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There is a growing emphasis on the need to integrate research and practice in the fields of domestic and sexual violence. However, additional research is needed to identify strategies for key stakeholders to use to bridge research and practice in these areas. The paper aims to discuss these issues.

The current study analyzed qualitative data collected during a statewide conference for researchers and practitioners whose work addresses domestic and/or sexual violence.

The findings provide information about building effective researcher-practitioner collaborations, developing methodologically sound studies that address practice-relevant research questions, and identifying steps that funders, state coalitions, researchers, and practitioners can take to advance the integration of research and practice.

Additional research is needed to evaluate specific approaches to better integrating research and practice related to domestic and sexual violence.

Researcher-practitioner collaborations offer numerous benefits to advancing research and practice related to domestic and sexual violence. Additional guidance and tangible support is needed to foster these collaborations.

This study used data collected during an innovative conference that brought together researchers and practitioners. The data have implications for furthering the integration of research and practice related to domestic and sexual violence.

The purpose of this paper is to investigate the extent to which learning gained through participation in three research methods workshops funded by an Arts and Humanities Research Council networking grant was applied in practice.

Data were collected by online survey and focus group from individuals who participated in the Developing Research Excellence and Methods (DREaM) project workshops in 2011/2012. The survey data were coded and analysed manually, as were the transcribed focus group discussions.

Following the conclusion of the DREaM project the participants at the core of the network applied their learning from the workshops to innovate in the workplace and to develop information services, with evident impact on end-users of library and information services. The strongest impact of the DREaM project, however, was found in reports of widened opportunities for the researcher and practitioner cadre members, many of which arose from collaborations. This provides evidence of a second proven strategy (in addition to the provision of research reports in practitioner publications) for narrowing the library and information science (LIS) research-practice gap: the creation of researcher-practitioner networks.

Collaborative interactions between academic researchers and practitioners bring benefits to both network participants themselves and to the wider communities with which they interact. These are likely to be applicable across a range of subject domains and geographies.

Network grants are valuable for furnishing learning that may be applied in practice, and for bridging the research-practice gap.

In LIS and other domains that suffer from a research-practice gap (e.g. teaching, social work, nursing, policing, management) the bringing together of researchers and practitioners in networks may address problems associated with misunderstandings between the two communities, and lead to improved services provision.

This study provides an evaluation of network development that goes beyond simply reporting changes in network topology. It does so by assessing the value that network relationships provide to individuals and groups, extending knowledge on mechanisms of collaborative interaction within research networks. It is also the first detailed study of the impact of a UK research council networking grant.

This article presents the results of a study involving 261 domestic violence researchers representing a variety of professional disciplines. The purpose of this study was to identify researchers' perceptions of the connections between research and practice in domestic violence. The study builds on previous literature that identified a gap between research and practice in domestic violence. Through a factor analysis of the Domestic Violence Research‐Practice Perceptions Scales: Researcher Form, a new instrument developed for this study, a four‐factor conceptual framework for understanding the domestic violence research‐practice gap was identified. The four factors identified were labelled as follows: (a) personal practice orientation, (b) beliefs about practitioners, (c) beliefs about researchers, and (d) beliefs about a research‐practice gap. Researchers were shown to differ in their scores on the first factor subscale based on whether they had prior experience of providing services to clients affected by domestic violence and whether domestic violence is the primary focus of their research agenda. Implications of the findings for integrating research and practice in domestic violence are then discussed.

This paper aims to analyse the bibliometric characteristics of the ISO 50001 publication, map the state of the art of the research topic and identify future research issues.

This research is a bibliometric study. The data were collected from Scopus. Both performance and science mapping analysis were performed.

The research results showed the top author, paper and country of ISO 50001 publications. There are four author collaboration clusters and five country collaboration clusters. Eight research themes were mapped into four quadrants based on the density and centrality. The bibliometric coupling analysis showed six research clusters. Finally, the research issues were mapped. The implications were discussed.

This research gave several implications for researchers, practitioners and public policymakers. For researchers, the bibliometric analysis provides several research issues that can be followed up by future research. For practitioners, the bibliometric analysis showed that applied tools and methods that can assist the implementation of ISO 50001-based energy management have been developed. For public policymakers, the bibliometric analysis offered the knowledge structure on ISO 50001 that can be used in public policymaking development. The author collaboration cluster and the bibliometric coupling cluster can be used to trace the scientific information that is needed as the foundation of public policy.

Many ISO 50001 studies have been performed. However, based on the search in several main academic scientific paper databases, there is no bibliometric study on the research topic. This is the first bibliometric study on ISO 50001 publication. This study takes a holistic approach combining performance analysis and science mapping analysis that includes elaborated thematic mapping and evolution analysis.

This paper is second of seven in this volume elaborating different approaches to quality improvement in education. It delineates a methodology called design-based implementation research (DBIR). The approach used in this paper is aimed at iteratively improving the quality of classroom teaching and learning practices in defined problem areas through collaborations among researchers, practitioners and other education stakeholders.

The paper describes the origins of the approach in US education, along with its foundations, core principles and a case application of DBIR in practice. The case focuses on the specific problem of teaching science and genetics in primary and secondary schools in a district.

The guiding principles of DBIR are: a focus on persistent problems of classroom educational practice; iterative and collaborative design and testing of innovations through partnerships between researchers and practitioners, involving multiple stakeholders’ perspectives; a concern with developing theory related to both implementation processes and classroom learning outcomes, using systematic inquiry; and development of the capacity of both researchers and practitioners to sustain changes in educational systems.

Few theoretical treatments and demonstration cases are currently available in US education that examine common models of quality improvement, particularly DBIR. By engaging practitioners with researchers in designing, testing and implementing reforms meaningfully, DBIR shows promise in offering significant on-the-ground benefits. This paper adds value by allowing readers to compare the DBIR method with the other improvement approaches explicated in this volume.

This paper outlines researcher–practitioner reflections on the use of a visually adapted repertory grid technique (VARGT) with men convicted of stalking. It draws on and assimilates participant experiences of the VARGT as a research engagement tool. Further, it extends discussion to propose its value as a generic engagement tool for when personal insights and collaborative case formulations may otherwise be difficult to access.

The repertory grid technique, developed from Kelly’s Personal Construct Theory (1955), was adapted visually for utility in a mixed methods research study with those who commit stalking offences (Wheatley, in preparation). Analytical and reflexivity processes within this original study highlighted rich and recurrent data across the sample pertaining to the positive participant experience of the VARGT, unrelated to its core research question.

This paper presents reflections and psychological discussion for experiences of using the VARGT. Key features clustered around therapeutic alliance and engagement, enlightenment and a motivation for positive change.

This paper suggests the VARGT has value in participant–client engagement, particularly where sensitive topics are being investigated and participants have difficulty directly articulating their psychosocial functioning.

This novel technique offers potential as an engagement tool for use in research and clinical settings.

Whilst academic research can capture an existing sense of place, the act of placemaking through strategies such as events depends upon the attitudes and actions of precinct managers and event organisations. The purpose of this paper is to investigate the collaborative research process between researchers and a precinct manager that highlighted an event’s ability to contribute to placemaking within that precinct.

Using the results of this event experience study, informal interviews with the SPA research partners, secondary data and a longitudinal, reflective account of the research collaboration, the research process itself was investigated to see how it assisted in the (re)design of the event within the precinct manager’s placemaking strategy to encourage a family-friendly, beach-centred culture within the precinct.

It is proposed that the research results combined with a collaborative research process itself facilitated a shift from the business imperative on the event’s economic performance indicators to a broader discussion of the event’s role in shaping local’s (and visitor’s) perceptions of place, and allowed a broader discussion of the role of events in driving a “liveability” and/or placemaking agenda, complementing the economic impact agenda, for the precinct manager.

The paper suggests how and why it is important for academics to work collaboratively with precinct managers to translate the concept of placemaking into the actual design of events within a place. To do so requires the researchers to bridge the gap between theory and practice. For the concept to be translated into action, greater attention was drawn to the placemaking role of events, positioning it along economic impact measures as a valuable outcome of events.

Few co-authored studies, representing both researchers and practitioners exist within the events sector, and this study contributes towards understanding process of research impact, by considering the forces capable of delivering a placemaking agenda through a precinct’s event portfolio.

The purpose of this paper is to reflect on interactive research as a means to create relevant knowledge in the domain of operations management in general and specifically in the context of production start-up.

The reflection on the use of interactive research in production start-ups was based on a study of two completed interactive research projects. The lens for reflection was a framework including context, quality of relationship, quality of the research process itself and outcomes.

The context was industrial manufacturing companies in Sweden, with different kind of challenges related to production start-ups, such as collaboration between involved functions and suppliers, competence development and work routines. Indicators of the quality of relationship between researchers and practitioners were initiated development activities and new collaboration between functions, within the company, between companies and in supply chains. The reflection of the quality of the research process itself was based on an interactive research process including four iterative steps with regular follow-ups allowing joint practitioner and researcher reflection on the progress. Identified outcomes included increased awareness and competence on how to deal with production start-ups, improvements of communication, work procedures and structures, better use of competences, increased cross-functional dialogue and cultural understanding.

Implications for practitioners are the possibilities for knowledge creation through interactive collaboration in research projects enabling exchange between researchers from complementary fields and other companies dealing with production start-ups.

The interactive research approach enables joint knowledge creation in a fast-changing context such as production start-ups as well as value-adding results both for practitioners in industry and for academia.

This chapter explores specializations within academic librarian practices, focusing on librarian research and collaboration. Academic librarian roles are transitioning from service providers to specialists, researchers, and collaborators. Roles have shifted to incorporate interdisciplinary research and collaboration; embedded librarianship; research data management expertise; information literacy instruction; and core curriculum development. In order to understand this shift in roles, a mixed methods research project undertaken with a Purdue University researcher and Purdue Libraries faculty that prompted the development of a research diagrammatic metaphor modeling the components of librarian-faculty collaboration. The model demonstrates the dynamics and roles in academic collaboration and interdisciplinary research. A generalization of the model applied to two librarian-faculty collaboration scenarios exemplifies how these components facilitate engagement and project management. Potentially the model could be operationalized to understand disciplinary differences and provide a framework of accountability for both faculty and librarians engaged in research projects.

Research on principal supervisors (PSs) is an emerging field, and principal supervision for racial equity has not yet been studied or theorized. Conducted in partnership with practicing district leaders, the purpose of this paper is to examine current PS leadership in three districts at various points of engagement in equitable leadership practices and set forth a framework for conceptualizing systems equitable leadership practice.

This collaborative study emerged from an EdD course project in which groups of practitioner–scholars identified and collected qualitative interview, survey and artifact data about problems of practice in their districts. University researchers supported data collection and conducted analyses across settings, building on Ishimaru and Galloway’s (2014) equitable leadership practices framework.

Equitable PS leadership practices were variable. No district engaged with “proficiency” across all drivers of equitable leadership practice, but the district that engaged in equitable PS practices most deeply framed the work of schooling as a race-explicit endeavor, suggesting that framing is a fundamental driver.

This paper builds on PS and equity-focused leadership research by adding a systems-level equity focus.

Findings suggest that districts should focus on equity framing as the foundation for principal support and development.

This researcher/practitioner–scholar collaboration shows how practitioner–scholars provide focus and expertise to the field unavailable to traditional researchers.