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Journal articles on the topic 'Collaborative narrative approach'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Røhnebæk, Maria Taivalsaari. "The Role of Narratives in Collaborative Innovation – Transitions towards Relational Forms of Dementia Care." Journal of Innovation Management 8, no. 3 (2020): 28–47. http://dx.doi.org/10.24840/2183-0606_008.003_0004.

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This article advances the relevance of a narrative approach in studies of collaborative innovation. The narrative approach outlined is based in translation theory, developed within science and technology studies (STS) and organizational studies. The research is based in a case study of an innovation initiative in municipal elderly care in Norway. The case study follows the implementation processes of the initiative in three elderly care institutions. Various forms of resistance were encountered in the implementation process, and the analysis shows how narrative strategies worked as brokering m

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Pfeffer, Joseph G. "A Narrative-Collaborative Approach to Custody Evaluation." Journal of Systemic Therapies 18, no. 4 (1999): 1–17. http://dx.doi.org/10.1521/jsyt.1999.18.4.1.

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Nasheeda, Aishath, Haslinda Binti Abdullah, Steven Eric Krauss, and Nobaya Binti Ahmed. "Transforming Transcripts Into Stories: A Multimethod Approach to Narrative Analysis." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691985679. http://dx.doi.org/10.1177/1609406919856797.

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Stories are essential realities from our past and present. As the primary sources of data in narrative research, interview transcripts play an essential role in giving meaning to the personal stories of research participants. The pragmatic narratives found in transcripts represent human experience as it unfolds. Analyzing the narratives found in interview transcripts thus moves beyond providing descriptions and thematic developments as found in most qualitative studies. Crafting stories from interview transcripts involves a complex set of analytic processes. Building on the first author's pers

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Flanagan, Tom. "Scripting a Collaborative Narrative: An Approach for Spanning Boundaries." Design Management Review 19, no. 3 (2010): 80–86. http://dx.doi.org/10.1111/j.1948-7169.2008.tb00133.x.

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Rizki, Indra, Deyan Nouvaldi, and Yanuarti Apsari. "TEACHING WRITING NARRATIVE TEXT BY USING COLLABORATIVE LEARNING." PROJECT (Professional Journal of English Education) 3, no. 3 (2020): 329. http://dx.doi.org/10.22460/project.v3i3.p329-336.

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Writing is an important skill that should be mastered by English learner. This research deals with teaching writing narrative text by using Collaborative Learning Approach (round table technique) and Scientific Approach. The subjects of this research were X RPL 1 as experimental class and X RPL 3 as control class. Both classes consist of 33 students. The objectives of this research are to know wheter or not the difference between students’ writing ability who were taught by using Collaborative Learning. This research employs the quasi experimental design. The instrument of this ressearch are w

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Vasiloiu, Dorina-Daniela. "Taking Collaborative Stances to Tell the Story. A Socio-linguistic Approach to Nick Hornby’s A Long Way Down." American, British and Canadian Studies Journal 20, no. 1 (2013): 199–213. http://dx.doi.org/10.2478/abcsj-2013-0015.

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Abstract In the present study, I seek to examine narrative in consideration of three of its most important dimensions: the social (others’ narratives), the cognitive (acquisition of knowledge through stories), and the linguistic (acquiring and producing knowledge through language). There is no point of contention that ‘narrative’ is essentially communicative and dependent on a sociolinguistic and cultural context. Yet, with regard to fictional narratives, recent studies on text processing challenge the view of text as communication in its conventional sense. I explore the way(s) in which ficti

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McNicol, Sarah, and Cathy Leamy. "Co-creating a graphic illness narrative with people with dementia." Journal of Applied Arts & Health 11, no. 3 (2020): 267–80. http://dx.doi.org/10.1386/jaah_00040_1.

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This article reports on a project that aimed to pilot a collaborative, patient-led approach to comics creation by developing an artistic process that allows people living with dementia to communicate their experiences and express their opinions. People living with dementia are rarely given the opportunity of speaking for themselves in the media; someone else usually speaks on their behalf, for example family or carers. In the novel approach to comics creation reported here, people with early- to mid-stage dementia worked collaboratively with artists to tell their stories as a way to offer alte

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Anderson, Isobel, and Tullis Rennie. "Thoughts in the Field: ‘Self-reflexive narrative’ in field recording." Organised Sound 21, no. 3 (2016): 222–32. http://dx.doi.org/10.1017/s1355771816000194.

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This article considers the presence of ‘self-reflexive narrative’ in field recording. The authors interrogate a common presumption within sonic arts practice and sound studies discourse that field recordings represent authentic, impartial and neutral documents. Historically, field recording practice has not clearly represented narratives of how, when, why and by whom a field recording is made. In contrast, the social sciences have already experienced a narrative ‘turn’ since the 1970s, which highlighted the importance of recognising the presence and role of the researcher in the field, and als

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Taylor, Kara Michelle, Evan M. Taylor, Paul Hartman, et al. "Expanding repertoires of resistance." English Teaching: Practice & Critique 18, no. 2 (2019): 188–203. http://dx.doi.org/10.1108/etpc-11-2018-0114.

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Purpose This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971). Design/methodology/approach Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in t

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McGough, David J., Claudine Bedell, and Barri Tinkler. "Building a dangerous outpost in the Green Mountain State: A case study of educator preparation policymaking." education policy analysis archives 26 (March 12, 2018): 37. http://dx.doi.org/10.14507/epaa.26.2848.

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Poised at a bifurcation, the educator preparation community in Vermont faced either the adoption of a generic product for the assessment of initial educator licensure candidates or the comprehensive revision of a longstanding state-based assessment portfolio. Using a case study approach and narrative methods, specifically the Narrative Policy Framework (McBeth, Jones, & Shanahan, 2014), the authors analyze a project in which teacher educators intervened to shape the direction of educator preparation policymaking by designing an innovative assessment portfolio and a collaborative calibratio

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Klekar, Robert F., and Donna I. Ting. "Using a Collaborative Approach with Criminal Justice Clients: A Promising Narrative in Rehabilitation." Journal of Systemic Therapies 23, no. 3 (2004): 64–77. http://dx.doi.org/10.1521/jsyt.23.3.64.50762.

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Wilkinson, Louise C., Alison L. Bailey, and Carolyn A. Maher. "Students’ Mathematical Reasoning, Communication, and Language Representations: A Video-Narrative Analysis." ECNU Review of Education 1, no. 3 (2018): 1–22. http://dx.doi.org/10.30926/ecnuroe2018010301.

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Purpose Learning mathematics is a complex process, requiring many conceptual lenses and rich data sources to document and understand students’ construction of knowledge. The purpose of this article is both to introduce a unique database on students’ mathematical learning and to describe analytical techniques used to study students’ growth of the knowledge of mathematics and language. Design/Approach/Methods Our approach includes the following aspects: First, we describe a unique collection of video-taped recordings of longitudinal and cross-sectional studies of diverse, U.S. students, learning

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Rajaei, Afarin, and Jakob F. Jensen. "Empowering Patients in Integrated Behavioral Health-Care Settings: A Narrative Approach to Medical Family Therapy." Family Journal 28, no. 1 (2019): 48–55. http://dx.doi.org/10.1177/1066480719893958.

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Integrated behavioral health care (IBHC) provides patient-centered care, which assures full considerations of patients’ needs and promotes patients having a voice in decisions about their own health care. In this article, we consider narrative therapy as an empowering, nonpathologizing, and collaborative approach for medical family therapists and behavioral health practitioners to better help patients, families, and health-care systems in IBHC settings. Clinical examples are provided for effectively utilizing narrative therapy in IBHC settings across various stages of treatment. Using narrativ

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Blix Germundsson, Lisa, Sören Augustinsson, and Alina Lidén. "Collaboration in the Making—Towards a Practice-Based Approach to University Innovation Intermediary Organisations." Sustainability 12, no. 12 (2020): 5142. http://dx.doi.org/10.3390/su12125142.

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The study aims to understand and explore situations of collaboration between various actors in connection with a university-driven innovation intermediary organisation, and how the intermediary organisation facilitates collaboration in the making. To this end, we employ a case of a university-driven long-lasting intermediary organisation within the agricultural and forestry sectors. We examine three collaborative situations, using practice-based research and process theories as theoretical perspectives. A narrative approach is adopted as the method of investigation. The findings are presented

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Opini, Bathseba. "Inclusive Education as Exclusive Practice: One Parent’s Experience Advocating for Children with Fetal Alcohol Spectrum Disorders Within the School System." Exceptionality Education International 29, no. 2 (2020): 72–90. http://dx.doi.org/10.5206/eei.v29i2.9403.

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Fetal alcohol spectrum disorder (FASD) is a significant cause of cognitive and developmental disability among children in Canada, with accompanying lifelong risks to independent living. Previous studies have called for improved home–school collaboration to support children with FASD, but barriers remain for parents seeking collaborative involvement. Using a narrative approach, this article presents one parent’s experiences advocating for children with FASD within a school system in central Canada. Emerging narrative themes were schools’ lack of knowledge and awareness of FASD, the difficulty o

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Cranfield, Steven, and Claudio Tedesco. "Reformulating the problem of translatability." Translation and Translanguaging in Multilingual Contexts 3, no. 3 (2017): 304–22. http://dx.doi.org/10.1075/ttmc.3.3.03cra.

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Abstract Forms of collaboration are particularly prevalent in translation of literature, especially of poetry, where the synergy of different perspectives of co-participants may be among the essential ingredients for creative success. In this study, we explore the dynamics of a collaborative translation into English of the contemporary Spanish poet Francisco Brines, addressing how certain key questions of translational practice, including the translation of gender values, can be fruitfully problematised and resolved in a theoretically grounded collaborative approach. In elucidating these dynam

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Smith, Sophy. "Pervasive theatre." Convergence: The International Journal of Research into New Media Technologies 24, no. 3 (2016): 321–36. http://dx.doi.org/10.1177/1354856516675253.

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This article explores the opportunities and implications for new digital writing in transmedia performance environments. This article centres on the experimental Pervasive Theatre project ( Assault Events 2014, commissioned by futuredream funded through Arts Council England), which explored the potential of online social tools to create a multimedia, collaborative and participatory work situated across multiple platforms. This project brought together researchers, artists, writers, technologists and practitioners from the interdisciplinary fields of digital writing, transmedia and performance

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Harding, Jennifer. "Questioning the Subject in Biographical Interviewing." Sociological Research Online 11, no. 3 (2006): 16–25. http://dx.doi.org/10.5153/sro.1411.

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This paper considers how different approaches to interviewing and styles of questioning produce different sorts of biographical subjects and accounts. It compares styles of biographical interview (chronological and narrative) and types of question (narrative and explanatory), and presents an approach, which treats the interview as a collaborative co-production primarily concerned with the present and subjectivity, rather than the past and fact. It also considers how biographical interviewing may direct and contain narratives of the self through the subject positions it creates and offers inter

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Student, R., Kathleen Kendall, and Lawrence Day. "Being a Refugee University Student: A Collaborative Auto-ethnography." Journal of Refugee Studies 30, no. 4 (2017): 580–604. http://dx.doi.org/10.1093/jrs/few045.

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AbstractIn this article, we adopt a collaborative auto-ethnographic approach to explore the experiences of one refugee university student. Our method involved all three authors systematically analysing narratives written by one of us: R Student. These accounts provide deep descriptions of his life while studying at three different United Kingdom universities and our analysis of them demonstrates that higher education was a double-edged sword for R Student. Our research illuminates how R Student’s past as a survivor of genocide and forced migration, his corrosive and supportive relationships, a

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Lapadat, Judith C., Lonni Bryant, Marja Burrows, et al. "An Identity Montage Using Collaborative Autobiography." International Review of Qualitative Research 1, no. 4 (2009): 515–39. http://dx.doi.org/10.1525/irqr.2009.1.4.515.

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As counsellors, educators, and helping professionals in small communities, we were curious about the relationship between personal and professional identity. We wondered how people like ourselves negotiate role, view our contributions, and construe our place in history. Working within a narrative inquiry paradigm, our approach was both autoethnographic and collaborative. Each of us contributed a piece of autobiographical writing, and we pooled the texts for thematic analysis. Using polyphonic montage, we compare two of the analyses, and interpret what they reveal about identity and role. Throu

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Purdy, Eve Isabelle, Darren McLean, Charlotte Alexander, et al. "Doing our work better, together: a relationship-based approach to defining the quality improvement agenda in trauma care." BMJ Open Quality 9, no. 1 (2020): e000749. http://dx.doi.org/10.1136/bmjoq-2019-000749.

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BackgroundTrauma care represents a complex patient journey, requiring multidisciplinary coordinated care. Team members are human, and as such, how they feel about their colleagues and their work affects performance. The challenge for health service leaders is enabling culture that supports high levels of collaboration, co-operation and coordination across diverse groups. We aimed to define and improve relational aspects of trauma care at Gold Coast University Hospital.MethodsWe conducted a mixed-methods collaborative ethnography using the relational coordination survey—an established tool to a

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Leach, Kirk A., and Wesley Crichlow. "CRT intersectionality and non-profit collaboration: a critical reflection." Community Development Journal 55, no. 1 (2020): 121–38. http://dx.doi.org/10.1093/cdj/bsz028.

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Abstract This article integrates a critical race (CRT) and intersectional conceptual lens to illuminate racial power dynamics when white-dominated non-profit organizations engage a collaborative strategy in communities of colour. Utilizing this integrated lens, we also critically assess our own positionality as researchers conducting community-based research in communities of colour. CRT and intersectionality broadens our explanatory power by providing the methodological tools – storytelling, critical autoethnography and narrative that illuminate the experiences of people of colour, and contra

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Grewal, Imandeep K., Amanda Maher, Hanna Watters, Donacal Clemens, and Kaitlyn Webb. "Rewriting Teacher Education: Food, Love, and Community." Journal of Culture and Values in Education 2, no. 3 (2019): 44–60. http://dx.doi.org/10.46303/jcve.03.02.3.

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In this article, we present the intertwining stories of a teacher education learning community who are (re) writing the current dehumanizing narrative of standardization, crisis mongering, and survival of the fittest ethos that continue to harm our learners, teachers, and communities. We argue that when teacher education candidates are repositioned from consumers of theory and methods to inquirers of practice, their collectively constructed knowledge not only illuminates locally significant issues but also disrupts institutional hierarchies. Drawing from narrative inquiry theory and a collabor

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Roy, Rituparna, and Shinya Uekusa. "Collaborative autoethnography: “self-reflection” as a timely alternative research approach during the global pandemic." Qualitative Research Journal 20, no. 4 (2020): 383–92. http://dx.doi.org/10.1108/qrj-06-2020-0054.

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PurposeThe authors’ aim in this commentary is to critically assess the potential benefits and limitations of collaborative autoethnography (CAE) as a research tool to be used by qualitative researchers during this unprecedented, methodologically challenging time when physical isolation and distancing are the best strategies to prevent spread of the virus.Design/methodology/approachThe authors probe into the potential of collaborative reflection on self-narrative as an alternative and perhaps timely research approach.FindingsThe COVID-19 pandemic has altered our experiences of conventional teac

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Liao, Wei. "Using Collaborative Video-Cued Narratives to Study Professional Learning: A Reflective Analysis." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692094933. http://dx.doi.org/10.1177/1609406920949335.

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This paper proposes the collaborative video-cued narrative (CVN) as an alternative methodological approach to studying professional learning. The CVN approach conceptualizes professional learning as a process in which teachers and students of professional education work collaboratively as “co-inquirers” to understand and enhance professional learning in practice. Aligned with this epistemological stance, CVNs capitalize on the advantages of three existing methodologies (i.e., video-cued ethnography, narrative inquiry, and action research) and cyclically use five key steps to study and improve

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Moeke-Maxwell, Tess Huia, Janine Wiles, Stella Black, Lisa Williams, and Merryn Gott. "Collaborative story production with bereaved family carers of people who died in advanced age." Qualitative Research Journal 18, no. 4 (2018): 302–15. http://dx.doi.org/10.1108/qrj-d-17-00045.

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Purpose Is collaborative story production (CSP) a useful method to collaborate with bereaved families to record their reflections on the end of life circumstances and care of people of advanced age? The paper aims to discuss this issue. Design/methodology/approach Drawing from Te Pākeketanga, a bicultural study involving 58 bereaved Māori and non-Māori families on behalf of 52 older relatives, the authors describe the CSP method. Researchers and participants co-created personalised written stories about the older person and their end of life experiences, supported with photographs of family, f

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Purdy, E., D. Mclean, C. Alexander, et al. "P045: Doing our work better, together: a relationship-based approach to defining the quality improvement agenda in trauma care." CJEM 22, S1 (2020): S80. http://dx.doi.org/10.1017/cem.2020.251.

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Background: Trauma care represents a complex patient journey, requiring multi-disciplinary coordinated care. Team members are human, and as such, how they feel about their colleagues and their work affects performance. The challenge for health service leaders is enabling culture that supports high levels of collaboration, cooperation and coordination across diverse groups. Aim Statement: We aimed to define and set the agenda for improvement of the relational aspects of trauma care at a large tertiary care hospital. Measures & Design: We conducted a mixed-methods collaborative ethnography u

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Thorpe, Holly, Karen Barbour, and Toni Bruce. "“Wandering and Wondering”: Theory and Representation in Feminist Physical Cultural Studies." Sociology of Sport Journal 28, no. 1 (2011): 106–34. http://dx.doi.org/10.1123/ssj.28.1.106.

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In this paper we explore the potential of physical cultural studies for collaborative, interdisciplinary, theoretically-informed, reflexive research on the physically active female body. We use the metaphors of “wandering and wondering” to interrogate our experiences of movement within and across physical cultural fields and academic borders. Grounded in an ethnographic narrative approach, we revisit the ways in which different aspects of our identities were highlighted during our waka ama, snowboarding and basketball experiences. Drawing upon feminist readings of Bourdieu’s work, we challenge

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Roussos, Maria, Andrew Johnson, Thomas Moher, Jason Leigh, Christina Vasilakis, and Craig Barnes. "Learning and Building Together in an Immersive Virtual World." Presence: Teleoperators and Virtual Environments 8, no. 3 (1999): 247–63. http://dx.doi.org/10.1162/105474699566215.

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This paper describes the design, evaluation, and lessons learned from a project involving the implementation of an immersive virtual environment for children called NICE (Narrative-based, Immersive, Constructionist/Collaborative Environments). The goal of the NICE project was to construct a testbed for the exploration of virtual reality as a learning medium within the context of the primary educational reform themes of the past three decades. With a focus on informal education and domains with social content, NICE embraces the constructivist approach to learning, collaboration, and narrative d

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Wetzel, Melissa, James V. Hoffman, Beth Maloch, et al. "Coaching elementary preservice teachers." International Journal of Mentoring and Coaching in Education 7, no. 4 (2018): 357–72. http://dx.doi.org/10.1108/ijmce-12-2017-0074.

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Purpose The purpose of this paper is to disrupt traditional, separate roles in preservice teacher (PT) education, moving toward hybrid mentoring spaces, which is practice-based and a collaborative model of supporting PTs into teaching. Design/methodology/approach Design-based research was collaboratively enacted by a research team. The authors focused analysis on video-recorded collaborative coaching conferences, as well as shared discussions of those conferences between researchers, cooperating teachers (CTs) and field supervisors (FSs). At each of three iterations of coaching conversations,

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Turner, Christopher. "Making Native Space: Cultural Politics, Historical Narrative, and Community Curation at the National Museum of the American Indian." Practicing Anthropology 33, no. 2 (2011): 40–44. http://dx.doi.org/10.17730/praa.33.2.812j276564248333.

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The work of presenting native history in the museum setting is always challenging; a commitment to prioritizing native perspectives and interests in a national museum is all the more so. Certainly, any museum is today a multilayered space of representational possibilities, and thus creating exhibitions in collaboration with native constituents is a dynamic and challenging task. This article is a summary of current exhibition planning strategies at the National Museum of the American Indian (NMAI), which having developed a model collaborative approach for its opening exhibitions, is now in the

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Schaumann, Davide, Nirit Putievsky Pilosof, Michal Gath-Morad, and Yehuda E. Kalay. "Simulating the impact of facility design on operations: a study in an internal medicine ward." Facilities 38, no. 7/8 (2020): 501–22. http://dx.doi.org/10.1108/f-10-2018-0132.

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Purpose This study aims to use a narrative-based simulation approach to explore potential implications of including or excluding a dayroom in the design of an internal medicine ward. Design/methodology/approach The approach involved: collecting data in facilities using field observations and experts’ interviews; modeling representative behavior patterns in the form of rule-based narratives that direct collaborative behaviors of virtual occupants; simulating the behavior patterns in two alternative design options, one of which includes a dayroom; and analyzing the simulation results with respec

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Chen, Yingling. "Perceptions of EFL College Students toward Collaborative Learning." English Language Teaching 11, no. 2 (2017): 1. http://dx.doi.org/10.5539/elt.v11n2p1.

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The purpose of the study was to understand the perceptions of EFL college students toward collaborative learning (CL). This qualitative research design used narrative approach since the study emphasized on each participant’s learning experiences with CL strategy. The data collection instruments for this research were consisted by interview questions. The researcher observed, took notes, and recorded Interview responses from each participant in order to understand their perceptions of collaborative learning. The finding of this study provides inspirations and motivation for English teachers to

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Casallas, Diego Fernando Ubaque. "Teacher Research: Exploring Teachers’ Personal Epistemology through Narrartive Lens. A Colombian Case." English Language Teaching 10, no. 10 (2017): 114. http://dx.doi.org/10.5539/elt.v10n10p114.

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This narrative inquiry study looked into four teachers’ life stories regarding their teaching practice. The study explored teachers’ experiences in pre-while and after stages when being observed by an academic supervisor in a binational but non- profit English center in Bogota, Colombia. By attempting to explore the possible forms of teachers’ knowledge, the study took on narrative inquiry as the research approach to explore how teachers approach and navigate personal and fixed epistemologies regarding teaching. Findings revealed that teachers’ personal epistemologies are shaped by elements li

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Fox. "Compassion Fatigue and Vicarious Trauma in Everyday Hospital Social Work: A Personal Narrative of Practitioner–Researcher Identity Transition." Social Sciences 8, no. 11 (2019): 313. http://dx.doi.org/10.3390/socsci8110313.

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The story of my evolution as a practice-based collaborative researcher is a story that comes full circle. Through exploring my own experiences of compassion fatigue and vicarious trauma as a hospital-based social worker, I am able to investigate the phenomenon across the profession and provide a critique of the needs of practitioners working in the complex environment of hospitals and health care. Parallel to this is an investigation into the need for practice research in this complex environment and in the profession overall as seen through the lens of a collaborative research partnership wit

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Crockett Thomas, Phil. "WRITING SOCIOLOGICAL CRIME FICTION." Art/Research International: A Transdisciplinary Journal 6, no. 1 (2021): 218–50. http://dx.doi.org/10.18432/ari29549.

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In this article I share and discuss a poetic work of experimental sociological crime fiction titled “You Will Have Your Day in Court” (in Crockett Thomas, 2020c). In it I reimagine the “true crime” story of “King Con” Paul Bint, who for a period in 2009 successfully impersonated Keir Starmer, the then Director of Public Prosecutions. I first introduce my collaborative approach to writing sociological crime fiction, connections to poststructuralist philosophy and conceptualisation of research as a process of translation. After sharing the piece, I discuss thematic aspects of the work, such as t

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Modell, Micah Gideon. "Instructors’ professional vision for collaborative learning groups." Journal of Applied Research in Higher Education 9, no. 3 (2017): 346–62. http://dx.doi.org/10.1108/jarhe-11-2016-0087.

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Purpose The purpose of this paper is to investigate how instructors approach the task of diagnosing collaborative learning group dysfunction when presented with an opportunity and a request to do so. Design/methodology/approach This mixed methods study asked instructors experienced in using group work to sequentially respond to weekly instalments of reflective journal entries representing a fictional member of a collaborative learning group working through a group project. A web-based instrument captured quantitative and qualitative data during the first phase where instructors worked on their

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Wimmer, Maria, Sabrina Scherer, Scott Moss, and Melanie Bicking. "Method and Tools to Support Stakeholder Engagement in Policy Development." International Journal of Electronic Government Research 8, no. 3 (2012): 98–119. http://dx.doi.org/10.4018/jegr.2012070106.

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Good governance and open government principles require more participative, open, transparent, accountable, and collaborative. However, in public policy development, the negligence of these principles loomed particularly large until recently. In consequence, citizens have taken action by forming protest activities or responding to current politics with election turnouts leading to drastic change in political directions. Lessons from such activities are that policy makers need urgently to respond to demands of citizens to engage more pro-actively with politics in policy decisions that heavily co

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Giner Gomis, Antonio, Marcos Jesús Iglesias Martínez, and Inés Lozano Cabezas. "Classical Myth in the University: A Contribution to Professional Teacher Development." International Education Studies 11, no. 12 (2018): 1. http://dx.doi.org/10.5539/ies.v11n12p1.

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The use of Classical Greek myth as a narrative and metaphorical tool can contribute to the construction of a professional teaching identity. Adopting a biographical narrative approach, the present study sought to assess this contribution in a group of teacher and researcher trainees undertaking a postgraduate university course. The construction of personal narratives used for collective interpretation by the participants that generated them was analysed and interpreted in relation to the development of teacher professionalism. Our findings show the effective activation of metacognitive process

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Chebbi, Hela, Dorra Yahiaoui, and Alkis Thrassou. "Multi-country collaborative innovation in the internationalisation process." International Marketing Review 34, no. 1 (2017): 109–37. http://dx.doi.org/10.1108/imr-12-2015-0286.

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Purpose The purpose of this paper is to operationalise the collaborative cross-border innovation process employed by multinational corporations in their effort to penetrate new markets. Design/methodology/approach The paper is based on the case study of a leading European telecommunications group (OPERACOM). Methodologically it relies on 32 interviews, observation and secondary data analysis, and is theoretically founded on an extensive (mostly narrative and partly meta-synthetic) literature review. Findings The findings show that two new activities merit inclusion in the collaborative cross-b

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Moffat, Paula. "Narratives of “Dynamic Movement” in Disciplinary Literacy." Language and Literacy 14, no. 3 (2012): 46. http://dx.doi.org/10.20360/g2gp47.

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Through a narrative inquiry involving a semi-structured interview and autobiographical reflection, the author explores the similarities and differences in literacy pedagogy between a literacy leader and a science teacher. Disciplinary literacy provides an opportunity for both teachers to better understand scientific literacy, and their different perspectives contribute to a rich conversation. Themes of similarities which emerge include embracing multiliteracies, investigation, a critical stance, and wonder Themes of differences include separating writing skills from form and confidence with nu

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Palumbo, Rocco, Mohammad Fakhar Manesh, Massimiliano M. Pellegrini, and Giulia Flamini. "Exploiting Inter-Organizational Relationships in Health Care: A Bibliometric Analysis and Literature Review." Administrative Sciences 10, no. 3 (2020): 57. http://dx.doi.org/10.3390/admsci10030057.

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Inter-organizational relationships are high on the health policy agenda. Scholars and practitioners have provided heterogeneous views about the triggers of collaborative practices and the success factors that underpin the sustainability of inter-organizational relationships in the health care domain. The article proposes a literature review aimed at systematizing current scientific research that contextualizes inter-organizational relationships to health care. A mixed approach was undertaken, which consisted of a bibliometric analysis followed by a narrative literature review. A tailored searc

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Burleigh, Dawn. "Teacher Attrition in a Northern Ontario Remote First Nation: A Narrative Re-Storying." in education 22, no. 1 (2016): 77–90. http://dx.doi.org/10.37119/ojs2016.v22i1.253.

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Increasing teacher retention in First Nations communities has been identified in the literature as requiring attention. When attrition rates are high and teacher efficacy, quality of student experience, and overall academic achievement is compromised, efforts to mobilize plans for stability are needed. Through a narrative re-storying approach this paper unpacks the challenges and opportunities related to teacher attrition in one remote First Nation community in Northern Ontario. Although teacher attrition is inevitable, it is necessary to re-envision attrition factors as a plan for retention.

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Roberts, John, and Sandra Eady. "Enhancing the quality of learning: what are the benefits of a mixed age, collaborative approach to creative narrative writing?" Education 3-13 40, no. 2 (2012): 205–16. http://dx.doi.org/10.1080/03004279.2010.511624.

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Pouchly, Cara A. "A narrative review: arguments for a collaborative approach in mental health between traditional healers and clinicians regarding spiritual beliefs." Mental Health, Religion & Culture 15, no. 1 (2012): 65–85. http://dx.doi.org/10.1080/13674676.2011.553716.

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Recke, Moritz Philip, and Stefano Perna. "Emergent Narratives in Remote Learning Experiences for Project Based Education." Electronic Journal of e-Learning 19, no. 2 (2021): 59–70. http://dx.doi.org/10.34190/ejel.19.2.2142.

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The University of Naples Federico II (Italy) offers a nine-month formative training program aimed at software development for the Apple technology ecosystem to ~400 learners per year and utilises the Challenge Based Learning (CBL) methodology as a framework for learning. As a collaborative and self-guided, inquiry-based learning method, it focuses on learners’ intrinsic motivation while working on real world problems organised in projects (Challenges in CBL) with an experiential and progressive approach to apply acquired knowledge in real world scenarios, ideate solution concepts and build inn

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Antonczak, Laurent, and Thierry Burger-Helmchen. "Being mobile: a call for collaborative innovation practices?" Information and Learning Sciences 12, no. 5/6 (2021): 360–82. http://dx.doi.org/10.1108/ils-02-2020-0035.

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Purpose The purpose of this study is to examine mobile technology as being a key apparatus and interface for collaborative innovation, which allows organisations to develop their information ecology. Design/methodology/approach The qualitative research was performed by in-depth interviews, observations and field notes. The eight main interviews are supported by an interdisciplinary narrative literature review of knowledge management and associated fields. Findings This study validates the following propositions: mobile technology can offer users timely information, mobile technology can foster

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Meddings, Sara, Shannon Guglietti, Hazel Lambe, and Diana Byrne. "Student perspectives: recovery college experience." Mental Health and Social Inclusion 18, no. 3 (2014): 142–50. http://dx.doi.org/10.1108/mhsi-05-2014-0016.

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Purpose – The purpose of this paper is to explore Recovery College from a student perspective and consider what contributes to making Recovery College effective. Design/methodology/approach – The authors draw on interviews with students, course feedback forms, a detailed narrative of one of the authors’ experiences as a student and the authors’ own reflections. Findings – Students’ experience is that Recovery College is effective because of the social relational factors, learning from other students and the collaborative co-production approach; the educational approach learning skills and know

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de Oliveira, Cecília Mello, Renata Tavares Benia, and Cristiane Porto. "O impacto da Autoria em Rede e das Produções Colaborativas no processo de aprendizagem para além da transmidiação." Latin American Journal of Development 3, no. 4 (2021): 2452–55. http://dx.doi.org/10.46814/lajdv3n4-051.

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RESUMO O presente projeto tem como finalidade propor uma aproximação teórica e prática a respeito da autoria em rede e das produções colaborativas no espaço on-line enquanto fatores promissores no processo de aprendizagem despertado por um teor transmidiático. Consideram-se como aporte teórico discussões acerca da autoria em rede, da atividade colaborativa, do cenário da cibercultura, bem como convergência midiática e narrativa transmidiática. Para tanto, parte-se do método qualitativo, a partir da leitura bibliográfica e finalidade exploratória e descritiva para destacar a discussão e p

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Hibbert, Kathy. "Finding Wisdom in Practice: The Genesis of the Salty Chip, A Canadian Multiliteracies Collaborative." Language and Literacy 15, no. 1 (2013): 23. http://dx.doi.org/10.20360/g23g6h.

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Using a narrative approach of ‘scenario building’, this paper documents the author’s quest to find her own wisdom in her professional practice and considers that quest in light of recent theorizing in the area of New Literacies research. Through the telling of four critical incidents and a subsequent analysis drawing on theories of cultural studies, critical literacy, critical pedagogy and critical disabilities studies, the author explores the process that led to the development of the Salty Chip: A Canadian Multiliteracies Collaborative. The network challenges outdated institutional framework

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