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In this chapter, we explore the use of participatory and community-based research (CBR) strategies within institutional ethnography. Reflecting on our current, past, and future projects, we discuss the utility of community-based and participatory methods for grounding one’s research in the actualities of participants’ lives. At the same time, we note ontological and practical differences between most community-based participatory action research (PAR) methodologies and institutional ethnography. While participants’ lives and experiences ground both approaches, people’s perspectives are not considered as research findings for institutional ethnographers. In an institutional ethnography, the objects of analysis are the institutional relations, which background and give shape to people’s actualities. The idea is to discover something through the research process that is useful to participants. As such, the use of community-based and participatory methods during analysis suggests the greatest utility of this sociological approach for people.

The authors seek to crack the model of new retail by outlining the unique business model known as community-based omni-channel and data-enabled ecosystem.

The study’s analyses of Hema cases and other examples reveal a new omni-channel model, a community-based and data-enabled ecosystem model.

The ecosystem targets local customers within a limited geographical range. It is also data-enabled and effectively leverages large-scale data on consumers, store operations, supply chains and logistics to ensure the smooth functioning of the ecosystem.

The authors hope the typology brings new insights to the development of omni-channel retail.

Based on the case study examples described in the book, this chapter focuses on key issues and future perspectives of the CBDRR.

We argue that by conducting systematic research with communities rather than on communities, community-based research (CBR) methods can both advance the study of human interaction and strengthen public understanding and appreciation of social sciences. CBR, among other methods, can also address social scientists’ ethical and social commitments. We recap the history of calls by leading sociologists for rigorous, empirical, community-engaged research. We introduce CBR methods as empirically grounded methods for conducting social research with social actors. We define terms and describe the range of methods that we include in the umbrella term, “community-based research.” After providing exemplars of community-based research, we review CBR’s advantages and challenges. We, next, summarize an intervention that we undertook as members of the Publication Committee of the URBAN Research Network’s Sociology section in which the committee developed and disseminated guidelines for peer review of community-based research. We also share initial responses from journal editors. In the conclusion, we revisit the potential of community-based research and note the consequences of neglecting community-based research traditions.

Purpose – The chapter describes how teacher preparation programs can design effective off-campus clinical programs. Information provided is applicable to clinical practicums, capstone experiences, and to individual course assignments at the undergraduate and graduate levels.

Methodology/Approach – The author describes the foundational components involved in designing a high-quality off-campus clinical-based program. These components include selecting and building a partnership with an off-campus site, using forms, fees, space, and materials, engaging families, aligning assignments to course content, grading, supervision, and acquiring funding.

Practical implications – In addition to the foundational components involved in designing an effective off-campus clinic, the chapters describes a university-based model that uses two different off-campus clinical-based experiences that support community-based programs and local area schools.

Social implications – The chapter addresses the need for teacher preparation programs to build partnerships with off-campus community-based programs to better prepare teachers to meet the literacy demands of all students, particularly students living and learning in urban communities.

Market forces and other external pressures have significantly transformed higher education over the past four decades. Research on the influence of cross-sector permeation on doctoral education has primarily focused on preparing and socializing students for academic careers that involve entrepreneurial activity. Conversely, PhD student agency involving cross-sector engagement and the pursuit of individual values and goals in ways that span the boundaries of academia have been overlooked. The purpose of this study is to qualitatively explore how a sample of Doctor of Philosophy (PhD) students in Science, Technology, Mathematics and Engineering (STEM) programs recognized, made sense of and navigated cross-sector permeation relevant to their individual passions and commitments to climate change alleviation.

The authors conducted an embedded case study that qualitatively explored how 16 STEM PhD students recognized, made sense of and navigated cross-sector permeation relevant to their individual values and goals and commitments to climate change alleviation. Data were collected through individual interviews that probed the participants’ engagement and agency in cross-sector permeation.

The authors identified three themes that frame the role of PhD students as boundary spanning agents. The themes involve students placing their values and goals over specific positions and career paths, aligning their values and goals with cross-sector conditions and creating opportunities through cross-sector engagement.

Recommendations are provided for fostering and enhancing the agency PhD students have over the pursuit of their individual values and goals and their engagement in boundary spanning activities and strategies.

Cross-sector permeation is framed relevant to PhD student agency and boundary spanning. The findings introduce the role of PhD students as boundary spanning agents who intentionally pursue their individual values and goals in ways that extend beyond traditional academic career pathways.

The purpose of this paper is to highlight the different realities blended together in community-based tourism, and how storytelling can help us understand the resulting entanglement of actors and power. This paper combines a discussion of power and empowerment in community-based tourism with storytelling.

The fictional narrative of Pandora’s box is used as a metaphor for power and empowerment in community-based tourism, which can leave communities worse off than before the introduction of tourism.

However, the last thing remaining in Pandora’s box after all hardships had flown out, was hope. This paper also presents a hopeful perspective for community-based tourism in the form of another metaphor: the rhizome, which puts power and empowerment in a more dynamic and holistic frame. Just like in the original story of Pandora’s “jar” which gave voice to Pandora herself, within a rhizome, other players are regarded as valuable sources of tacit contextual knowledge.

Storytelling and dialogue are recommended methods to obtain this knowledge. Using a storytelling perspective can encourage untold and unheard stories within a dialogue to be heard.

Effective community-based suicide prevention strategies require culturally relevant contextually driven approaches, validated by community members. Existing literature, funding agencies, and polices do not adequately address the differences in community vs non-community definitions and approaches to suicide prevention. These differences and the process must be articulated to fully understand the complexities of effective American Indian community-based suicide prevention strategies. This paper aims to discuss these issues.

This study uses a qualitative methodology to understand the process and meaning of an American Indian reservation's community-based approach to suicide prevention.

Seven recommendations emerge. These include: expand the understanding of suicide; plan activities and outreach early; uphold cultural values; build administrative and community capacity; prepare and respond to community needs and situations; anticipate challenges and develop solutions; and recognize the spiritual aspects of the endeavor.

This study provides new insight about the process in which American Indian communities define, develop and implement suicide prevention strategies that are culturally relevant and community driven. The process and recommendations may be useful for institutions, funding agencies, policy makers, and tribal leaders, and community-based prevention partners.

This chapter draws from the authors’ experiences with service-learning pedagogy in allied health training programs, and illustrates ways in which community-engaged teaching and learning can prepare students to become ethical healthcare practitioners. The authors infuse examples from their own courses throughout the chapter, mostly from the clinical fields of speech-language pathology, audiology, and occupational therapy. However, the chapter is applicable and generalizable to faculty from a wide scope of allied health training programs. The chapter introduces considerations for establishing campus–community partnerships in an ethical manner, as well as ways to foster student self-reflection and critical thinking through an ethical lens. Principles from the codes of ethics of various allied health professions are incorporated throughout the chapter along with examples of how each can be applied in community-based clinical experiences. Through a review of relevant literature, analysis of professional codes of ethics, case-based examples, and a step-by-step guide to course development, this chapter provides readers with a mechanism to ground their courses in professional ethics in a way that is relatable and relevant to students.

This chapter considers the current situation of community-based tourism (CBT) in Sri Lanka, available potentials to promote this for the future tourism industry in Sri Lanka and demand and global trends of CBT. This chapter consists of an introduction examining CBT in the global scenario. This chapter's second title discusses the potential of CBT in Sri Lanka. The third topic concerns the demand and trends of CBT in a changing economy. The fourth topic is discussing global best practices and policies for CBT development. Finally, it concludes with recommendations and suggestions for CBT development in Sri Lanka.

This case study was conducted through qualitative analysis, and data will be collected with primary and secondary data. Primary data will be collected through interviews with industry stakeholders, tourists and other relevant interviewees. In addition, it will be carried out observation on selected community-based destinations. Furthermore, the secondary data will be gathered through books, articles, research papers, websites and other materials. This chapter conducted an empirical study on CBT in Sri Lanka. It brings the values of CBT to a changing economy. Furthermore, this study identified problems, potentials, demands and trends for future tourism development by evaluating global best practices and policies.