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This paper aims to investigate the competencies that researchers need to develop and employ for successful collaborative research.

The authors use a reflexive approach built on participant observation of six cases of collaborative research in public procurement and logistics.

The authors identify and explain two major competencies that are required for successful collaborative research. The first is boundary-spanning competence that represents the researchers' ability to move fluidly from the academic milieu to the practitioner's environment. The second is reflexivity competence that allows the researchers to learn from each collaborative research project they participate in and further improve their boundary-spanning competence.

This study goes beyond the list of skills for collaborative research reported in the literature to describe two major competencies that researchers should develop to perform successful collaborative research. This reflection may serve as a starting point for the development of a sociological understanding of the collaborative research field.

The COVID-19 pandemic disrupted organizations, bringing in unforeseen situations and highlighting the need for organizational leaders to develop a capacity for resilience, i.e. the ability to recuperate, exhibit agility and rebound. Hence, this paper aims to explore leaders’ views on what resilience capabilities are needed to manage themselves, the team and the organization.

This qualitative research study uses an in-depth interview tool and adopts a reflexive thematic analysis. The capabilities approach and resilience theory framework were applied to view resilience capabilities. The sample comprises 19 middle and senior leaders, both men and women, from the information technology Industry in India.

This study unravelled different capabilities to manage individuals, teams and organizations. The three key themes of resilience capabilities observed were as follows: self-leadership capabilities – where leaders focussed on capabilities that developed themselves; people leadership capabilities – which focussed on leading people and the team; and organisation-focussed leadership capabilities – which focussed on the macro level.

The findings of the study benefit organizations, leaders, human resource professionals, talent management strategists and academic leadership scholars to identify, train, conceive and deliver resilience capabilities.

This paper aims to understand what reflexivity means and explores which types of reflexivity could be applied within social marketing practice as a critical approach to overcoming failures.

This paper is a critical literature review.

The study proposes a typology for a reflexive approach to social marketing practice to overcome failures. The typology is built on self and critical reflexivity, simultaneously allowing social marketers to reflect on external and internal factors that may affect the individual's role and could negatively affect social marketing practice unless otherwise considered. The types of reflexivity discussed are not prescriptive; instead, the authors intend to provoke further discussion on an under-researched but vital area of social marketing.

The proposed typology is conceptual; an empirical investigation to gain social marketer's views would further enhance the effectiveness of the applications of the typology.

Social marketers could use the proposed typology for future practice.

This is the first study that conceptualises various types of reflexivity within social marketing practice to overcome failures.

This study aims to investigate how Living Labs of Van Hall Larenstein UAS perform as sustainability-oriented, transdisciplinary learning environments. It shows how the sustainable development goals (SDGs) can be used as a compass and debates the sustainability impact of applied research.

A case study approach was adopted, including a literature review, scoping visits, online workshops and peer-to-peer inter-vision/learning, using the SDGs as a compass and framework for analysis.

Most Living Labs use a “silo-approach” on the SDGs and are designed from a technological-expert perspective. This results in blind spots, particularly on SDGs related to reducing socio-economic inequality and just institutions. Debating unsustainable systems, cultures and practices is avoided. To contribute to sustainability transitions, universities need to invest in developing transformative capacity. This refers to SDG-transition competences such as collaborative communication, constructively engaging with diversity and conflicts, discussing values, norms and ethics and encouraging reflexivity.

Mainly lecturer-researchers were involved in the study. COVID-19 travel restrictions hindered the research at the grassroots level in India and Indonesia.

The study revealed the importance of creating Living Labs as safe and brave inter- and transdisciplinary learning environments to practice reflexivity: encouraging students, researchers and stakeholders to look at sustainability issues from plural perspectives and questioning unsustainable practices, which combined lead to changing perceptions, practices and relations and a deeper understanding of how change happens. The SDGs as a compass method supports reflexivity among stakeholders and in redirecting strategies towards a sustainable future.

This paper argues for the need to use multiple sources and methods that respond to research challenges presented by new forms of war. There are methodological constraints and contention on the superiority given to positivist and interpretivist research designs when doing fieldwork in war situations, hence there is a need to use integrated data generation techniques. The combined effect of severe limitations of movement for both the researcher and researched fragmented data because of polarized views about the causes of the war and unpredictable events that make information hard to come by militate against systematic, organised and robust data generation. The purpose of this paper, therefore, is to make fieldwork researchers understand significant research problems unique to war zones.

This research was guided by the postmodernist mode of thought which challenges standardised research traditions. Fieldwork experiences in Cabo suggest the need to use the composite strategies that rely on the theoretical foundation of integrative and creative collection of data when doing research in violent settings.

The fieldwork experiences showed that the standardised, conventional and valorised positivist and ethnographic research strategies may not sufficiently facilitate understanding of the dynamics of war. There should not be firm rules, guidelines or regulations governing the actions of the researcher in conflict. As such, doing research in violent settings require reflexivity, flexibility and creativity in research strategies that respond to rapid changes. Research experiences in Mozambique show the need to use blended methods that include even less structured methodologies.

Fieldwork experiences in Cabo challenges researchers who cling to standardised research traditions which often hamper awareness of new postmodernist mode of thought applicable to war settings. It is essential to study the nature of African armed conflicts by combining creativity and flexibility in the selection of research strategies.

The purpose of this paper is to illustrate and discuss the application of mindfulness practices rooted in Buddhism as the methodological praxis in implementing participatory action research (PAR) projects with older Thai adults.

The paper draws on the researchers' reflexive accounts of participatory action conducted with older Thai participants in a series of four PAR projects in the five senior schools located in the northern, southern, northeastern and central regions of Thailand.

The paper demonstrates the translation of Buddhist mindfulness into a PAR methodological approach and shares actual practices of mindfulness in each stage of the research process.

This paper provides practical implications for researchers to incorporate the mindfulness methodology to unlock presuppositions and attachments to pre-existing PAR frameworks and open new ways of knowing that emerge out of the lived experience at the present contextual moment.

Culture is increasingly recognized as a key component of local development, but this attention is largely focused on large cities. This paper aims to focus on the ways in which the innovative, participatory action-research (PAR) methods of IdeaLabs and community intervention workshops are used by two projects with solidarity economy enterprise (SEE) participants to activate place-based cultural resources for local development in small communities.

An in-depth reflexive analysis undertaken by researchers involved in the two projects, taking a feminist ethics of care perspective, demonstrates the ways in which these two PAR methods promote local development with the goal of fighting against the economic, social and cultural degradation of small cities and rural areas.

The PAR methods used by the two projects examined stimulate place-based local development initiatives through collaboration and knowledge co-production among participants and researchers. The projects go beyond an instrumental view of the use of culture and the arts for local development to innovate and demonstrate new methodologies for more participatory approaches.

This paper addresses a gap in social economy literature, presenting methods that can be used in PAR projects to catalyse the use of culture as a local development tool by local SEEs.

The study aims to promote the use of qualitative methods in service research by investigating how these methods are reported in service journals, how the level of reporting has evolved and whether methodological reporting influences the downloads or citations received by qualitative articles.

Methodological reporting practices were identified through content analysis of 318 qualitative articles published in three major service research journals and comparison with prior methodological literature. Regression analysis was used to test how the level of methodological reporting influences article downloads and citations.

The study identifies 29 reporting practices related to 9 key methodological reporting areas. The overall level of methodological reporting in published qualitative articles has increased over time. While differences in the level of reporting between service journals persist, they are narrowing. The level of methodological reporting did not influence downloads or citations of qualitative articles.

Service scholars using qualitative methods should pay attention to methodological reporting as it can improve the chances of being published. Factors such as theoretical contributions are likely to have a greater influence on article impact than methodological reporting.

No prior study has explored methodological reporting practices across different qualitative methodologies or how reporting influences article impact. For authors, reviewers and editors, the study provides an inventory of reporting practices relevant for evaluating qualitative articles, which should lower barriers for qualitative methods in service research by providing practical guidelines on what to focus on when reporting and assessing qualitative research.

Through a review of the literature, this article seeks to outline and understand the evolution and extent of user–participant involvement in the existing library and information science (LIS) research to identify gaps and existing research approaches that might inform further methodological development in participant-oriented and design-based LIS research.

A scoping literature review of LIS research, from the 1960s onward, was conducted, assessing the themes and trends in understanding the user/participant within the LIS field. It traces LIS research from its early focus on information and relevancy to the “user turn”, to the rise of participatory research, especially design-based, as well as the recent inclusion of Indigenous and decolonial methodologies.

The literature review indicates that despite the reported “user turn”, LIS research often does not include the user as an active and equal participant within research projects.

The findings from this review support the development of alternative design research methodologies in LIS that fully include and involve research participants as full partners – from planning through dissemination of results – and suggests avenues for continuing the development of such design-based research. To that end, it lays the foundations for the introduction of a novel methodology, Action Partnership Research Design (APRD).

This study aimed to evaluate the impact of four cross-institutional teaching enhancement projects (TEPs), a relatively new form of professional collaboration. The focus is on the impact at departmental, institutional and cross-institutional levels because such impact is the main reason for establishing cross-institutional TEPs.

A professional capital framework guided the examination of decisional and social capitals at departmental, institutional and cross-institutional levels. A theory-of-change method was adopted to collect data from 35 sets of documents, 22 project members and 65 stakeholders.

The authors found five forms of impact, showing the development of decisional and social capitals mostly at institutional and cross-institutional levels, whilst signaling the relatively weak impact at departmental levels. Therefore, the values of cross-institutional TEPs have not been fully realized and future endeavors need to better utilize the capitals in programs.

Few studies evaluated the impact of large-scale, cross-institutional TEPs. The authors offered new contributions by gauging the impact of these under-explored forms of complex professional collaborations.