Search results

This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university’s mission and respond more formally to the individual school communities with which they partner.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas and advance thinking about cross-institutional collaboration between universities and professional development schools.

The paper provides insights and ideas for bringing about change and growth in a seasoned PDS partnership network by connecting PK-12 continuous school improvement efforts to PDS partnership work.

This paper fulfills an identified need to study how seasoned partnerships can participate in simultaneous renewal by offering ideas that school–university partnership leaders can build upon as they make efforts to participate in the process of growth and change.

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

Refugees and asylum seekers worldwide face numerous barriers in accessing health systems. The evidence base regarding who and what helps refugees and asylum seekers facilitate access to and the navigation of the health system in the UK is small. This study aims to address this gap by analysing 14 semi-structured, in-depth interviews with refugees and asylum seekers of different countries of origin in the UK to identify where, when and how they came into contact with the health-care system and what the outcome of these interactions was.

Semi-structured, in-depth interviews were chosen as the key method for this study. In total, 14 individual interviews were conducted. A trauma-informed research approach was applied to reduce the risk of re-traumatising participants.

The paper identifies key obstacles as well as “facilitators” of refugees’ and asylum seekers’ health-care experience in the UK and suggests that host families, friends and third-party organisations all play an important role in ensuring refugees and asylum seekers receive the healthcare they need.

To the best of the authors’ knowledge, this is the first qualitative study in the UK that looks at comprehensive health journeys of refugees from their first encounter with health services through to secondary care, highlighting the important role along the way of facilitators such as host families, friends and third-party organisations.

The phenomenon of student mobility in higher education is influenced by several factors, including the infrastructure provided by institutions in different countries as student support services. These student support services play a pivotal role in fostering students’ adaptability within a new environment, thereby significantly impacting their academic performance and social integration. The study focuses on international students in Uganda and investigates how student support services (as part of institutional infrastructure) support students’ adaptability. Based on Leask’s conceptual model of internationalisation, the study reveals that the presence of such services is essential; in addition, the need to provide newly arriving students with orientation is crucial for them to effectively navigate their surroundings. Offices dedicated to international students are also instrumental in facilitating the students’ orientation and settling-in process and they enhance their overall experience. By recognising the significance of both student support services and orientation, education institutions can create a more conducive and supportive environment for international students, ultimately enriching their academic journey and social interactions.

Responding to the continuing separation of participants and researchers in LIS participatory research, a new methodology is proposed: action partnership research design (APRD). It is asserted that APRD can mitigate or remove the hierarchical structures often inherent in the research process, thus allowing for equal contribution from all.

Building on the bonded design (BD) methodology and informed by a scoping literature review conducted by the same authors, APRD is a human-centered research approach with the goal of empowering and valuing community partnerships. APRD originates from research investigating the use of participatory design methods to foster collaboration between two potentially disparate groups, firstly with adult researchers/designers and elementary school children, and secondly with university faculty and IT professionals.

To achieve this goal, in addition to BD techniques, APRD draws inspiration from elements of indigenous and decolonization research methodologies, particularly those with an emphasis on destabilizing power hierarchies and involving research participants as full partners.

APRD, which emerged from findings from previous participatory design studies, especially those of BD, is based on the premise of partnership, recognizing that each member of a design team, whether researcher or participant/user, has unique expertise to contribute. By considering participants/users as full research partners, APRD aims to flatten the hierarchies exhibited in some LIS participatory research methodologies, where participants are treated more like research subjects than partners.

The Healthy at Home (H@H) is an older adult day program that is in Toronto in Ontario, Canada. This is an integrated health and social care (IHSC) program that seeks to address the social isolation and health needs of a highly vulnerable older adult population living in the north Toronto communities. These are Russian-speaking Jewish older adult immigrants. The case provides a detailed description of the factors that enabled a diverse group of health and social care organizations to integrate their respective services to address the health and social care needs of their clients using a culturally appropriate and trauma-informed lens.

A case description comprised of key informant interviews, and a focus group was undertaken of representatives from health and social care organizations serving clients in the north Toronto area.

This case description identified eleven integration factors that enabled organizations to provide integrated care using a culturally appropriate and trauma-informed lens, and they include developing an aligned vision and goals, communications, an inter-organization culture of inter-dependence, champions, pre-existing relationships, and champions. In addition, operating in the not-for-profit sector, sector differences, enabling public policies and a strong sense of community have influenced integration of services across the organizational partners to serve its high-risk client group.

This case description lends insights into how IHSC can be leveraged to provide culturally appropriate and trauma-informed care for highly vulnerable client/patient populations. A lesson learnt is that social care partners can engage in successful integration leadership in joint health and social care integration efforts.

This study is to examine and develop sector skills strategies and action plans for the textile and apparel (T&A) sector.

The paper used a participatory action qualitative method anchored on the Skills for Trade and Economic Diversification (STED) framework, utilising the workshop-based approach with 24 key stakeholders of the sector. Content analysis was used with the help of Nvivo software.

The findings revealed that there are skills shortages, skills gaps, skills mismatches and skills diversification programmes available through higher education and work-based learning. Further, there are labour supply challenges such as national skills policy and strategy, government and stakeholder coordination, funding, relevance of curriculum and qualifications, access to practicals and the absence of a clear national vision for the sector.

This study possesses an inherent limitation in terms of generalising the findings derived from qualitative research.

This research is among the first of its kind to assess skills needs and gaps through the lens of STED framework, which has been overlooked in previous literature. Importantly, this study provides vocational insights into skill needs in the sector.

The modern corporation is evaluated by many measures that go beyond profit, which was the emphasis for years previously. Today’s corporation is weighed against expectations of many stakeholders, including not just customers but employees, investors, the government and even the public at large with no discernible financial or other tie to a company. As such, corporate boards necessarily must be concerned with more than financial performance, including corporate social responsibility (CSR) and the increasing emphasis on environmental, social and governance (ESG) metrics. Given that public relations scholars and practitioners have long been concerned with stakeholder relationships, social responsibility and other non-financial indicators, it would make sense that public relations has a more obvious presence on corporate boards.

This study examined the 25 companies in the Fortune Modern Board 25 to determine how many board members had a background or expertise in public relations that would contribute to the leadership necessary for the concerns of the modern corporation, and whether the boards had a committee designated to public relations or related functions.

Results show that there are few corporate boards that have public relations represented prominently in either their members or committees. The same is true for executive leadership teams. Public relations or communications executives do appear to play some role in ESG, CSR and DEI reporting, but often there are staff members with those specific titles and roles.

The study was limited to 25 corporations on a Forbes list that ranked them as best in communicating ESG, CSR and DEI. The method examined publicly available literature which was revealing to the research questions, but more could be learned by interview or survey with CCOs.

The study shows the current presence of public relations capacity in terms of members of corporate boards, corporate committees and among the C-suite is not significant. Also, rather than PR as a function owning modern concerns of DEI, ESG and CSR, there are professionals with specific expertise in those areas who are responsible for those corporate issues.

Corporate social responsibility (CSR), ESG (environmental, social, governance) and DEI (diversity, equity and inclusion) have recently been stressed as important for corporations to measure and report. The role of the public relations profession in managing and/or communicating in these areas is important to consider in terms of public expectations and satisfaction of communication on these subjects.

This paper is unique in integrating public relations theory and practice with board theory and the current management concerns with ESG, CSR and DEI. Little if any previous research has considered which professions are in charge of communicating on these concerns.

This practitioner-focused article highlights a collaborative, school-wide project at a PDS that showcased elementary students’ strengths and talents. Based on the children’s book, The Smart Cookie (John, 2021), teachers and the university professor-in-residence developed professional learning communities, which inspired the creation of a space for all students to demonstrate ways in which they were “smart cookies” that aligned with our comprehensive mission of promoting inclusive practices.

Rooted in professional learning communities, teachers at our PDS spent the first half of the school year learning about chosen topics of social–emotional learning, stamina and neurodiversity. The Smart Cookie Project was created to demonstrate the connections between these topics. Students at the PDS were given the opportunity to create an original project that showcased their creativity, interests and talents. Projects were then displayed during a schoolwide showcase.

The impact of the project and the showcase demonstrated the importance of creating opportunities for both teacher and student innovation. The project brought the community together, allowed students to be viewed through strengths-based perspectives, helped teachers see how their own learning can positively impact their practice and emphasized the need for honoring student choice in the classroom.

The project discussed here can lend itself to fellow PDSs looking to adopt innovative instructional approaches, honor inclusive practices and situate students in places of strength.