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The process of knowledge production is usually assigned to scientists who use specific methods to extract knowledge from someone else's experience. Usually this includes collecting, aggregating and interpreting data from an uninvolved point of view; that is, from the outside. This procedure is supposed to guarantee objectivity and generalisation. Many child sexual abuse (CSA) survivors reject such an approach that turns them into objects again. This presents a problem for research because it limits the number and contribution of potential participants and can lead to bias. In self-help groups of CSA survivors, an enormous amount of experiential knowledge accumulates, and sometimes this is transferred into more than only individually valid knowledge. Based on this experience and aiming for more agency of CSA Survivors, a group of adult survivors and researchers developed a new approach to research. It focuses on the development of self-organised research, which enables survivors of sexualised violence to practice research without losing agency. They are indispensable and elementary parts in all phases of the process. This chapter shows one way of formalising this process so quality criteria can be developed and applied. Following the presented approach, evaluation of the presented methods is the appropriate next step because self-help groups give reason to estimate significant outcomes. These outcomes not only enable self-help groups of CSA survivors to incorporate new methods but also include the chance to empower adults, children or youth who have been victims of sexualised violence.

Research with vulnerable groups is crucial to get their input into public policy design that will directly impact on them. However, there are many methodological and ethical challenges involved in encouraging participation from groups with a wide range of intellectual, cognitive and physical capacities while ensuring that the rights and well-being of participants are protected. Rather than exploring ethical theories, this chapter is a case study describing the practical ethical considerations that were involved in designing and holding a series of focus groups with adult health and social care service users from vulnerable cohorts. It is based on a series of focus groups which the Institute of Public Health (IPH) held with specified cohorts as part of a policy development process on adult safeguarding for the Department of Health (DOH) in Ireland. The four cohorts were people with intellectual disability, cognitive impairments, significant mental health challenges and nursing home residents. This chapter does not describe the findings of the focus groups but outlines the ethical and methodological considerations that arose in designing and conducting this research, and the practical ethical safeguards employed to mitigate risk and comply with Irish and EU General Data Protection Regulation (GDPR) legislation governing health research. It outlines the ethical issues around protecting confidentiality and using incentives to encourage participation, how individuals' capacity to give informed consent was maximized, the risk-assessment and mitigation procedures used to prevent harms arising and the measures put in place to provide follow-up emotional support to participants.

In this chapter, we explore group counseling interventions for Black males and explain the Achieving Success Everyday (ASE) group model for racial and mathematical development. We use critical race theory (CRT) as a framework to analyze school counseling (SC) and mathematics literature that focuses on Black male students to inform the reconceptualization of the ASE group model for school counselors. We examine the programs and interventions that have been published with Black male participants in school settings within the SC literature. We also examine programs and interventions that have been specially designed to improve Black males' mathematics skills. We specifically focus on gathering findings that provide successful outcomes for Black males in public schools. We examine literature that reflects the role school counselors (SCs) take when supporting Black male students' academic, social, emotional, college, and career identity development. We believe uncovering ideas to capture Black males' experiences in school settings could shed light on how to foster Black excellence. Gaining an understanding of programs and interventions for Black male students through a CRT lens could inform future research, policy, and practice in SC while combating ongoing racism that continues to persist.

Despite widespread recognition of the importance of place in entrepreneurship research, much less attention has been paid to the methodological challenges that inquiries into place presents. Understanding the relationship between place and entrepreneurship is becoming increasingly important as focus turns to sustainable entrepreneurship and as policy makers turn to ‘place-based’ approaches to regional sustainability challenges. This chapter provides insight one researcher’s experiences engaging stakeholders in discussions about the relationship between a place-based university programme for sustainability and local sustainability agendas. The chapter reveals the struggles experienced by both researcher and participants in articulating what places and the local region means to both individuals and to the programme. The findings provide an important insight into how researchers studying place need to be cognisant of the limitations and flexibility of language when engaging research participants in discussing the relationship between place, sustainability, and entrepreneurship.

In this chapter, the authors outline some of the history of the role of diversity in research and research management, how this has changed and the consequences it has for a workable definition of diversity. We describe the benefits and challenges when working with diversity as research managers and administrators (RMAs) in international research producing organisations (RPOs). The challenges differ in different parts of the world which brings new complexities to navigate. It is shown how the agendas of internationalisation and diversity do not always work well together due to cultural and political perspectives in areas including race, age, gender identity, sexual orientation and other characteristics. The authors suggest how ‘Cultural Intelligence’ (CI) can be used as a frame for RMAs working with diversity and internationalisation both in a pre- and post-award phase and outline some specific steps and initiatives RMAs can take to create equitable and inclusive research and research environments based on their practical experience in the sector.

The application of user involvement in the design and implementation of research has progressed through various frameworks and is an increasingly recognized and expected as a key element of ethical research methodologies. The practice of engaging users (the public, patients, service recipients, etc.) beyond the traditional scope of subject, and elevating their role as partner or co-designer of the research process, is theoretically rooted in civil rights and social justice ideologies. The success of these types of models are influenced by various factors including the people involved, their capacities and values; the physical and funding environment in which the research occurs and the approaches used to engage. In theory, user involved research is most successful when the people, approaches and environment are genuinely interested and centralized around inclusive methods that posit that populations researched have the right to contribute to research done and researchers have the ethical responsibility to engage them using measurable strategies. User involved research frameworks have the potential to create a space that both values and uplifts historically marginalized voices, while touting the demonstrated advantage of improved effectiveness in research outcomes and implications. Yet there exists a dissonance between theory and practice in the field, due to a lack of consistent understanding, practices and standards tied to the approach.

In academia, assessment is often narrow in its focus on research productivity, its application of a limited number of standardised metrics and its summative approach aimed at selection. This approach, corresponding to an exclusive, subject-oriented concept of talent management, can be thought of as at odds with a broader view of the role of academic institutions as accelerating and improving science and scholarship and its societal impact. In recent years, open science practices as well as research integrity issues have increased awareness of the need for a more inclusive approach to assessment and talent management in academia, broadening assessment to reward the full spectrum of academic activities and, within that spectrum, deepening assessment by critically reflecting on the processes and indicators involved (both qualitative and quantitative). In terms of talent management, this would mean a move from research-focused assessment to assessment including all academic activities (including education, professional performance and leadership), a shift from focus on the individual to a focus on collaboration in teams (recognising contributions of both academic and support staff), increased attention for formative assessment and greater agency for those being evaluated, as well as around the data, tools and platforms used in assessment. Together, this represents a more inclusive, subject-oriented approach to talent management. Implementation of such changes requires involvement from university management, human resource management and academic and support staff at all career levels, and universities would benefit from participation in mutual learning initiatives currently taking shape in various regions of the world.

The creation of the research management and administration (RMA) profession in a small country is probably well exemplified by the development of the Danish Association of Research Managers and Administrators (DARMA). Many external factors in Denmark are similar to other European countries (like the growth of research, international cooperation, and competitive funding for research). The crucial point is how universities and especially staff react to the need for development and professionalisation. It takes committed and visionary individuals to kick-start the movement. Equally important is the buy-in and engagement from many colleagues necessary to make real change. This can only happen by finding enough volunteers to build and run a professional society. Furthermore, international networking and conference participation is crucial to get relevant inspiration for this development.

The next step for a society like DARMA is to move towards a commonly recognised job function or title. This could also mean certification or at least a comprehensive, national training programme.