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1 – 10 of 234Diane Seddon, Emma Miller, Louise Prendergast, Don Williamson and Joyce Elizabeth Cavaye
There is a growing policy impetus to promote carer well-being through the provision of personalised short breaks. However, understanding of what makes for a successful…
Abstract
Purpose
There is a growing policy impetus to promote carer well-being through the provision of personalised short breaks. However, understanding of what makes for a successful personalised short break is limited. This paper aims to identify key evidence gaps and considers how these could be addressed.
Design/methodology/approach
A scoping review mapping the evidence base relevant to respite and short breaks for carers for older people, including those living with dementia, was completed. National and international literature published from 2000 onwards was reviewed. The scoping review focused on well-being outcomes, identified by previous research, as being important to carers.
Findings
Most studies investigating the outcomes of short breaks for carers supporting older people focus on traditional day and residential respite care. Although there have been developments in more personalised break options for carers, research exploring their impact is scarce. There is limited knowledge about how these personalised breaks might support carers to realise important outcomes, including carer health and well-being; a life alongside caring; positive caregiving relationships; choices in caring; and satisfaction in caring. Three priority lines of inquiry to shape a future research agenda are identified: understanding what matters – evidencing personalised short break needs and intended outcomes; capturing what matters – outcomes from personalised short breaks; and commissioning, delivering and scaling up personalised short breaks provision to reflect what matters.
Originality/value
This paper contributes to the development of an outcome-focused research agenda on personalised short breaks.
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Stacey L. Barrenger, Victoria Stanhope and Emma Miller
The purpose of this paper is to examine the gap between recovery-oriented processes and clinical outcomes in peer support, an exemplar of recovery-oriented services, and offer…
Abstract
Purpose
The purpose of this paper is to examine the gap between recovery-oriented processes and clinical outcomes in peer support, an exemplar of recovery-oriented services, and offer suggestions for bridging this gap.
Design/methodology/approach
This viewpoint is a brief review of literature on peer support services and gaps in outcome measurement towards building an evidence base for recovery-oriented services.
Findings
Clinical outcomes like hospitalizations or symptoms remain a focus of research, practice and policy in recovery-oriented services and contribute to a mixed evidence base for peer support services, in which recovery-oriented outcomes like empowerment, self-efficacy and hopefulness have more evidentiary support. One approach is to identify the theoretical underpinnings of peer support services and the corresponding change mechanisms in models that would make these recovery-oriented outcomes mediators or process outcomes. A better starting point is to consider which outcomes are valued by the people who use services and develop an evaluation approach according to those stated goals. User driven measurement approaches and more participatory types of research can improve both the quality and impact of health and mental health services.
Originality/value
This viewpoint provides a brief review of peer support services and the challenges of outcome measurement in establishing an evidence base and recommends user driven measurement as a starting point in evaluation of recovery-oriented services.
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Gill Toms, Diane Seddon, Emma Miller and Nick Andrews
Short breaks enable unpaid carers to have a life alongside caring, supporting their physical and emotional well-being. In the UK, short breaks are usually explored during a Carers…
Abstract
Purpose
Short breaks enable unpaid carers to have a life alongside caring, supporting their physical and emotional well-being. In the UK, short breaks are usually explored during a Carers Assessment. The conversations underpinning these assessments require considerable skill and presently there are few tools to support the exploration of short break needs, desired outcomes and options. Images are used in other conversations to enhance communication, help people consider options and broaden thinking. This study aims to explore whether and how stakeholders thought images might support short break conversations.
Design/methodology/approach
To improve access to meaningful short breaks, we need to be guided by the insights of unpaid carers, those they support, practitioners, commissioners and policymakers. We hosted two online involvement events, designed to facilitate the exchange of perspectives and ideas amongst diverse stakeholders. The events explored the acceptability, facilitators and challenges of using images to enhance unpaid carer short break conversations.
Findings
The online events were attended by 47 short break stakeholders. These stakeholders saw merit in using images to support short break conversations. They identified several facilitators and challenges to introducing images into practice. The paper highlights how this learning can inform future research and practice development.
Originality/value
Supporting the well-being of older unpaid carers is a pertinent concern as the number of older unpaid carers continues to grow. This paper reports on how stakeholders have informed the earliest stages of practice and research development in a relevant area and provides a model of involvement that others can emulate.
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Emma Miller, Margaret Whoriskey and Ailsa Cook
There is currently much policy emphasis on both partnership working between health and social services in the UK and on the outcomes delivered by services. This article provides…
Abstract
There is currently much policy emphasis on both partnership working between health and social services in the UK and on the outcomes delivered by services. This article provides an account of two consecutive projects centred on these two themes. The first project, at the University of Glasgow, sought to address the lack of evidence about the outcomes delivered to service users by partnerships. Following from this project, the Joint Improvement Team of the Scottish Government commissioned the researchers to develop a toolkit to involve users and unpaid carers in performance management in community care in Scotland. The remit of this second project expanded during 2007 as it became linked with the development of the emerging National Outcomes Framework for community care in Scotland. This article outlines the outcomes‐based piloting work currently under way in Scotland.
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Alison Petch, Ailsa Cook and Emma Miller
Policy and practice documents are increasingly adopting a focus on outcomes. This article seeks to clarify what is meant by the term ‘outcome’, the outcomes that have been…
Abstract
Policy and practice documents are increasingly adopting a focus on outcomes. This article seeks to clarify what is meant by the term ‘outcome’, the outcomes that have been highlighted in key policy documents, and the extent to which they reflect the outcomes prioritised by service users. The discussion will draw on the early stages of a DoH‐funded project exploring the effectiveness of health and social care partnerships from the perspectives of service users.
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Benjamin M. DeVane, Jeremy Dietmeier, Kristen Missall, Salloni Nanda, Michala Cox, Ben J. Miller, Ethan Valentine and Deb M. Dunkhase
This paper aims to present an iterative approach to creating a collaborative design-and-play skatepark videogame for a children’s museum physics exhibit. Intended for children of…
Abstract
Purpose
This paper aims to present an iterative approach to creating a collaborative design-and-play skatepark videogame for a children’s museum physics exhibit. Intended for children of 5-8 years old and accompanying adults, this interactive tabletop game encourages players to build a skatepark and then skate through it with a skater character. This case study describes the authors’ design perspective shift to make the game’s possibilities for tinkering more “perceptible.”
Design/methodology/approach
This paper presents a case-based design narrative that draws on the project’s iterative playability testing with parent–child dyads and reflections from the design team’s endeavors. This analysis draws on methodological elements adapted from agile game development processes and educational design-based research.
Findings
The initial game prototype inhibited the collaborative tinkering of parent–child dyads because it used interface abstractions such as menus, did not orient to the task of tinkering with skatepark design and did not help players understand why their skatepark designs failed. Subsequent game versions adopted blocks as a metaphor for interaction, gave players explicit design goals and models and provided players with more explicit feedback about their skater’s motion.
Originality/value
Museum games that provide tinkering experiences for children are an emerging medium. Central concerns for those designing such games are presenting multiple modes of play for different players and contexts and clearly and quickly communicating the possible activities and interactions. The design approach in this study offers players the opportunity to – at both short and long timescales – take up game-directed challenges or explore the skatepark physics through self-generated goals.
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The purpose of this paper is to explore the aptness of “information literacy”, conceptualized as a socially contextualized phenomenon, for analyses of interdisciplinary scholarly…
Abstract
Purpose
The purpose of this paper is to explore the aptness of “information literacy”, conceptualized as a socially contextualized phenomenon, for analyses of interdisciplinary scholarly communication.
Design/methodology/approach
The paper presents a conceptual analysis. Two influential representatives of the social turn in the information literacy literature are taken as starting points: Annemaree Lloyd’s conceptualization of “information literacy practice”, and Jack Andersen’s conceptualization of information literacy as “genre knowledge”. Their positioning of information literacy as a socially contextualized phenomenon – by use of practice theories and rhetorical genre theory, respectively, – is analysed against an illustrative example of interdisciplinary scholarly communication.
Findings
Conceptualizations by Lloyd and Andersen explain information literacy as socially contextualized in terms of stable norms and understandings shared in social communities. Their concepts have the potential of explaining changes and innovations in social practices including scholarly communication. If we combine genre-theoretical and practice-theoretical concepts – and accentuate the open-endedness of social practices and of genres – we can enhance the understanding of information literacy in settings of interdisciplinary scholarly communication where the actors involved lack shared conventions and assumptions.
Originality/value
The paper suggests that the fluid features of social contexts should be accounted for in the information literacy literature. By combining genre-theoretical and practice-theoretical concepts in a novel way it offers such an account. It provides a useful framework for understanding the phenomenon of information literacy in interdisciplinary scholarly communication.
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Susan A. Yoon, Katherine Miller, Thomas Richman, Daniel Wendel, Ilana Schoenfeld, Emma Anderson, Jooeun Shim and Amin Marei
The overarching goal of the research is to understand strategies that can support utility and access to high-quality teacher professional development (PD). This study aims to…
Abstract
Purpose
The overarching goal of the research is to understand strategies that can support utility and access to high-quality teacher professional development (PD). This study aims to examine the design and delivery of an online asynchronous course for science teachers using the edX massively online open course (MOOC) platform. The conceptual framework considers three areas of research: high-quality PD characteristics for K12 teachers, the development of social capital and known challenges in MOOC and computer-supported collaborative learning and participation.
Design/methodology/approach
This is an empirical mixed-methods study that details the design of the PD course and implementation strategies that instantiate the conceptual framework. The authors collected three data sources from 41 teachers who completed the course. These included post course satisfaction surveys, teacher semi structured interviews and discussion board contributions.
Findings
Survey findings revealed high satisfaction among teachers in the areas of overall course design, module construction and delivery and usability of materials in teaching. Interview findings showed positive perceptions of the social capital framing in developing tie quality, trust, depth of interactions and access to expertise. Analyses of discussion board contributions also demonstrated high degrees of information exchange resulting from prompts intentionally constructed to foster collaboration.
Practical implications
This study offers a set of strategies to build networked teacher PD communities in asynchronous online PD platforms and shows promising evidence of addressing quality and access issues.
Social implications
Designing experiences to build teachers’ social capital shows promising potential to support high quality PD that may, in turn, raise the quality of science education for students and classrooms both locally in the US and globally.
Originality/value
The conceptual framework provides a novel approach to theorizing and operationalizing best practices for teacher PD and online participation.
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Emma Su and Joshua Daspit
The literature related to knowledge management (KM) is robust with respect to insights regarding firms in general. However, less is known about the KM of family firms despite…
Abstract
Purpose
The literature related to knowledge management (KM) is robust with respect to insights regarding firms in general. However, less is known about the KM of family firms despite these firms being the most common form of business organization worldwide. Further, even though the number of studies examining family-firm KM has increased in recent years, the insights gained remain fragmented. Therefore, the purpose of this study is to help coalesce and advance the study of family-firm KM.
Design/methodology/approach
In pursuit of these goals, a systematic literature review was conducted. Using a 6-step, systematic literature review protocol, 74 articles focused on family-firm KM published in 23 journals were identified and reviewed.
Findings
This literature review contributes to the synthesis and advancement of family-firm KM scholarship in several ways. First, key factors and relationships are identified and integrated into a robust framework. Second, scholarly insights are synthesized, and a review of the primary antecedents, outcomes and moderating factors associated with family-firm KM processes is presented. Third, promising opportunities for future research are highlighted to advance family-firm KM scholarship.
Originality/value
With a focus on reducing the fragmentation in the literature, this review synthesizes insights related to the most commonly studied antecedents, outcomes and moderators associated with family-firm KM. Additionally, antecedents are organized and reviewed according to the nature of their influence on family-firm KM processes, highlighting the simultaneous opposite effects of some influences. Further, key outcomes are synthesized based on their family versus firm-centric orientation. Even further, insights and opportunities focused on advancing the theory, antecedents, outcomes, moderators and other issues related to family-firm KM are presented in an effort to support the continued progress of scholarship in this area.
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