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The current paper sought to assess health research institutions in transferring knowledge from health research findings into decision and policy making in Malawi. The study employed both a qualitative and a multi-case study approach. Data was gathered through interviews. The study's participants were purposefully chosen directors of research institutions, public universities, and the ministry of health. Few research institutions compile a list of organisations that might benefit from their health research findings, and even fewer libraries have databanks or repositories. Policymakers rarely receive actionable messages from research institutions. Researchers are short on communication skills as well as time to transfer research findings into usable formats. Research centres including libraries should provide an opportunity for interacting and enhancing the use of research evidence. Individuals, research groups, institutions must all develop stakeholder interaction structures. Structures should define incentives and advancement opportunities for those working in health research institutions.

Adapting the Health Promotion School (HPS) approach to context specifics is acknowledged as being essential for implementation and achieving optimal effectiveness. This study aims to explore implementation variations on seven HPS spectra (such as top-down to bottom-up involvement of stakeholders) on which implementation of the HPS approach can vary, and the factors that relate to navigation on these spectra.

In 2020, fourteen HPS researchers and professionals from ten European countries participated in semi-structured interviews.

Navigation variations on the HPS spectra occurred throughout most spectra. Further, a tendency was found towards spectrum extremes of addressing multiple core-components, implementing non-disruptive Health Promotion (HP) programmes, and evaluating the HPS approach through an action-oriented research approach. Important general factors were resources, staff capacity and time available to staff members for implementing the HPS approach. Some spectra required more specific factors like organisational skills, leadership or a certain level of democracy.

The implementation of the HPS approach should be supported by implementation strategies addressing the spectrum-specific factors, but more generic factors such as staff capacity, resources and the level of democracy should also be considered.

This study explores navigation variations throughout HPS spectra rather than the HPS approach in general. It also nuances implementation diversity across and within different European contexts.

The topic of parent migration and its effects on the family environment has become a focus of moral dilemmas in East Europe for the last three decades. Children have been portrayed as social orphans and parents working abroad as neglectful parents. Today, with more evidence from research and experience, the impact of parental migration is much more comprehensive and nuanced, recognising its noxious or even harmful but also possibly empowering effects. This chapter reflects on the involvement of left-behind adolescents as co-researchers in a study of transnational families. It acknowledges the agentic role of children (often automatically labelled as victims of neglect), amplifies their voices to inform existing data on the impact of parents' departure to work abroad and identifies directions for intervention that might strengthen families.

The research is an integral part of CASTLE – Children Left Behind by Labour Migration, an ongoing project (June 2021–December 2023). ¹ This chapter presents the research collaboration experience with 12 co-researcher adolescents with previous left-behind experiences, originating from Moldova and currently residing in Romania. The co-researchers participated in all stages of the research process: training, design of data collection, recruitment of research participants, data analysis and dissemination of results. Taking co-researcher roles had an empowering effect on adolescents, who learnt how to express their views on the topic, voiced their experiences about the emotional costs of being left behind by their parents and reflected on sensitive issues like separation of family members and violence in the family.

The purpose of this study is to analyse how academic staff cope with the new culture of performance measurement and assessment in universities. In particular, the study aims to shed light on how external pressures related to measurement of research performance are translated into organisational and individual academic responses within the university and the extent to which these responses are related specifically to the operational features of performance measurement systems (PMS).

The study is based on a case study conducted in an Italian public university and based on interviews with a cross-disciplinary sample of faculty members.

The study provides insights into how linking financial incentives and career progression to research performance metrics at the system and organisational levels may have important reorientation effects on individual behaviours and epistemic consequences for the academic work.

The study is based on interviews, so one limitation is related to the risk of researcher and interviewee personal bias. Moreover, this study is focused on one single case of a specific university setting, which cannot be fully representative of the experiences of others.

The study contributes to the literature on management accounting by exploring the factors that might explain why the unintended effects of PMS on academics’ behaviour reported by several studies might occur. From a practitioner’s point of view, it shows features of PMS that may produce unintended effects on academic activities. It also highlights the need to rethink PMS for the evaluation of university performance through the involvement of different stakeholders.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.

Sandwich generation (SG) women face the double burden of caring for both their own children, and possibly grandchildren, as well as caring for their elderly relatives. Conflicts and pressures tend to arise and the book provides a range of evidence from the European Union (EU). The concluding part of the book summarises the main results and draws conclusions on the research based on the viewpoints presented in the previous chapters. The chapter presents recommendations for employers, career coaches and policy-makers for supporting SG women in working life.

This study investigates the communication behavior of public health organizations on Twitter during the COVID-19 vaccination campaign in Brazil. It contributes to the understanding of the organizational framing of health communication by showcasing several instances of framing devices that borrow from (Brazilian) internet culture. The investigation of this case extends the knowledge by providing a rich description of the organizational framing of health communication to combat misinformation in a politically charged environment.

The authors collected a Twitter dataset of 77,527 tweets and analyzed a purposeful subsample of 536 tweets that contained information provided by Brazilian public health organizations about COVID-19 vaccination campaigns. The data analysis was carried out quantitatively and qualitatively by combining social media analytics techniques and frame analysis.

The analysis showed that Brazilian health organizations used several framing devices that have been identified by previous literature such as hashtags, links, emojis or images. However, the analysis also unearthed hitherto unknown visual framing devices for misinformation prevention and debunking that borrow from internet culture such as “infographics,” “pop culture references” and “internet-native symbolism.”

First, the identification of framing devices relating to internet culture add to our understanding of the so far little addressed framing of misinformation combat messages. The case of Brazilian health organizations provides a novel perspective to knowledge by offering a notion of internet-native symbols (e.g. humor, memes) and popular culture references for misinformation combat, including misinformation prevention. Second, this study introduces a frontier of political contextualization to misinformation research that does not relate to the partisanship of the spreaders but that relates to the political dilemmas of public organizations with a commitment to provide accurate information to citizens.

The findings inform decision-makers and public health organizations about framing devices that are tailored to internet-native audiences and can guide strategies to carry out information campaigns in misinformation-laden social media environments.

The findings of this case study expose the often-overlooked cultural peculiarities of framing information campaigns on social media. The report of this study from a country in the Global South helps to contrast several assumptions and strategies that are prevalent in (health) discourses in Western societies and scholarship.

This study uncovers unconventional and barely addressed framing devices of health organizations operating in Brazil, which provides a novel perspective to the body of research on misinformation. It contributes to existing knowledge about frame analysis and broadens the understanding of frame devices borrowing from internet culture. It is a call for a frontier in misinformation research that deals with internet culture as part of organizational strategies for successful misinformation combat.

This paper aims to provide a contribution on the diffusion of Industry 4 (I4.0)-related knowledge in industrial districts (IDs). The main goal is to examine the dissemination of I4.0 knowledge, exploring the main mechanisms for its spreading and highlighting the main factors shaping such processes. Focus is on dissemination processes in IDs active in traditional industries, which could represent the “periphery” of I4.0 application context.

The methodology is qualitative. Notably, this paper presents a case study of the Pesaro ID specialized in furniture/woodworking machinery sector. A total of 18 in-depth one-to-one interviews have been conducted with relevant informants from a variety of organizations within the cluster: companies, institutions and universities.

The complexity of I4.0 requires a combination of traditional mechanisms with innovative ones within IDs characterized by the emergence of new players, activities and resources. These changes led to three main evolving patterns: the horizon of I4.0 upgrading shows blurred boundaries in terms of sectors and geographic location, the I4.0 diffusion appears fragmented in terms of initiatives and projects by both firms and institutions and the dissemination of I4.0 knowledge pushes ID firms and institutions to pursue deliberate initiatives leading to innovative forms of “collective” cooperation.

This paper contributes to both theory and practice. From the theoretical point of view, this paper contributes to the literature on innovation in IDs and clusters on two interrelated grounds. First, it provides further research on I4.0 and IDs and clusters. Second, it contributes to the stream of research on knowledge creation and diffusion in IDs and clusters, providing empirically based insights over emerging local learning processes in IDs. Moreover, relevant managerial and policy implications stem from the analysis.

India has been withstanding increasing pressure of enrolment in the higher education system, resulting in the creation of new universities in consonance with the recommendations of the Knowledge Commission (2007). Barring a few institutions of paramount excellence, the mushrooming universities fail to conform to equitability of quality and standards, that is teaching-learning-dissemination and research, except for accommodating higher gross enrolment ratio. It has resulted in an asymmetric and sporadic development of human resources, leaving a large basket of learners out of the pursuit for aspiring higher academic, research and professional enrichment. The country needs to develop an innovative common minimum curriculum and evaluation framework, keeping in view the trinity of diversity, equity and inclusion (DEI) across the Indian higher education system to deliver human resources with equitable knowledge, skill and intellectual acumen.

The paper has been developed using secondary information.

The manuscript has developed an innovative teaching-learning framework that would ensure every Indian HEI to follow a common minimum curriculum and partial common national evaluation system so that the learners across the country would enjoy the essence of equivalence.

This research has designed a comprehensive model to integrate the spirit of the “DEI” value proposition in developing curriculum and gearing common evaluation. This would enable the country to reinforce the spirit of social equity and the capacity to utilise resources with equitability and perpetuity.

The issues associated with the production and dissemination of management research have been widely debated amongst administrators, scholars and policymakers for decades. However, few studies to date have examined this issue at the level of the individual scholar. The purpose of this paper is to view a management scholar’s choice of knowledge dissemination (KD) outlets as a legitimacy judgment embedded in their social structure and community norms.

To explore this, the authors conduct a sequential mixed-methods study. The study uses qualitative methods, including one-on-one interviews (n=29) and five workshops (n=79) with administrators, management scholars, students and external community members (practitioners and policymakers). In addition, the authors analyzed the KD outcomes of 524 management scholars at seven Canadian universities drawn from a stratified sample of business schools.

The results of the research demonstrate the complex interaction between individual scholar-level factors, including socialization (degree type and practitioner experience) and tenure, and the institutional-level factors, such as strategic orientation and accreditation, and how these influence KD judgments. Specifically, the authors find that institutional factors (such as tenure and promotion) are a central predictor of scholarly KD; in contrast, the authors find that individual-level factors including degree, professional experience and career stage influence non-scholarly KD.

The results suggest that as management scholars face increasing pressure to demonstrate impact beyond academia, it may be more difficult than simply adapting the reward system. Specifically, the authors suggest that administrators and policymakers will have to consider individual factors, including their academic training (including interdisciplinary training), previous practitioner experience and career stage.