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1 – 10 of over 103000Sebastian G. Smith, Karine Dupre and Julie Crough
This paper aims to investigate trends and themes within the literature pertaining to live projects, and in so doing, highlight possible areas of future exploration and research.
Abstract
Purpose
This paper aims to investigate trends and themes within the literature pertaining to live projects, and in so doing, highlight possible areas of future exploration and research.
Design/methodology/approach
This paper utilises a Systematic Quantitative Literature Review (SQLR) method, wherein keywords and phrases are entered into selected citation databases generating a reproducible list of literature. This is then refined using a specified list of criteria and read for relevance. The resulting literature forms the basis of qualitative and quantitative analyses and review.
Findings
The reviewed scholarship demonstrates a surge in publications since the early 2000s, with 75% of publications originating from the USA, Canada, or the UK Furthermore, themes related to live project definitions, outputs and rationales were examined, demonstrating that common factors such as “community”, “construction” and “pedagogy” are not mutually exclusive but tend to overlap, making the topic hard to define. These results also demonstrate a proclivity for projects with a built output. Barriers to live projects were also assessed, and it was found that administrative hurdles, such as time and budget constraints, were the biggest concern to live project practitioners. Finally, critical voices were examined and showed that live projects need to reflect on the nature of their engagement with the community.
Research limitations/implications
This method, while capturing a substantial portion of the published scholarship, does not capture all live project literature due to limitations such as language and a strong focus on peer-reviewed publications. Furthermore, this research only captures literature that has been published. It does not reflect the variety and extent of live project activity occurring globally. For reasons such as unfamiliarity and inconsistencies with the use of live project terminologies, doubtless many unpublished live projects are conducted–yet not represented in these findings. This study may help live project execution by providing valuable examples of existing trends.
Originality/value
This paper captures the metadata from 110 live project publications, allowing for wide-ranging analysis, categorisation and discussion on the topic.
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This paper discusses the experiences of three stakeholders involved in live projects (live projects are part of an industry and education partnership to provide level 2 students…
Abstract
This paper discusses the experiences of three stakeholders involved in live projects (live projects are part of an industry and education partnership to provide level 2 students with an opportunity to work with “real life” business problem situations). In particular the paper examines the expectations and perceptions of industry partners, tutors and students involved in a live project experience at Birmingham College of Food, Tourism and Creative Studies (BCFTCS). From a comparison of these stakeholder perspectives it can be suggested that although a more self‐managed approach to student learning is desirable, it is not always achievable with large student groups and time‐constrained activities. Despite this, the students appeared to have further developed the desired skills of communication, teamwork, problem solving and research, as well as the personal attributes of greater self‐confidence and leadership.
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Chanita Rukspollmuang, Jaratdao Reynolds and Praphan Chansema
Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University…
Abstract
Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.
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Judith Fletcher-Brown, Karen Knibbs and Karen Middleton
The purpose of this paper is to review live-client learning activities in higher education, highlighting a lack of multi-stakeholder evaluation of “learning by doing” pedagogies…
Abstract
Purpose
The purpose of this paper is to review live-client learning activities in higher education, highlighting a lack of multi-stakeholder evaluation of “learning by doing” pedagogies in current literature. It extends existing discussion of employability outcomes, dominated by findings from larger organisations, towards arguably, a more meaningful concept: “employagility”; whereby graduates engage in “agile” life-long skills development, through exposure to learning within small- to medium-sized enterprise (SME), enhancing potential to contribute to local and wider economies.
Design/methodology/approach
Findings from in-depth, semi-structured interviews and reflective learning journals, captured from triangulated perspectives, presented as the “3Es”: employers, educators and engagers (in this case, undergraduate marketing students).
Findings
Students identified involvement in “real” live-client projects, applying knowledge learned in the classroom to solve a business problem, enabled them to develop skills demanded by employers. Clients noted how student work exceeded expectations, providing tangible outputs and innovative ideas for their business, even through limited periods of interaction. Educators explained how relatively simple changes to curricula and extra-curricular activities can enable the development of SME-relevant “agile” graduates.
Originality/value
With SMEs at the forefront of government programmes to lead economic recovery, it is imperative higher education institutions recognise the need for development of appropriately “agile” graduates. This paper contributes a new 3Es model illustrating mutual benefits of collaboration, proposing a “competence-employagility” continuum.
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Anselm Yennef Vereycken, Leen De Kort, Geert Vanhootegem and Ezra Dessers
There is a growing interest in living labs (a research concept in which innovations are co-created with end-users and tested in practice) as a method to test and develop health…
Abstract
Purpose
There is a growing interest in living labs (a research concept in which innovations are co-created with end-users and tested in practice) as a method to test and develop health and social care innovations. However, little is known about their effect on the care organization and care providers’ quality of working life. By using the Flanders Care Living Labs program (Belgium) as a case study, the purpose of this paper is to explore how innovations in a living lab context may affect those issues.
Design/methodology/approach
This qualitative study combined data from document analysis, in-depth interviews and focus groups involving 23 care innovation projects. Deductive category application was used for analyzing data.
Findings
Outcomes indicate that 22/23 care innovation projects resulted in organizational changes, and that 22 affected at least one care provider’s quality of working life. Surprisingly, no project deliberately intended to affect the care organization and quality of working life. Future care innovation projects should focus on actual innovation and its implications for specific end-users, and on the broader organizational consequences and the possible effect on the care providers’ work.
Originality/value
This is the first study that specifically focused on care innovation’s effect on the care organization and on the quality of working life within a living labs context.
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Mark Loughhead, Ellie Hodges, Heather McIntyre, Nicholas Gerard Procter, Anne Barbara, Brooke Bickley, Geoff Harris, Lisa Huber and Lee Martinez
This discursive paper presents a lived experience leadership model as developed as part of the Activating Lived Experience Leadership (ALEL) project to increase the recognition…
Abstract
Purpose
This discursive paper presents a lived experience leadership model as developed as part of the Activating Lived Experience Leadership (ALEL) project to increase the recognition and understanding of lived experience leadership in mental health and social sectors. The model of lived experience leadership was formulated through a collaboration between the South Australian Lived Experience Leadership & Advocacy Network and the Mental Health and Suicide Prevention Research and Education Group.
Design/methodology/approach
As one of the outcomes of the ALEL research project, this model incorporates findings from a two-year research project in South Australia using participatory action research methodology and cocreation methodology. Focus groups with lived experience leaders, interviews with sector leaders and a national survey of lived experience leaders provided the basis of qualitative data, which was interpreted via an iterative and shared analysis. This work identified intersecting lived experience values, actions, qualities and skills as characteristics of effective lived experience leadership and was visioned and led by lived experience leaders.
Findings
The resulting model frames lived experience leadership as a social movement for recognition, inclusion and justice and is composed of six leadership actions: centres lived experience; stands up and speaks out; champions justice; nurtures connected and collective spaces; mobilises strategically; and leads change. Leadership is also guided by the values of integrity, authenticity, mutuality and intersectionality, and the key positionings of staying peer and sharing power.
Originality/value
This model is based on innovative primary research, which has been developed to encourage understanding across mental health and social sectors on the work of lived experience leaders in seeking change and the value that they offer for systems transformation. It also offers unique insights to guide reflective learning for the lived experience and consumer movement, workers, clinicians, policymakers and communities.
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Chiara Luisa Cantù, Daniel Schepis, Roberto Minunno and Greg Morrison
This paper aims to investigate the role of relational governance in innovation platform development, specifically investigating the context of living labs.
Abstract
Purpose
This paper aims to investigate the role of relational governance in innovation platform development, specifically investigating the context of living labs.
Design/methodology/approach
Two longitudinal case studies are presented, derived from auto-ethnographic narratives, qualitative interviews and secondary documents, which cover the critical stages in the development of each living lab.
Findings
Empirical insights demonstrate the relevance of coordination activities based on joint planning and activities to support innovation platform development across different stages. The governance role of research actors as platform activators is also identified.
Practical implications
The paper offers a useful perspective for identifying collective goals between living lab actors and aligning joint activities across different stages of living lab development.
Social implications
The case provides insights into the challenges and opportunities for collaboration between academia, industry and users to support sustainable construction innovation.
Originality/value
A relational governance mode is identified, going beyond top down or bottom up approaches, which contributes a new understanding of how collective goals align within a relational space.
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The aim of this paper is to present an exploratory study that examined the development of students' entrepreneurial skills over time within live projects.
Abstract
Purpose
The aim of this paper is to present an exploratory study that examined the development of students' entrepreneurial skills over time within live projects.
Design/methodology/approach
In this study, students worked alongside real‐life entrepreneurs and financiers. Students' perceptions of their skills were assessed using both quantitative and qualitative data, which were gathered during weeks 1, 6 and 12 of the programme.
Findings
The results showed significant changes in students' perceptions of their skills over time. At the outset students were confident about their abilities across the 17 categories of entrepreneurial skills developed by Lichtenstein and Lyons and Lyons and Lyons. Later on in the projects, their confidence in certain skills declined significantly; what these were varied according to the time of data collection. The qualitative data provided more detailed accounts of students' perceptions of their skills and why they had changed over time.
Originality/value
This study makes a contribution in providing insights into the nature and practice of an experiential learning approach. The results indicate that the development of entrepreneurial skills can be improved by providing a learning environment in which students interact with real business people in live projects. They also indicate that entrepreneurship education programmes may be improved by scheduling skills training in a more structured and timely manner than typically occurs now. Students' perceptions of their skills declined substantially over the course of the projects, with some variations, suggesting that educators need to provide different and more timely learning interventions to cater for the specific needs of students working in live projects.
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The purpose of this paper is to summarise the arguments developed in the PhD thesis and also to outline the journey and context from which the thesis emerged.
Abstract
Purpose
The purpose of this paper is to summarise the arguments developed in the PhD thesis and also to outline the journey and context from which the thesis emerged.
Design/methodology/approach
This paper provides a summary of key arguments in the thesis. It also provides reflections on the process of developing the thesis.
Findings
This PhD by publication process demonstrates how new philosophical thinking can contribute to the discipline literature, methodological advancements and also produce a practice tool.
Originality/value
Provision of a personal account of the PhD by publication journey and summary of the thesis: “Exploring the ‘lived experience’ of project work with Continental philosophical perspectives”.
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