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User diversity has been discussed in many fields of study for decades. Nevertheless, some cohorts are rarely included in mainstream research. According to the concept of universal design of research (UDR), people with disabilities should be more often included in participant pools. There is, however, a need for certain methodological considerations to achieve UDR.

The suggested guidelines are based upon existing guidelines and research in addition to key takeaways from studies conducted by the authors over the past 15 years. Six studies are used to show how the guidelines can be applied in research involving three example cohorts, namely people with dyslexia, aphasia and intellectual disability.

Extensive guidelines are needed to increase user inclusion in mainstream studies and support researchers in conducting purposeful and ethical research. The suggested guidelines should be examined for other cohorts to ensure that all types of user needs are accommodated.

This study contributes with methodological approaches to enhance inclusion of all types of participants in mainstream research.

The main contribution is The seven principles of UDR, a further development of the original principles for UDR.

The purpose of this study is to reveal the different ways in which a group of teachers understand the anger they feel toward the school principals with whom they interact.

The present study was designed and conducted as a phenomenography. In phenomenographic research, the number of different ways in which participants understand a particular phenomenon is revealed. The data from semi-structured interviews with 15 teachers who differed in terms of school level, gender and age were analyzed according to the phenomenographic tradition.

The analysis revealed that although the participants had eight different understandings of the anger in question, all participants had an understanding that was described as “An emotion arising from not being treated with the respect we deserve.”

The source of anger for the participating teachers was the behavior of their principals, which made them feel that they were not considered respectable and valuable. Incorporating this insight into the training of school leaders may lead to useful outcomes in improving the quality of interactions between principals and teachers.

As one of the few examples of phenomenographic research in educational management, the present study contributes to providing a solid foundation for exploring the anger that teachers feel toward their principals by showing how and in what ways participating teachers may understand this feeling.

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 purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many of the implicit doctoral literacy practices involved in doctoral study.

This participatory, collaborative project, involving 11 doctoral researchers and three supervisors, was conducted in two stages. In the first stage, doctoral researchers and supervisors engaged in a discussion which resulted in a shared concept map. The concept map was then used as a prompt for stimulated recall interviews in which the participants reflected on the connections and peer learning afforded by the research group.

Drawing on ideas from Communities of Practice theory, the data revealed that the research group, including both supervisors and doctoral students, developed knowledge, relational connections and an awareness of a range of doctoral literacies.

This paper makes suggestions for how those in doctoral education can develop and embed research groups into institutional practices.

This study demonstrates the significant role a research group which is structured, intentional and guided plays in supervisors’ and doctoral students’ development of doctoral literacies and the fundamental intellectual and relational connections afforded by participating in such communities.

The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.

The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.

The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.

Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.

The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

This grant-funded research utilized conversational agents (CAs), specifically Alexa Flash Briefings, to deliver supplemental audio content across educational settings, expanding the online learning environment of graduate students, residency teachers and mentors. The study aimed to determine the perceived usability of Flash Briefings and explore participant experiences related to Flash Briefings.

To explore Flash Briefing usability and participant perceptions, a review of relevant literature and researcher experience feedback was conducted. Additionally, graduate student feedback was sought via a modified Children’s Usage Rating Profile (CURP) Assessment survey, which also included questions related to listening habits and provided space for participants to share open-ended qualitative feedback. Data were analyzed for themes and descriptive statistics were calculated.

Findings suggest an overall positive perception of the use of Flash Briefings. A mix of positive experiences and challenges are identified based on user population. The study provides valuable insights for refining the utilization of Flash Briefings in higher education settings.

Variable levels of participation across a small sample size minimizes the generalizability of the results and fails to explore perceptions of student teachers and mentors.

The study offers an initial indication of benefits and challenges found in the implementation of an innovative technological intervention.

There is a continued need and demand for extending online instructional accessibility and communication across broad geographic areas. This study considers a unique approach and provides a step toward closing this gap by analyzing the effectiveness this content modality offers in higher education.

The purpose of this paper is to deconstruct the current discourse on researcher positionality in disaster research and it aims to enhance disaster researchers’ reflexivity, using Bourdieu’s capital, field and habitus theories.

This conceptual paper relies on secondary literature from empirical and theoretical works and incorporates critical self-reflection from author’s own research experience.

As Bourdieu would argue, one’s habitus is interactive and responsive to contexts (field and other agents’ habitus and capital), thus reflexivity requires more than the acknowledgement of one’s ascribed and achieved social characteristics. Bourdieu’s theories help disaster researchers enhance their reflexivity and better understand the nature of researcher positionality: contextual, dynamic and negotiated.

This research provides a critical and theoretical discussion of researcher positionality in disaster research. Drawing from Bourdieu’s theories, researcher positionality can be framed in relation to not only researcher’s structurally differentiated insider–outsider status but also how interactions with the research participants and contexts in which the research is conducted influence that positionality.

The study explores the evolution of Indian domestic electronics manufacturing post-economic reforms and also investigates the lack of natural growth stages among Indian start-up/SME electronics manufactures.

The theoretical framework is inspired by Dawar and Frost's survival strategy theory that local companies may follow to overcome competitive threats from MNCs. The study adopts a qualitative methodology, more precisely, a phenomenological approach to walking through policy/regulatory reforms amid market distortions, technological gaps and colonial mindset from the perspective of Indian domestic electronics manufacturers. The study has adopted Gioia method of data analysis to inductively suggest a few research propositions.

The phenomenological approach revealed eight essential structure (essence) narratives to explore the complex issue that plague the industry: make in India, made in India, preferential market access strategy, equitable market access strategy, blue ocean strategy, competitive positioning strategy, technical capability and importance of policy/regulatory arbitrage.

The situation of Indian electronics manufacturing units is comparable to the bonsai tree situation, where natural evolution in business stages does not exist; they are born and die as start-ups/MSMEs. The study advocates for equitable market access by removing market distortions. The long-term solution may lie in making available locally manufactured products as a dependable alternative to the imported products or produced locally by MNC OEMs in terms of cost, quality, technology, volume, after-sale service and integrated supply chain.

While the favorable FDI policies, digital India and make-in India initiatives have strengthened domestic electronics production, it is yet to significantly impact India's position in global trade, including manufacturing and exports.

The purpose of this study was to describe health and social care leaders’ and employees’ perceptions of remote leadership and the associated factors.

A total of 45 leaders and 177 employees from one Finnish health and social care organization completed an electronic questionnaire between October and November 2020. The questionnaire included questions related to background information, along with structured and open-ended questions addressing remote leadership and the associated factors. The collected quantitative data was analyzed with statistical methods, while inductive content analysis was used to analyze the qualitative data.

Remote leadership emerged as a developing form of leadership that was part of everyday life at a regional health and social care organization. However, it was also considered by some as a distanced and authoritarian form of leadership that reduced communication to a one-way flow of information. Remote leadership and digitalization in health and social care were generally perceived positively, especially among higher educated participants and those working mainly in a remote context. However, digitalization was also perceived as a burden and remote leadership as a source of uncertainty at work, especially among lower educated participants and those who worked mainly in traditional contexts.

This study expands the little-researched area and provides insights that can be used to further develop remote leadership and the related education.

The core of the successful implementation of the integrated project delivery (IPD) mode is to establish a high-quality relationship of cooperation, trust and sharing among participants. This paper proposes recommendations to improve the relationship quality of participants from the owner's perspective. The results provide the theoretical basis and practical guidance for the popularization and application of the IPD mode.

This paper analyzes the dynamic relationship among participants in IPD mode based on supply chain theory and similarity theory. A tripartite game model of the owner, designer and the contractor is constructed to obtain the evolutionary equilibrium strategies under different parameter constraints. Then, numerical simulations under various scenarios are conducted to explore the dynamic evolution and the influencing factors of the relationship quality among the participant in the IPD mode.

The results show that (1) the relationship quality under certain conditions gradually improves as the project progresses until stable and high-quality cooperation is formed and (2) the owner's positive supervision cost, the distribution coefficient of incentive and punishment of participants and the scale of incentive pool are important factors influencing the relationship quality.

This study incorporates the following three innovations. First, analyzing the relationship quality among the participants of IPD mode based on supply chain theory. Second, the evolutionary game theory is applied to the relationship quality analysis. Third, conclusion innovation. The authors conclude that the relationship quality may progress, decrease or cycle with the progress of the project and targeted recommendations are presented based on the results.