production, public engagement and impact increases.

The paper contributes to co-production in social government ecosystem by increasing the theoretical and practical understanding of new form of SMP-enabled digital co-production defined as “small-scale, repetitive, user-driven co-production that is flexible, durable, ad-hoc, and sporadic, where many hands make light work”. The proposed “co-production to co-creation” framework provides valuable guideline for enhancing public service provision via SMPs.

This study aims to demonstrate how service providers, service users and their families should be able to share the co-leadership, co-auspicing, co-ownership, and co-governance, of a the mental health-care ecosystem, at every level, as it develops upwards and wider, in a process of inclusivity, conviviality and polyphonic discourse, via the overlapping phases of co-creativity, codesign, co-production, co-delivery, co-evaluation, co-research and co-replication, to achieve outcomes of co-communal or organisational well-being.

“Co-design” is shorthand code for encouraging multiple pathways and trajectories toward forming and sustaining a sparkling web or vibrant network of inclusive opportunities for stakeholder participation and a collaborative partnership in organizational development, in these circumstances, for more effective mental health services (MHSs).

In a co-design framework, all partners should be entitled to expect and “to have and to hold” an ongoing equal stake, voice and power in the discourse from start to finish, in a bottom-up process which is fostered by an interdisciplinary leadership group, providing the strong foundation or nutrient-rich and well-watered soil and support from which a shared endeavor can grow, blossom and generate the desired fruit in ample quality and quantity.

The authors should be working toward co-design and co-production of contemporary MHSs in a mental health-care ecosystem.

The current policy landscape advocates for the involvement of people with lived experience in the co-production and co-delivery of mental health services. However, evidence on how to do this safely and effectively for people with eating disorders (EDs) is lacking. The purpose of this study was to explore and synthesis the implementation of ED interventions which involved lived-experience and to evaluate the associated benefits and risks to participants.

This study will conduct a systematic review of ED interventions which involve people with lived experience of an ED. A total of seven databases and four subject-specific journals were searched using Boolean search terms.

The search yielded ten eligible studies. Involvement procedures were extracted which highlighted variation with some roles being continuous and active and others being isolated and passive. Qualitative results were extracted and thematically analysed which demonstrated many benefits from involving people with lived experience, such as normalisation of experiences, inspiration to recover and the sharing of insight, as well as some risks such as disingenuity and exposure to triggering content.

The implications of this review highlight the need for policy and guidance to minimise variation across procedures and implementation of co-production to ensure positive outcomes and benefits for participants, given the current landscape. More research in the benefits and risks for those involved in the delivery of the interventions is needed to ensure that co-production and peer support is delivered as safely and effectively as possible.

This was the first systematic review since 2016 (Fogarty et al., 2016) to assess peer-mentorship programmes in ED treatments, whilst expanding the remit to include wider definitions of peer-support and peer-mentorships such as co-production and co-design in research.

The purpose of this paper is to describe the establishment of the Dumfries and Galloway Wellness and Recovery College (The College) within the University of the West of Scotland.

A narrative approach is taken to outline the project and justify its philosophy.

Progress so far is outlined and the vision for the future is explained.

It is believed that stigma and discrimination are pernicious and pervasive and a concerted and deliberately conscious attempt is needed to establish an inclusive, egalitarian and aligned approach whereby practices match values base.

This is justified as being in keeping with a philosophy based on the concepts of recovery, co-production co-delivery and co-receiving. Although not without precedent this development is innovative in being embedded within the university sector and challenging existing paradigms in terms of the positive and inclusive approach to mental health.

People with intellectual disabilities experience poorer health outcomes than the general population, and a significantly increased risk of mental health comorbidity. Their access to healthcare has been consistently shown as inadequate, and their access to mental health support is still largely wanting. Adequate training and education should improve these shortcomings but there is limited evidence available as to the best way to achieve this. The paper aims to discuss these issues.

This paper reports on the co-production and co-delivery of a simulation training course to support healthcare professionals to provide care for people with intellectual disabilities, with a particular focus on their mental health needs. This training was designed with actors with intellectual disabilities, who participated as simulated patients in scenarios during the course and subsequently provided feedback on their experience.

This paper focusses on the positive experiences of the simulated patients, reporting on and interpreting their direct feedback on their experience of contributing to the development and delivery of the course and being involved as co-educators.

It is highlighted that the co-production and delivery of this simulation training with people with intellectual disabilities has the potential to realise some of the key principles called upon when attempting to improve how they are treated, by illustrating concrete participation, independence, and access to fulfilling lives. The value and benefits of interprofessional education to achieve these educational aims is further highlighted, particularly for the potential to generate a sense of shared responsibility within mainstream services in caring for people with intellectual disabilities.

The purpose of this paper is to discuss the role of education and training in addressing health inequalities in intellectual disabilities, before examining innovative approaches to healthcare education. Preliminary findings of a simulation training course to support healthcare professionals to work with people with intellectual disability are then presented.

This study employed a mixed methods design to assess the impact of the simulation course. Quantitative data were collected using the Healthcare Skills Questionnaire and a self-report confidence measure; qualitative data were collected using post-course survey with free text responses to open questions.

Healthcare skills and confidence showed statistical improvements from pre- to post-course. Qualitative analyses demonstrated that participants perceived improvements to: attitudes, communication skills, reasonable adjustments, interprofessional and multi-disciplinary working, knowledge of key issues in working with people with intellectual disabilities.

Encouraging findings imply that simulation training to address health inequalities in intellectual disabilities is a valuable resource that merits further development. This training should be rolled out more widely, along with ongoing longitudinal evaluation via robust methods to gauge the impact on participants, their workplaces, and people with intellectual disabilities.

The authors believe this paper to be the first to assess an interprofessional, high-fidelity simulation course, using actors as simulated patients to address the mental and physical health needs of people with intellectual disabilities. The rigorous use of co-production and co-delivery, alongside promising findings for this training method, represent a useful contribution to the literature.

Co-production of public service delivery is believed to foster trust among users, but little empirical work is devoted to this assumption. Public sector organizations have therefore little knowledge about the conditions that determine whether co-production leads to trust. The paper aims to discuss these issues.

A longitudinal mixed method is used, following participants of a co-produced activation programme over time (n=60). Quantitative methods are employed to investigate changes in trust levels, whereas qualitative methods are used to explain these changes and explore conditions for trust-building.

After a half year, trust in the service provider, trust in local government and generalized trust decreased significantly among co-producing participants. Particularly, a decrease in trust in fellow participants strongly related to decreases in trust in the service provider and generalized trust. Qualitative evidence indicate that motivation during the co-production decreased, as well as personal control. Organizational support and user commitment show to be important conditions for building trust.

The study draws upon a small sample, limiting possibilities for statistical analysis. Also, comparison with other types of service delivery is required to safely assign the effects to co-production.

Longitudinal studies on co-production are rarely performed. Additionally, the findings indicate a more critical approach to the effects of co-production, which are often assumed to be positive for the public sector and citizens.

Citizen engagement and public service co-production have been identified as essential ingredients of the recipe for public services’ quality improvement. However, the process of citizens’ involvement has rarely been investigated in the scientific literature. The purpose of this paper is to shed light on this issue, examining the expectations and perspectives of people involved in an ongoing process of collective public service co-production implemented in Val Brembilla, a small-sized municipality located in North-Western Italy.

A mixed research strategy was designed. First, seven focus groups involving both citizens and entrepreneurs participating in public service co-production were established. Second, a semi-structured survey was administered to 463 co-producers (including both citizens and entrepreneurs), in order to elicit their perceptions and expectations.

An institutional trigger, namely, the decision of the municipality’s board to purchase the Kuwait Expo 2015 pavilion, initiated the process of public service co-production. Although citizens did not fully agree with the decision to buy the pavilion, due to its negative implications on the municipality’s finances, they were found to be willing to participate in public value co-creation. The opportunity to promote territorial identity through public value co-creation represented the main driver for citizens and entrepreneurs’ involvement.

Collective public service co-production is a sustainable and effective way to enhance the provision of public services. Several barriers are thought to prevent citizens’ engagement in collective public service co-production. First, people expect to be engaged from the initial steps of the process; second, the distinguishing role of territorial identity in influencing citizens’ behaviors and expectations should be recognized and properly addressed to avoid shortcomings in citizens’ engagement.

This paper investigates an ongoing collective public service co-production experience; moreover, it highlights the role of public service co-production in enhancing the public sector entities’ ability to recognize the evolving needs of the community.

The purpose of this paper is to explain how value is co-created in a many-to-many (MTM) context. The authors use a case study of a non-governmental service delivery consortium engaging multiple actors to examine how value is co-created beyond the buyer-supplier dyad.

An explanatory case study of a consortium of seven UK non-governmental organisations (NGOs) delivering public service contracts is presented. Multiple data collection methods are combined; semi-structured interviews (n=30) and focus groups with internal stakeholders (n=5), participant observations (n=4) and document analysis.

The authors use three illustrative empirical examples to show how different sources, types, enablers and mechanisms of VCC are evident during service provision activities. The findings show how different service provision activities utilise different dimensions, leading the authors to suggest that dimensions of VCC may be context dependent.

As consortia differ in their context and function, the findings may not be generalisable. Nevertheless, they provide specific examples of sources, types, enablers and mechanisms of value co-creation (VCC) that may be applicable to private, public and NGOs.

Understanding how value is co-created with multiple stakeholders can offer competitive advantages likely to lead to improved sustainability, impact and performance.

The empirical study offers a reconceptualisation of VCC in a MTM context. The paper combines disparate perspectives of VCC to offer a more holistic perspective.

Discovery Colleges are new, exciting innovations. The purpose of this paper is to describe the process of developing and implementing the first pilot of a Discovery College for young people in Ireland. This paper aims to assist in providing direction for future comparable projects.

The author takes a narrative approach to highlight the rationale for introducing the Discovery College model into an Irish context and to outline the project phases and participant feedback.

The pilot project is outlined and the key learnings are explained.

Recovery Education is a growing model both nationally and internationally, and this pilot was an innovative project, the first of its kind to bring Recovery Education to a younger audience in Ireland. This paper aims to assist in providing direction for future comparable projects.