Relevant bibliographies by topics / Collaborative Research and Development

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Collaborative Research and Development'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Collaborative Research and Development"

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Moncada, Salvador. "Collaborative research and development." Journal of the Royal Society of Medicine 91, no. 36_suppl (1998): 21–22. http://dx.doi.org/10.1177/014107689809136s08.

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Cao, Chun Xiao, Yan Peng Liu, and Ting Yue Kuang. "Based on the Collaborative Industrial Design of Product Development Research." Applied Mechanics and Materials 263-266 (December 2012): 3522–25. http://dx.doi.org/10.4028/www.scientific.net/amm.263-266.3522.

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This paper discusses the basic concepts of collaborative product design and application status, pointing out that collaborative innovation is to solve the current domestic industrial design common small-scale enterprises, an effective way of weak innovation capability. Effective industrial design industry collaborative innovation model is the internal collaboration, collaborative industrial design firms and manufacturing companies, the collaboration between the members of the industrial design industry chain integration.
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Wake, Anthony, Jill Davies, Celia Drake, Michael Rowbotham, Nicola Smith, and Rowena Rossiter. "Keep Safe: collaborative practice development and research with people with learning disabilities." Tizard Learning Disability Review 25, no. 4 (2020): 173–80. http://dx.doi.org/10.1108/tldr-12-2019-0040.

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Purpose This collaborative paper (working together) describes collaborative practice development and research by and with people from the learning disabilities community. This paper aims to show some of the activities which supported the collaborative practice development and research to show and encourage others to do more collaboration. The paper format is based on a previous collaborative paper published in the Tizard Learning Disability Review (Chapman et al., 2013). Design/methodology/approach The collaborative practice development and feasibility study [1] focuses on an intervention called Keep Safe. This is an intervention for young people with learning disabilities who are 12 years and older and have shown “out-of-control” or harmful sexual behaviour. Findings The paper gives examples of activities of the Keep Safe Advisory Group in planning, doing and thinking about Keep Safe development and feasibility. The authors list some good things and some difficulties in collaborating. They look at which parts of Frankena et al.’s (2019a) Consensus Statement on how to do inclusive research were done, which ones were not, and why. Social implications The paper ends with some thoughts about collaborating with people from the learning disabilities community: for people with learning disabilities, practitioners and researchers. Originality/value The paper is original in its illustration of collaborative practice development and research and measuring the activities against the inclusive research consensus statement.
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McNeill, Fergus, and Alison Urie. "Collaboration before collaborative research: The development of ‘Distant Voices’." Methodological Innovations 13, no. 2 (2020): 205979912093727. http://dx.doi.org/10.1177/2059799120937270.

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In this article, we explore the origins and early development of the ongoing collaborative action research project ‘Distant Voices – Coming Home’. We begin by explaining why and how our somewhat different backgrounds and interests came to be connected in Distant Voices. We then go on to explore the project’s first two development stages. In discussing the first phase (Distant Voices 1), we focus on how and why we developed creative processes and practices as modes of communication, knowledge exchange and public engagement. In discussing the second phase (Distant Voices 2), we reflect upon how and why these practices came to be seen as constitutive of sites of personal and community development and of knowledge generation. In conclusion, we reflect briefly on the challenges of formalising Distant Voices in its current form – as a large-scale, collaborative research project.
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Trevors, J. T., N. Stavros, and M. H. Saier. "Global Collaborative Research and Development." Water, Air, and Soil Pollution 205, S1 (2008): 55–56. http://dx.doi.org/10.1007/s11270-008-9646-7.

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Rohmer, Eric, Tomoaki Yoshida, Kazunori Ohno, Keiji Nagatani, Satoshi Tadokoro, and Eiji Konayagi. "Quince : A Collaborative Mobile Robotic Platform for Rescue Robots Research and Development." Abstracts of the international conference on advanced mechatronics : toward evolutionary fusion of IT and mechatronics : ICAM 2010.5 (2010): 225–30. http://dx.doi.org/10.1299/jsmeicam.2010.5.225.

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Turner, John R., and Rose Baker. "Collaborative Research: Techniques for Conducting Collaborative Research From the Science of Team Science (SciTS)." Advances in Developing Human Resources 22, no. 1 (2020): 72–86. http://dx.doi.org/10.1177/1523422319886300.

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The Problem The field of human resource development (HRD) is a multidisciplinary field of research and practice requiring collaboration. Unfortunately, the literature on how to conduct collaborative research is incomplete within HRD and other disciplines. Any breakdown in the communication, exchange of ideas, agreed-upon methodologies, or shared credit for dissemination has the potential of preventing research from moving forward. Promotion and tenure policies also hamper collaborative efforts in that these policies often reward individual initiative as opposed to collaborative outcomes. These behavioral patterns provide constraints to the improvement and betterment of efforts to changing of the guard. The Solution This article highlights new and improved methods for working in collaborative environments. During an academic’s transition and professional development, these methods will help emerging scholars, new to collaborative research, when facing the team science revolution. The Stakeholders Scholars and scholar-practitioners engaged in collaborative research. Emerging scholars who are beginning their journey into collaborative research. Graduate students preparing for a career in academia.
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Ramli, Mohamad Faizal, and Aslan Amat Senin. "FACTORS AFFECTING EFFECTIVE UNIVERSITY INDUSTRY COLLABORATION DURING THE DEVELOPMENT RESEARCH STAGE." International Journal of Management Studies 28, Number 2 (2021): 127–59. http://dx.doi.org/10.32890/ijms2021.28.2.6.

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In Malaysia, collaboration between university and industry is still limited. This requires improvement of current practices in developing effective collaborations. However, there are still projects that fail to deliver, and it is quite challenging and difficult to assess the recent successful university-industry collaboration projects. In light of this, background problem, the present research was aimed at identifying the factors which hindered effective collaboration between university and industry, especially during the development research stage. The objective of this study was to determine the relationship between the success factors and the effectiveness of collaborative projects during the development, research stage. This study adopted a quantitative research method. Survey questionnaires were distributed among researchers involved in a collaborative project funded by a government grant scheme. The results showed that reward had a positive and significant relationship with both process- and outcome-related criteria. Meanwhile, financial support had a negative and significant relationship with a process-related criterion. The findings can be used as guidelines for collaboration stakeholders to develop an effective collaborative project.
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Hadna, Agus Heruanto, and Nasrulhaq Nasrulhaq. "Collaborating Local Government Agencies to Prevention Adolescent Reproductive Health in Makassar, Indonesia." Otoritas : Jurnal Ilmu Pemerintahan 9, no. 1 (2019): 12–27. http://dx.doi.org/10.26618/ojip.v9i1.2025.

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Collaboration is an approach and concept of managing public policy in Makassar, Indonesia. Recently, the municipality of Makassar has capitalized on the collaboration of local government agencies regarding public affairs to prevent issues of Adolescent Reproductive Health (ARH). ARH is a strategic issue for local government so that it is solved collaboratively. The collaborating governmental organization comprises the Department of Education, Health, Family Planning, and all of the Urban Villages. This research employed a qualitative method focusing on the analysis of collaborative phenomena of local government agencies in Generation Planning Program through Adolescent Counseling Information Center (ACIC) and Adolescent Families Development (AFD) in Makassar. Data were obtained and analyzed in an orderly and structured manner with general qualitative approach. Based on the field research, the local government agencies collaborate in two ways. The first collaboration deals with the sectoral term which is the involvement of the government agencies related to adolescent reproductive health policy. The second collaboration deals with the regional term including the involvement of the Sub-District and Urban Villages in Makassar as grassroots bureaucracy. Collaborative themes and relations are the main findings in this article. An interesting theme in the idea of collaboration is mutual interdependence, while an exciting theme in the implementation of collaborative action is joint interaction. Organizational relationships in collaboration between local government agencies are coordination, consolidation, consultation, and command. This study concluded that sectoral and regional collaboration is proper in bringing a solution to public health affairs that are very complex.
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Makel, Matthew C., Kendal N. Smith, Erin M. Miller, Scott J. Peters, and Matthew T. McBee. "Collaboration in Giftedness and Talent Development Research." Journal for the Education of the Gifted 43, no. 2 (2020): 91–107. http://dx.doi.org/10.1177/0162353220912019.

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Existing research practices in gifted education have many areas for potential improvement so that they can provide useful, generalizable evidence to various stakeholders. In this article, we first review the field’s current research practices and consider the quality and utility of its research findings. Next, we discuss how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Third, we introduce five large-scale collaborative research models that are being used in other fields and discuss how they could be implemented in gifted education research. Finally, we review potential challenges and limitations to implementing collaborative research models in gifted education. We believe greater use of large-scale collaboration will help the field overcome some of its methodological challenges to help provide more precise and accurate information about gifted education.
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Dissertations / Theses on the topic "Collaborative Research and Development"

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Persson, Jennie. "Talking Collaboration: Conceptualizing Collaborative Research for Sustainable Development in Theory and Practice." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-358216.

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Cross-collaborations and interdisciplinarity have become buzzwords in academia as it has been identified and argued, that going beyond traditional academic boundaries is essential for providing solutions to complex, societal problems. Currently, most of the scholarly literature on collaboration focusses on sub-issues, such as arguments for and against the crossing of fields and disciplines, while there is a lack of practical case studies exemplifying its effect. The objective of this research was therefore to explore the arguments underlying initiatives to start an introductory collaborative program for young academics, identify these programs’ roles in the researchers' collaboration capacity, and thus, to gain understanding of how collaborative programs can contribute in the process of equipping young researchers with valuable tools to tackle today's and tomorrow's complex challenges linked to United Nations 2030 Agenda for Sustainable Development and its seventeen Sustainable Development Goals. The research for this thesis was done in two steps: (1) to search for a conceptual framework on the topic of research collaboration, and (2) presenting a single-case study of one example of a collaborative research enhancing program by conducting qualitative interviews with key respondents. This thesis explicitly includes an assessment of current theories on the development of collaborative and interdisciplinary research teams and the relevance of these for enhancing scientific capacity of innovation, effectiveness and progress. It concludes that collaborative research is an ambiguous and fluid concept. Although concepts and theories around this phenomenon have been proposed, there is no coherent consensus on the concept in the scholarly literature. Furthermore, the case study presented in this thesis offers a unique insight into young researchers’ experiences of participating a collaborative research program. It is recognized that there is a consensus among the persons interviewed that participating in a collaborative research program has greatly contributed to the individual researcher’s professional development. It is further recognized that the lack of standardized indicators for collaborative outputs implicates on the possibility to argue for the proposed benefits of collaborative research in relation to the Sustainable Development Goals.
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Thomas, Elisa. "The role of intermediaries in collaborative research and development projects." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4741.

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Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-08-25T00:20:17Z No. of bitstreams: 1 ElisaThomas.pdf: 2569705 bytes, checksum: ecf5d45598c2ad9923b46e4cc9811fe4 (MD5)<br>Made available in DSpace on 2015-08-25T00:20:17Z (GMT). No. of bitstreams: 1 ElisaThomas.pdf: 2569705 bytes, checksum: ecf5d45598c2ad9923b46e4cc9811fe4 (MD5) Previous issue date: 2014-05<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>It has long been stated in the literature the effects of collaboration to innovation, especially regarding research and development (R&D) activities. However, these are dynamic empirical fields. Therefore theoretical approaches face constant challenges to understand and explain the new evidences. Due to the limited scope and scale of organizations to search and identify partners with complementary knowledge and resources, and to select those with potential to effectively cooperate for R&D, there is an increasing emergence of agents who provide these services in the market. Called intermediaries or brokers, they influence the interaction among organizations with the common goal of innovation. Still, the literature has reported that the intermediary may play an important set of functions for R&D projects not limited to the search of partners. This thesis is therefore mainly concerned with the influence of innovation intermediaries in the context of collaborative R&D projects, suggesting a conceptual framework on the role of intermediaries. The framework emphasises that R&D collaboration goes beyond dyadic relationships usually highlighted in the literature. The roles of intermediaries provide an important additional dimension in collaborative R&D projects. The empirical part of the thesis explored three case studies: Force for Elastomers, from the Federal University of Rio Grande do Sul in Brazil; the Orange Service Call and Reward project undertaken by the National Endowment for Science, Technology and the Arts (NESTA) for Orange; and the StarStream project from the University of Southampton, both in the United Kingdom. The results confirmed the influence of innovation intermediaries in most of the critical elements of a R&D project. The study advances the understanding of the influence of intermediaries for the beginning of a new project between partners. The analyses also show that intermediaries influence especially through the search for possible partners and the management of the relationship. However, the activities of research and knowledge production as well as activities of development and prototyping were not directly influenced by intermediaries. The stage after R&D, when the partners had reached positive results from activities, received a major influence from intermediaries who helped the firms to protect the inventions and to value and commercialize the new technology. Research outcomes still reveal that there is still a lack of measurements about intermediaries’ effectiveness and therefore firms involved in partnerships cannot fully evaluate their role.
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Sansak, Avorn. "Empowering women in rural development : a collaborative action research project in Northern Thailand /." View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030520.111031/index.html.

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Sansak, Avorn, of Western Sydney Hawkesbury University, Faculty of Agriculture and Horticulture, and School of Agriculture and Rural Development. "Empowering women in rural development : a collaborative action research project in northern Thailand." THESIS_FAH_ARD_Sansak_A.xml, 1996. http://handle.uws.edu.au:8081/1959.7/722.

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The development policy and plans of the Thai government have emphasized economic growth aimed at 'modernising' the country, enacted through agricultural modernisation and industrialisation under the name 'rural development'. Women In Development (WID) approaches based on the modernisation model have been added to 'development' plans more recently. Examination of the effects of these WID programmes upon rural women demonstrates that poor women are disempowered by the 'top-down' rural development programmes. This study is an attempt to test collaborative action research (CAR) as a methodology to empower rural women to become the decision makers in the rural development process. CAR was carried out in Sandee Village, northern Thailand. This suggests that rural women can be empowered through continuous cycles of the collaborative learning process of planning, acting, observing and critical reflection with the researcher acting as a facilitator. Through this learning process, rural women have increased their capacity to make choices, to deal with existing constraints and to create changes. In this respect 'development' can be initiated from within.<br>Doctor of Philosophy (PhD)
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Söderström, Nils. "Product development of an end-effector for a collaborative robot." Thesis, Blekinge Tekniska Högskola, Institutionen för maskinteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-19636.

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With the ever-growing market of six-axis robots in the previous years, many different kinds of robots have been introduced into the market. A smaller group of so-called collaborative robots have during this time gotten increased popularity. One of the inconveniences with this type of smaller robot is the lack of internal pneumatic capabilities, which leads to external cables and tubing. This can cause problems with the cables attaching into unintended things and coming loose which could result in production stops, machine failure or other potential damage. Another part of this is that the external cabling hinders the robots sixth axis of rotation. The need for air pressure is to supply the common pneumatic grippers that the robots often use to gain pick-and-place capabilities. Cobotech Kalmar AB is a company based in Kalmar which specializes in robot integration with these collaborative robots. The purpose of this project is to together develop a product concept that can minimize the external cabling needed on the robot while still allow full rotation in the sixth axis. On top of this, the product should have plug-and-play capabilities to decrease the installation time of a robot unit. The method to develop the results is the participatory action research (PAR), with the five different steps that the method includes: problem approach, design/planning, acquiring data, analysis and reflection. The result of the thesis shows that it is possible to decrease the external air tubes and installation time of a collaborative robot. This can be achieved while not decreasing the robots range of motion. By developing an innovative end-effector for the robot the main problems caused by pneumatic grippers can be eliminated. The conclusion of this thesis is a concept product that has one air input and five outputs. This allows for the minimization of the external air tubes needed to only one. The product has a swivel function incorporated which allows full rotation of the robots sixth axis. This together with having the valves seated in the end-effector makes this conceptual product plug-and-play.<br>Med en ständigt växande marknad för sexaxliga robotar de senaste åren har många olika robotar introducerats till marknaden. Av dessa har mindre kollaborativa robotar vuxit i popularitet. Ett problem med många av dessa mindre robotar är att de inte har tryckluft inbyggt i armen som många av sina större bröder vilket leder till att tryckluftslangar måste dras externt på roboten istället. Detta kan leda tillatt kabeln fastnar och rycks loss vilket i sin tur kan leda till produktionsstopp, att maskiner skadas eller annan potentiell skada på antingen maskiner eller människor.Ett annat problem med att externt dra kabel är att den hindrar robotens sjätte rotationsaxel. Anledningen till att ha tryckluft på roboten är för att ha möjlighet att installera pneumatiska gripdon. Cobotech Kalmar AB är ett företag bosatt i Kalmar som specialiserar sig på att integrera kollaborativa robotar i olika tillverkande industrier. Syftet med detta projekt är att tillsammans utveckla ett produktkoncept som minimerar de externa kablarna på roboten och ser till att roboten får full rörlighet i sin sjätte rotationsaxel. Utöver detta ska produkten arbeta mot att ha plug-and-play kapacitet för att minska installationstiden ute hos kunden. Metoden som används för att få fram resultaten var deltagande aktionsforskning,som innehåller de följande fem stegen: problemformulering, design/planering, in-samling av data och reflektion. Resultatet av denna rapport visar att det är möjligt att minska externa luftslangar samt minska installationstid på kollaborativa robotar. Detta kan göras utan att minska robotens funktion. Genom att utveckla en innovativ end-effector till Universal robots produktutbud kan man eliminera de främsta problemen med pneumatiska gripdon. Projektet har resulterat i en nära färdig konceptuell produkt som innovativt använder magnetiska miniatyrventiler tillsammans med en svivelfunktion för att enbart ha en tryckluftkabel som input till produkten. Produktens swivelfunktion frigör robotens sjätte rotations-axel. Detta tillsammans med ventilerna som sitter i produkten gör att den får plug-and-play funktion.
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Chin, Christina May May. "Development of a project management methodology for use in a university-industry collaborative research environment." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12941/.

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This study examines the growth, need for and demands on university-industry collaborative (UIC) partnerships as a vehicle for the nation‟s development through technological innovation. In Malaysia, gaps and weaknesses exist when compared to best practices, these limit the establishment and overall effectiveness of UICs. In the Malaysian context, UICs are by no means a new phenomenon, however the approaches adopted, the success stories and related issues have not received significant academic attention. Thus, this study aims to provide an insight into collaborative endeavours in Malaysia. This study adopted an exploratory interpretative case study approach via semi-structured interviews and self-administered questionnaire survey to collect data from university researchers, industry players and research agencies. This data, along with the findings from an extensive literature review were used to benchmark best practices and define the requirements that are placed on a PMM designed specifically for use in the Malaysian UIC project environment. Based on this analysis, a novel and appropriate PMM was developed and subsequently evaluated by an expert panel and iteratively refined. The primary outcome of this study is a PMM guidebook for use in the initiation, planning, execution, monitoring and closing of UIC research projects. The PMM developed aims to make project management best practices accessible and appropriate for the needs of UIC researchers and also encourages academic researchers to embrace project management knowledge which in turn helps them to understand industrial needs and wants. The PMM developed is customisable for project size and nature. It consists of a set of processes, templates, tools and techniques to assist in the planning and management of the project throughout the entire life cycle. The components of the PMM are (1) project management processes such as initiating, planning, executing and monitoring project progress with (2) a selection of tools and techniques to communicate delivery to the satisfaction of all stakeholders; (3) consolidated and integrated set of appropriate best practices and values of project management and (4) a list of references of terminology as a common denominator and language for us in the project environment. NB Please note that the online version does not include volume 2 of the printed thesis:Project management methodology [PMM] guidebook.
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Hall, Graeme William. "Beyond the Divide: Relations between Teachers and Academics in a Collaborative Research Partnership." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16084/.

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The notion of "partnership" dominates contemporary school improvement and educational reform agendas. Most discourse about partnerships between schools and universities historically relates to the apparent divide between practice and theory, between practitioner and academy. This study departs from these traditional perspectives to move beyond the divide between teachers and academics. Designing strategies for re-visioning this historical divide within the education community, between teachers and academics, engages the profession at all levels. Instead of simply re-visioning this divide, however, we can envision a professional place where the divide does not exist. Addressing this divide requires teachers and academics, when they do come together for the purpose of collaborative work of any kind, to actively seek to understand each other's work. This study examines one school and university partnership that was modelled on the principles of a Professional Development School. It investigates the meeting talk between groups of teachers and academics as they plan and report on a collaborative project aimed at improving Mathematics teaching practices in the school. Whereas most research investigating school and university partnerships addresses the outcomes of such partnerships, or attempts to describe and advocate for ideal partnerships, this study considers the actual interactional work of the participants as they engage in the everyday and ongoing activities of partnership. It shows how partnerships are constructed through talk and activity. Instead of considering the partnership as a predetermined and pre-existing phenomenon, this study adopts the view that the work of partnership is an ongoing accomplishment through the activity of the participants. In this way, this study shows the local social order of a partnership as it was built, maintained and transformed through the interactional work of the participants. Both the institutional setting and the participants' enactment of partnership work contribute to the establishment of the social and moral order of the partnership. The principal question addressed in the study asks how participants accomplish the partnership work through their social interactions with one another. It considers the interactional resources that the partners (teachers, interns and academics) use to construct their talk and interactions with one another in the project; and how the partners construct themselves and the other members as members of the partnership, as academics/researchers and as teachers. This study drew on ethnomethodological resources to develop understandings about how the participants accomplish the partnership work through their talk-in-interaction. The specific focus is the talk of partnership that occurred in meetings between members of the school and of the university. These meetings were audio-recorded, transcribed, and finely analysed using the techniques and procedures of conversation analysis and membership category analysis. These methodological resources revealed the social and moral orders at work. Analysis of the meeting talk shows the specific activities and relationships developed by the principal of the school in the accomplishment of the partnership; the ways in which the various participants develop and use their claims to expertise (or lack of it) in doing partnership work; and how participants use the institutional resource of meeting talk to accomplish the partnership work. The study is of significance to educators, teachers and academics. It provides new and rich understandings about how school and university partnerships are accomplished through the participants' meetings. It shows the resources that the participants use to construct and accomplish their different kinds of expertise, to enact the leadership activities required, and to co-construct the various features of partnership. The study offers analytic tools for uncovering the interactional resource of the participants. The ethnomethodological resources, particularly conversation analysis and membership category analysis, can be used to analyse in close detail the social interactions of participants in the institutional talk of meetings. In showing how the social and moral orders of partnerships are revealed and by offering understandings of the pragmatics of school and university partnership, the social structure of school and university partnerships is explicated. The study offers one example of what a school and university partnership can be like. Epistemologically, it explores and exposes the kinds of knowledge produced from this kind of accounting for school and university partnerships. It shows how the work of partnership can be accomplished by participants, rather than attempt to claim how it should be done.
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Stuart, J. S. "Developing Development Studies through action research : A study of collaborative and reflective classroom practice in Lesotho." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382608.

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The study explores aspects of teaching and learning Development Studies (social studies) In Lesotho, mainly In lower secondary schools. The current situation of Lesotho and Its education system are briefly described, with an account of the Introduction of Development Studies. The literature on Action Research Is reviewed, together with the work of Sch6n and Argyrls on professional learning, and some themes In research and Innovation In developing countries are discussed. Four Interrelated aspects of the study are described and IIlustrated, together with the research methods used. The core was a collaborative action research project undertaken with 5 Basotho teachers and their classes, In which the teachers selected aspects of their own teaching for Investigation, experimenting with new classroom methods and evaluating their effects. The researcher acted as consultant to the team, whl Ie monitoring and reflecting on the process of consultancy. Concurrently she carried out an observational study of typical teaching-learning processes In 15 other Development Studies classes, and then undertook a sma II action research project Into the teaching of thinking ski IIs. It was found that Development Studies lessons were commonly teacher-centred and didactic, with little pupl I participation and low levels of cognitive ski II. When the teacher-researchers Introduced pupl I-centred, activity-based methods, they found It possible to Increase participation, encourage an open view of knowledge, and make pupl Is more Independent. The level of cognitive skll Is could be raised by deliberate challenge and by Instruction In study skll Is. However, rather than stating firm conclusions, the team has set out a series of propositions for teachers to test further. It Is argued that the process of action research helped the teachers to develop as "reflective practitioners", acquiring Insights Into their own teaching and becoming capable of self-generated growth. Peer support and the various roles played by consultants both appeared Important. It Is concluded that, as wei I as producing practical suggestions for teachers, action research can be a useful and appropriate method of professional development In a developing country, though a supportive Infrastructure Is necessary where the professional ml Ileu Is underdeveloped. The Implications for educational research, teacher education, and INSET are discussed, and recommendations made.
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Fean, Paul. "Coming to know about teaching, its development and researcher practice through collaborative action research with adult education teachers in Sudan." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39414/.

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This study re-presents an open-ended process of coming to know through designing, conducting and analysing an action research project with youth and adult education teachers in Khartoum, Sudan. The inquiry responds to the overarching question: What knowledge can I generate about teaching, its development and my researcher practice through collaborative action research with teachers in Sudanese youth and adult education schools? This multifaceted focus encompasses reconnaissance into teaching practices and adult education, the processes of action research and teacher development and reflexive analysis of epistemological positioning and knowledge construction through our collaborative investigation. The action research forms the substantive basis of this thesis, constituting diverse processes of coming to know by the participating teachers and myself. Our interactions as practitioners and researchers interrogated the teachers' contextualised, practical knowledge through academic mechanisms of data collection and analysis. The teachers reflected upon their taken-for-granted understandings of education, their school contexts and their practice, and re-cast them as more complex. Participation in the study resulted in the teachers becoming ‘learners-focused' by developing greater focus on their practice, by being mufetih (observant and analytical), by being close to learners and by increased experimentalism. These dispositions were combined with a shift in the teachers' epistemological positions towards ‘authoritative uncertainty', in which partial, contextualised and contingent knowledge was recognised as legitimate, facilitating re-construction of their knowledge to develop their practice. In this narrative account, the field research is framed by my evolving theoretical understandings which informed the design, analysis and re-presentation of the study. An autobiographical introduction to my experience in Sudan outlines my nascent professional stance towards education development. I then explore my increasingly critical understanding of research on teachers and pedagogy in Africa and discourse on education quality in low-income countries. I discuss the formation of my specific researcher identity through postcolonial theorisation of my ethical stance towards making a difference in the field of practice, namely Sudanese schools. In this thesis, layered re-viewing, which derives from an epistemological stance of the partiality and contingency of knowledge, facilitates re-presentation of moments in which understanding is challenged and re-formed by theorisation and experience. Re-viewing literature and theoretical analyses brings new epistemological, ontological and ethical understandings, as my focus on ‘the practical' in field research has been supplemented in the post-fieldwork period by ‘the practical' in the academy, a contested domain of knowledge production. To conclude this thesis, the position of ‘authoritative uncertainty' is applied in the reflexive deconstruction of the study, as the action research process and outcomes are re-viewed through postcolonial and feminist theories to unpick the situated complexities of cross-cultural practitioner research and its representation. While coming to know is a continuous process, its representation in this thesis reaches an arbitrary conclusion by proposing how coming to know teaching practices, action research processes and reflexive researcher analysis might bring new perspectives to academic and policy initiatives for teacher development.
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Greenwood, Joanne. "Educational professionals' experience of English educational policy : developing and promoting inclusive practice through collaborative action research." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-professionals-experience-of-english-educational-policy-developingand-promoting-inclusive-practice-through-collaborative-action-research(71b447f1-6102-4817-9b61-0b4cf764cfd1).html.

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The focus of this thesis was to explore educational professionals' everyday experience of English educational policies; narrowing its focus to policy which promotes an inclusion agenda. The findings are presented in three sections with the first two papers prepared in accordance with the author guidelines of the journals proposed for submission. The first paper offers a review of literature which represents teacher relationship (see Braun, Maguire and Ball, 2010; Fullan, 2006; Luttenberg, Imants and van Veen, 2013; Luttenberg, van Veen and Imants, 2013; Wexler, 2002) with English educational policies. Teacher perspectives illustrate how the implementation and practice of policy heavily guides practice, both in terms of pedagogy and content, and detail the difficulties teachers have in establishing professional identity whilst trying to accommodate policy into practice. It is suggested that in order for teachers to adopt new educational policies they need to be able to take some ownership of both the policies themselves and of their own professional development; but most importantly, that they need the space to engage in dialogue around their practice to do this. The first paper provided a frame for the second by offering a description of the current climate teachers find themselves in and by discussing what might be needed to bring about the professional development necessary to embed policy into practice. The second paper then presents a description of a collaborative action research project within an English high school; a group of educational psychology, teaching, support and pastoral professionals worked collaboratively to develop person-centred practice through their engagement in an inquiry group. The inquiry group engaged in dialogue around practice; exploring their own personal and professional values as well as the values embedded within person-centred practice. This paper offers an account of the inquiry group's journey, highlighting key themes as identified by the group: ownership of, and confidence in, the learning process; developing reflective practice; and the challenge of engaging others in the learning process. The findings suggest that an action research approach can facilitate the learning and development necessary to embody collaborative person-centred practice. The third paper then offers a critical appraisal of the role that educational psychology can have in disseminating findings and promoting teacher development; in particular through the facilitation of collaborative action research within the school context.
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Books on the topic "Collaborative Research and Development"

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Guttmann, Christian, Frank Dignum, and Michael Georgeff, eds. Collaborative Agents - Research and Development. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22427-0.

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Ekins, Sean, Maggie A. Hupcey, and Antony J. Williams. Collaborative computational technologies for biomedical research. John Wiley & Sons, 2011.

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Collaborative computational technologies for biomedical research. John Wiley & Sons, 2011.

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Oja, Sharon Nodie. Collaborative action research: A developmental approach. Falmer Press, 1989.

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Wong, Carolyn. An analysis of collaborative research opportunities for the army. Rand, 1998.

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Knowledge and power in collaborative research: A reflexive approach. Routledge, 2012.

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Howes, Andy. Improving the context for inclusion: Personalising teacher development through collaborative action research. Routledge, 2009.

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Sam, Fox, and Davies Sue, eds. Improving the context for inclusion: Personalising teacher development through collaborative action research. Routledge, 2009.

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Alexander, Keith. Collaborative advantage: Interactive development of education, research and practice in facilities management. University of Strathclyde, Centre for Facilities Management, 1994.

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Knowledge in action: The search for collaborative research for sustainable landscape development. Academic Publishers, 2011.

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Book chapters on the topic "Collaborative Research and Development"

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Shah, Chirag. "Frameworks for CIS Research and Development." In Collaborative Information Seeking. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28813-5_4.

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Probst, Andreas, Detlef Gerhard, Sébastien Bougain, and Christian Nigischer. "Continuous Research and Development Partnership in Engineering Education." In Interactive Collaborative Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_1.

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Wong, Waiho, and Joseph G. Davis. "Collaborative Learning in Uncertain Environments." In Collaborative Agents - Research and Development. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22427-0_13.

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Smith, Vernon L. "Collaboration and the Development of Experimental Economics: A Personal Perspective." In Collaborative Research in Economics. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52800-7_19.

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Cheng, Ke, and Prithviraj Dasgupta. "Multi-agent Coalition Formation for Distributed Area Coverage." In Collaborative Agents - Research and Development. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22427-0_1.

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Li, Guanyi, Ying Ma, Yingsai Dong, and Zengchang Qin. "Behavior Learning in Minority Games." In Collaborative Agents - Research and Development. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22427-0_10.

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Taylor, Matthew E., Manish Jain, Christopher Kiekintveld, et al. "Two Decades of Multiagent Teamwork Research: Past, Present, and Future." In Collaborative Agents - Research and Development. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22427-0_11.

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Wickramasinghe, Nilmini, Christian Guttmann, and Jonathan Schaffer. "Designing Intelligent Healthcare Operations." In Collaborative Agents - Research and Development. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22427-0_12.

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Yadati Narasimha, Chetan, Cees Witteveen, and Yingqian Zhang. "Improving Task-Based Plan Coordination." In Collaborative Agents - Research and Development. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22427-0_14.

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Hiel, Marcel, Huib Aldewereld, and Frank Dignum. "Modeling Warehouse Logistics Using Agent Organizations." In Collaborative Agents - Research and Development. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22427-0_2.

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Conference papers on the topic "Collaborative Research and Development"

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Pirinen, Rauno. "Learning by research and development." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017745.

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Domajnko, Martin, Nikola Glavina, and Aljaž Žel. "System for Remote Collaborative Embedded Development." In 7th Student Computer Science Research Conference. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-516-0.4.

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This paper explores the challenges and devised solutions for embedded development which arose during the COVID-19 pandemic. While software development, nowadays with modern tools and services such as git, virtual machines and commu-nication suits, is relatively una˙ected by resource location. That is not the case for firmware and embedded systems, which relies on physical hard-ware for design, development, and testing. To overcome the limitations of remote work and ob-structed access to actual hardware, two ideas were implemented and tested. First, based on inte-grated circuit emulation using QEMU to emulate an ARM core and custom software to facilitate communication with the embedded system. Sec-ond, remote programming and debugging over the internet with a dedicated computer system acting as a middle man between a development environ-ment and physical hardware using OpenOCD de-bugger.
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Svensson, Ann, Elisabeth Frisk, Björn Johansson, Lena G. Larsson, and Irene Svenningsson. "HOW COLLABORATIVE PRACTICE RESEARCH CAN IMPROVE HUMAN BETTERMENT." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0764.

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Lee, Charlotte P., Matthew J. Bietz, and Alexander Thayer. "Research-driven stakeholders in cyberinfrastructure use and development." In 2010 International Symposium on Collaborative Technologies and Systems. IEEE, 2010. http://dx.doi.org/10.1109/cts.2010.5478514.

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Ganeshan, Kathiravelu, Diana Kirk, and Nagateja Kothamasu. "COLLABORATIVE, PROJECT-BASED LEARNING IN SOFTWARE DEVELOPMENT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1088.

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Andrei, Dan. "The Role of Research in Standards Development." In ASME 2010 Pressure Vessels and Piping Division/K-PVP Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/pvp2010-25697.

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ASME’s approach to standards development for piping codes recognizes the important role of technically relevant standards in advancing the commercialization of new technology, enhancing consumer confidence, and protecting public health and safety. ASME standards are developed in a collaborative, voluntary consensus environment that can support the development of government regulations. Research and development (R&amp;D) projects are underway that strive to bridge the gaps between technology advancement and standards development. ASME’s involvement in R&amp;D projects helps produce results that respond to the needs of voluntary consensus committees in developing technically relevant codes and standards. ASME identifies and prioritizes R&amp;D needs to help focus the use of limited resources in these priority areas. Collaboration in R&amp;D projects helps to minimize individual investment while maximizing benefits.
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Swami, Kapilesh S., and A. A. Sawant. "Securing Database by Using Collaborative Inference Detection." In 2010 Second International Conference on Computer Research and Development. IEEE, 2010. http://dx.doi.org/10.1109/iccrd.2010.47.

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Qiao, Pengliang, and Zhengwei Yan. "Research on Supply Chain Collaborative Technology Innovation." In Proceedings of the 1st International Symposium on Economic Development and Management Innovation (EDMI 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/edmi-19.2019.19.

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Ahmad, Hishamadie, Mohammad Fairus Khalid, Rajendar Kandan, Mohd Nizam Mohd Mydin, Bukhary Ikhwan Ismail, and Ong Hong Hoe. "A Unified Dashboard for Collaborative Robot Management System." In 2020 IEEE Student Conference on Research and Development (SCOReD). IEEE, 2020. http://dx.doi.org/10.1109/scored50371.2020.9251036.

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Zhang, Hanwang, Fumin Shen, Wei Liu, Xiangnan He, Huanbo Luan, and Tat-Seng Chua. "Discrete Collaborative Filtering." In SIGIR '16: The 39th International ACM SIGIR conference on research and development in Information Retrieval. ACM, 2016. http://dx.doi.org/10.1145/2911451.2911502.

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Reports on the topic "Collaborative Research and Development"

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Gingrich, Nicole, and Isaac Patterson. NIST customer demographics: collaborative research and development agreements. National Institute of Standards and Technology, 2018. http://dx.doi.org/10.6028/nist.eab.9.

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Ewing, Robert, and David Atkinson. Collaborative Research and Development Program on Explosive Detection Technology. Office of Scientific and Technical Information (OSTI), 2020. http://dx.doi.org/10.2172/1734578.

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Hager, Carl H. Collaborative Research and Development (CR&D). Delivery Order 0014: Anti-Fretting Coatings Research Development. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada534532.

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Zhang, Jingyuan. Research and Development of Collaborative Environments for Command and Control. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada543242.

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Tamirisakandala, Seshacharyulu. Collaborative Research and Development (CR&D). Delivery Order 0031: Basic Research and Development of Ti-B Alloys. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada536060.

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Bayraktaroglu, Burhan. COLLABORATIVE RESEARCH AND DEVELOPMENT (CR&D) Delivery Order 0063: Flexible and Transparent Electronics (FAT) Development. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada530549.

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Patnaik, Soumya S. Collaborative Research and Development (CR&D). Delivery Order 0053: Multiscale Modeling Support. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada519700.

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Kim, Myung Jong. Collaborative Research and Development (CR&D). Delivery Order 0056: Novel Nanotube Synthesis. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada519705.

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Schmidt, Daniel. COLLABORATIVE RESEARCH AND DEVELOPMENT (CR&D) Delivery Order 0065: Nanostructured Dynamic Modulus Materials. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada530596.

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Das, Guru P. COLLABORATIVE RESEARCH AND DEVELOPMENT (CR&D) Task Order 0054: Electronic Excitation Calculation Validation. Defense Technical Information Center, 2007. http://dx.doi.org/10.21236/ada534318.

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