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This paper aims to determine whether a combined set of process models for university contributions to social innovation can be effectively used to describe how higher education institutions facilitate and disseminate research for social value.

The author applies Cunha and Benneworth’s (2013) social innovation process model, with additions from the Nichols et al. (2013) model of campus-community collaboration and the Jain et al. (2020) social value framework, to a pair of case studies at Portland State University about research projects on homelessness. Information was gathered through primary sources, observation and secondary texts.

Applying the models to the case studies provides additional detail on the types and value of Portland State University’s contributions to addressing homelessness through social innovation. The models are found to be effective in describing and providing guidance for social innovation research projects at other higher education institutions.

The models may have widespread applicability in understanding or designing university contributions to social innovation, but additional case studies and analysis are needed to understand the full range of project types and institutional contexts to which they can be successfully applied.

The projects described in the paper’s case studies have not been analyzed elsewhere using social innovation frameworks and are valuable in their own right as social innovations worthy of replication. The findings of the paper extend the applicability of a process model for university contributions to social innovation.

This study aims to explore how current HRD strategies are put into practice and to what extent they are in line with theoretical ideas espoused in HRD literature. Two research questions are framed within the theoretical framework of learning‐network theory. First, what strategies do HRD practitioners employ to organise learning programmes? Second, what problems and barriers do HRD practitioners encounter in organisational reality? The study is based on data collected from 20 Dutch HRD practitioners using a semi‐structured interview questionnaire. A qualitative analysis was conducted on interview summaries authorised by the respondents. Results indicate a rather broad range of different HRD strategies employed and many problems and barriers encountered in putting preferred HRD strategies into practice. Explanations, implications, and limitations of the findings are discussed.

This paper aims to illustrate realities of homeless people's lives during a time of significant change in UK public sector funding and welfare policy.

A participatory research approach was used including working with two co‐researchers; two people who have direct experience of homelessness. A sustainable livelihoods approach was adapted to provide a framework for analysis. The research was undertaken during May to October 2011.

The paper interrogates five areas of assets held by people themselves that support sustainable livelihoods, an existing approach used in other research. Life journey narratives show that a connected range of services, operating through an empowerment model, promote human dignity.

Findings resonate with issues identified in larger studies; however, as the funding and policy context is rapidly changing it is recommended that additional local qualitative studies could be conducted during the next three years to illustrate impacts in people's lives.

The paper suggests front‐line services must include resettlement as well as crisis and stabilising services in order to ensure homeless people can successfully move from home to home.

The research identified negative attitudes towards homeless people. By illustrating homeless people's achievements the study provides evidence of the impact of, and the value of continuing to fund, homeless services.

The paper suggests that people who have experienced homelessness achieve a successful life with support by drawing on their considerable life experience and personal talents. This message is important for practitioners, commissioners and policy makers working through a period of change for homeless services.

In 2008, Mind in Bexley received a research development grant from the Big Lottery Fund and a training grant from Bexley Care Trust to empower service users to participate and contribute to a pilot research project. The project aims were to work with, develop, train and support service users as researchers, in order to record the narratives of service users who have common experiences of mental health distress and treatment. The research development project set up an advisory group, created and developed a partnership with the University of Kent and provided workshops and training sessions to explore some of the principles of research and ethics. In addition, the group undertook a preliminary literature review, developed and refined a research questionnaire and piloted interviews with six service users. Many issues were raised and lessons learned during the planning and conduct of the project. This paper discusses the process and reflects on aspects of the project's design and delivery. In addition, this paper highlights some of the difficulties in undertaking service user research and suggests recommendations as to how to overcome some of these complex issues.

The purpose of this paper is to investigate the co‐production of knowledge and dialogic relationships via the collaboration between business practitioners and academic researchers.

The motivations, expectations, communication processes, and final performance of those engaged in collaborative management research are explored by applying a two‐pronged methodology with a content analysis and an e‐mail survey. The authors conducted a content analysis on 136 articles identified out of a total of 2,029 articles from six leading journals during 2006‐2011 which fulfilled the criteria of being coauthored by both professors and practitioners. An e‐mail survey of six open questions was given to pre‐screened authors in the first stage to investigate the in‐depth dialogue processes and stories of these collaborations.

The results revealed that collaboration topics of interest focused mostly on organizational behavior, business policy, and strategy, and that theoretical inquiry and case study were the most used research methods. According to the 68 valid returned e‐mail surveys, the providing of consulting services by professors in firms plays a critical role in facilitating knowledge co‐creation between practice and knowing. The findings also highlight key factors of sustainable co‐production relationships.

This study provides an empirical, valuable step towards an investigation into the co‐creation dialogue experiences of practitioners and academics in three dimensions: purpose, procedure, and promise.

This work employs a phenomenological approach to investigate how people experience the radical transformation of their work lives caused by reengineering (BPR) processes. The common essences of the experiences of three co‐researchers are synthesized into a composite textural‐structural description of the reengineering phenomenon. The analysis of the rich, multidimensional information offered by participants reveals that reengineering projects elicit complex experiences involving a multitude of horizons. In particular, the analysis suggests that, by taking the discourse of efficiency to extremes, reeengineering ends up by unveiling the conflicts inherent in the arrangements that generally characterize workplace. This proposition goes beyond the traditional belief that the basic reason for resistance in BPR projects is the fear of layoffs or the modification of power arrangements. Indeed, such factors seem to be part of the problem. It is also necessary to understand the important role of the crisis that reeengineering may generate in individuals’ ongoing process of sense making.

This empirical research seeks to evaluate purchasing practices in Taiwan based on survey data collected from companies located in that country. A research model is presented and tested using structural equation modeling. The model includes three factors: purchasing risk taking, purchasing knowledge and skills, and strategic purchasing. The research findings indicate that purchasing risk‐taking impacts purchasing knowledge and skills and purchasing knowledge and skills impacts strategic purchasing. Also, the study finds that the relationships among risk taking, purchasing knowledge and skills and strategic purchasing for high performing firms are stronger than for low performing firms.

This paper aims to focus on one of the most frequently cited problems with respect to the performance management process: the prevalence of performance appraisal distortion.

Through semi‐structured interviews with managers, this paper attempts to answer the following question: Which factors influence managers' motivation to distort the performance evaluation ratings of their subordinates?

This paper offers three main contributions or implications. First, from a methodological point of view, using a qualitative research design to investigate the appraisal of subordinates' performance is useful because it allows us to reduce the gap between research and practice. Second, this study shows that researchers must embrace or integrate various theoretical perspectives (rational, affective, political, strategic, cultural, justice, and symbolic), given that managers' motivation to evaluate subordinate performance cannot be analyzed outside of the social context. Third, from a practical point of view, managers' motivation to evaluate subordinate performance is less about the technique used and more about leadership support, execution, and overall performance culture.

To date, prior research has focused on improving performance appraisal accuracy through experimental research design by emphasizing rating criteria, rater errors, rater training, and the various rating methods. Despite extensive research, very little progress has been made toward improving rater accuracy.

This chapter presents a co-participatory analysis that brings in empirical interview data from all three nations involved in the MaCE project. More than that, the chapter also focusses on the co-researcher student's ideas for change in schools, youth services and higher education. By presenting these ideas in a raw and unedited manner, the chapter invites the reader into the very engine room of the MaCE project, the reflections, discussions and rough ideas that we try to convert into practical solutions for children and young people. Ultimately, the chapter presents the framework for well-being, education, learning and development developed throughout this project as a bridge to change.