Search results

We argue that by conducting systematic research with communities rather than on communities, community-based research (CBR) methods can both advance the study of human interaction and strengthen public understanding and appreciation of social sciences. CBR, among other methods, can also address social scientists’ ethical and social commitments. We recap the history of calls by leading sociologists for rigorous, empirical, community-engaged research. We introduce CBR methods as empirically grounded methods for conducting social research with social actors. We define terms and describe the range of methods that we include in the umbrella term, “community-based research.” After providing exemplars of community-based research, we review CBR’s advantages and challenges. We, next, summarize an intervention that we undertook as members of the Publication Committee of the URBAN Research Network’s Sociology section in which the committee developed and disseminated guidelines for peer review of community-based research. We also share initial responses from journal editors. In the conclusion, we revisit the potential of community-based research and note the consequences of neglecting community-based research traditions.

The purpose of this paper is to explore the humanitarian service management categories that influence long-term transformation within complex community-based service ecosystems.

This study utilizes mixed methods to present a dynamic model that provides insight into the complexities of supplying, distributing and transporting charitable resources to underserved communities. The interdisciplinary study draws on the theory of service-dominant logic and service science, presents critical elements of transformative service research and uses system dynamics approach to propose a visual causal loop model.

This study develops a dynamic model for studying humanitarian service and value propositions in underserved communities. This paper combines the extant literature to emphasize key humanitarian service categories that influence, and are influenced by, service exchanges within community-based contexts.

This paper is limited in providing quantitative methods in analyzing the case study data. However, the research is still helpful in providing acumen via the causal loop diagram to specifically look into each variable and see their cause and effect relationships in the community-based ecosystem. The research represents an opportunity to model the humanitarian aid and relief scenarios to help make more effective decision-making interventions.

The model serves as a managerial tool to determine critical services that optimize resource utilization within the community-based service ecosystems. Insights from this research are broadly applicable to the contexts of humanitarian logistics and supply chain management (HLSCM) solutions for community-based ventures.

This paper conceptualizes how the management of service-for-service exchanges, logistics services and charitable donation management provides transformational humanitarian services and value propositions within underserved communities. This study further provides fundamental contributions by addressing research gaps in the HLSCM domain by supporting service research and the community-based context.

In this chapter, we explore the use of participatory and community-based research (CBR) strategies within institutional ethnography. Reflecting on our current, past, and future projects, we discuss the utility of community-based and participatory methods for grounding one’s research in the actualities of participants’ lives. At the same time, we note ontological and practical differences between most community-based participatory action research (PAR) methodologies and institutional ethnography. While participants’ lives and experiences ground both approaches, people’s perspectives are not considered as research findings for institutional ethnographers. In an institutional ethnography, the objects of analysis are the institutional relations, which background and give shape to people’s actualities. The idea is to discover something through the research process that is useful to participants. As such, the use of community-based and participatory methods during analysis suggests the greatest utility of this sociological approach for people.

Community‐based research requires the involvement of both the community and researchers to investigate the influence of existing political, social and structural factors on the health of individuals and communities. In the Bekaa Valley of Lebanon, a community‐based intervention is proposed, as part of an EU INCO DEV‐funded project that aims to assess reproductive health care among Bedouin in Lebanon and Jordan. This intervention intends to train Bedouin community health volunteers (CHVs) to spread reproductive and child health knowledge and awareness among the Bedouin community and link them to the existing primary health care centres. The challenges facing this intervention relate to the existing political atmosphere and the difficult process of building and maintaining a partnership between the research team and the Bedouin. Evidence from the data‐collection phase and the current implementation phase of the Bedouin project has shown that the positive outcomes that result from community‐based interventions can be outweighed by the burden of obstacles and challenges that arise. These have to be carefully anticipated and tackled to guarantee a successful intervention. This paper will explore these obstacles and highlight some recommendations for implementing a community‐based intervention on the basis of our experience with the Bedouin.

To better meet the learning objectives in a multicultural leadership class, I developed an assignment that uses action research and community-based research as frameworks for the course’s culminating assignment. Called the Community-Based Action Research (CBAR) assignment, the experience invites students to develop research questions related to inclusion, connect with community partners to find the answers to these questions, then share their results through interactive dialogue with colleagues. Here, I discuss the structure and implementation of the CBAR. I then reflect on student interviews and completed CBARs to illustrate the assignment’s potential to support course learning outcomes, as well as its limitations.

The purpose of this study is to investigate problems that emerged in indigenous community-based tourism during the COVID-19 pandemic, to identify the actors involved and to identify values that were exchanged between actors during the pandemic. This research is crucial given the limited studies around indigenous community-based tourism during the pandemic, especially within the perspectives of value exchange theory.

This research used a constructionist paradigm with a qualitative case study design. Data collection included interviews with six participants, virtual observation, an open-ended questionnaire to 22 community members and 20 tourists, analysis of a book written by Sade’s customary chief and social media artifacts. This study was conducted during the COVID-19 pandemic, where physical distancing measures were applied, therefore most data were collected remotely. Purposive sampling was used and research credibility was increased through detailed note taking, data sources triangulation and member checking. Data analysis was conducted with a coding process, which involved continuous iterations.

Problems identified were decreased revenue and power disadvantage suffered by indigenous community-based tourism. The actors involved in value exchanges varied, including value supporter (i.e. government, private sector such as television, university), value creator (i.e. tourist) or secondary value provider (i.e. travel agent). Values emerged in the interaction between actors in the network. Changes in value exchanges were in terms of value types, relationship intensity between actors and ways of doing the exchange. Non-human factor (i.e. non-actor) was also involved.

Due to restrictive circumstances (i.e. COVID-19 pandemic), the data collection procedure was limited to online communications and letter correspondence. Therefore, opportunities to capture the full phenomenon might be missed as the researchers could not physically meet with the participant.

It was possible for value exchange to alter due to situational factors, including a pandemic. Business diversification is needed by indigenous community-based tourism to achieve a power advantage. Values were found in the relationship between actors, hence, meeting channels or dialogue with other actors could be optimized.

The context of this study, which was indigenous community-based tourism during a pandemic contributed to the study’s originality. Research in this context, which used a clear theoretical framework such as value exchange theory, is scarce. Thus, opportunities for transferability are broad.

The purpose of this study is to determine the impact of community-based and driven approaches during the lockdowns and early periods of the pandemic. The study examines the impact and perceptions of the state-led intervention. This would help to discover a better approach for postpandemic interventions and policy responses.

This article used the inductive method and gathered its data from surveys. In search of global opinions on COVID-19 responses received in communities, two countries in each continent with high COVID-19 infection per 100,000 during the peak period were chosen for study. In total, 13 community workers, leaders and members per continent were sampled. The simple percentile method was chosen for analysis. The simple interpretation was used to discuss the results.

The study showed that poor publicity of community-based interventions affected awareness and fame as most were mistaken for government interventions. The study found that most respondents preferred state interventions but preferred many communities or local assessments of projects and interventions while the projects were ongoing to adjust the project and intervention as they progressed. However, many preferred community-based and driven interventions.

State secrecy and perceived opposition oppression limited data sourcing for this study in countries where state interventions are performed in secret and oppression of perceived opposition voices limited data collection in some countries. Thus, last-minute changes were made to gather data from countries on the same continent. An intercontinental study requires data from more countries, which would require more time and resources. This study was affected by access to locals in remote areas where raw data would have benefited the study.

The absence of data from the two most populous countries due to government censorship limits access to over a third of the global population, as they make up 2.8 out of 7 billion.

The choice of two countries in each continent is representational enough, yet the absence of data from the two most populous countries creates a social identity gap.

The survey collected unique and genuine data and presents novel results. Thus, this study provides an important contribution to the literature on the subject. There is a need for maximum support for community-based interventions and projects as well as global data collection on community-based or driven interventions and projects.

The purpose of this paper is to detail a project that created a community-based mentoring intervention for sexually abused children and adolescents. The project features the use of family and community strengths, trauma sensitivity, current research and ecological theory to develop a curriculum for training mentors.

This study used Community-Based Participatory Research (CBPR) methods to create a community-based intervention designed for sexually abused children and adolescents. This model supports the building and maintenance of the often fluid and relationship-driven processes that are characteristic of CBPR. The stages included: identification of research questions; assessment of community strengths, assets and challenges; defining priorities; developing research and data collection methodologies; collecting and analysing data; interpretation of findings; dissemination of findings; and applying findings to address action.

The results include a recommendation to include community members in interventions for sexually abused adolescents.

The results of this study include recommendations for a culturally relevant training curriculum for mentors of sexually abused children and adolescents. Hallmarks of the resulting curriculum included using a hybrid of natural and programme mentors and inclusion of trauma sensitivity in training the mentors. The results from the pilot study are not generalisable since the pilot only included a small number of mentors and the effectiveness of the intervention was not tested. Further research is needed to determine the effectiveness of the intervention.

The paper includes implications for further development of a mentoring curriculum for sexually abused children and adolescents. This curriculum promotes several potential benefits, including: incorporation of families and communities in discussion and awareness of sexual abuse and trauma sensitivity; and formal training for individuals who have the potential to remain important in the life of the child or adolescent long after formal services have ceased.

The literature shows a lack of community level interventions for sexually abused children and adolescents. The focus of this project was to expand the traditional ecological context of mentoring from a micro or individual level intervention to a community level intervention.

Purpose – The chapter explores the methodological challenges in doing community-based participatory research (CBPR) in social science investigations with immigrant women experiencing intimate partner violence (IPV) in Canada.

Methodology/approach – The methodological comments, observations, and challenges discussed in this chapter result from research funded by the Social Science and Humanities Council, a branch of the Canadian Federal Tri-Council. The research that the authors conducted was both quantitative and qualitative in nature. The sample consisted of three groups of women: (1) immigrant women in Canada >10 years, (2) immigrant women in Canada <10 years, and (3) visible minority women born in Canada.

Findings – The chapter highlights some of the lessons learned in conducting CBPR research in the context of immigrant survivors of IPV. This discussion can be relevant to both academics and non-profit/advocacy agencies interested in pursuing community partnership research on interpersonal violence.

Originality/value – There is a paucity of writings on CBPR research in the social science and the challenges. This chapter reveals the methodological challenges that the researchers experienced in doing CBPR with racialized immigrant women who are survivors of IPV. This discussion can be relevant to both academics and non-profit/advocacy agencies interested in pursuing community partnership research on interpersonal violence.

The purpose of this paper is to identify limitations in managing the implementation of effective teaching and learning in township ECD centres.

This research was grounded in a community-based participatory research approach. A qualitative research design was utilised because phenomena could be studied in terms of the meanings of people. Elements of grounded theory, situational analysis and community-based participatory research were blended. The qualitative research design involved semi-structured face-to-face interviews with teachers in township ECD centres.

The findings from this research made it evident that principals of ECD centres were often absent; had not been trained to manage an ECD centre; had limited skills to manage finances; did not communicate with parents or teachers; and did not motivate teachers to achieve goals or to improve their qualifications.

Challenges that could impede the effective implementation of an intervention programme should be identified and addressed. Principals of ECD centres should be empowered to manage their centres effectively. A training programme aimed at empowering principals of ECD centres has been developed and will be implemented after consultation with the gatekeeper and principals of the ECD centres.

The findings of this research could be used by principals and researchers to reflect on management practices in ECD centres. A challenge for principals is to acknowledge the principles of effective management and to close the gap between current practices and effective management practices. Interventions from academics are essential to enhance the quality of teaching and learning in ECD centres.