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Journal articles on the topic 'Collective engagement'

Author: Grafiati

Published: 1 June 2024

Last updated: 31 July 2025

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1

Meyer, Debra K., and Dennis W. Smithenry. "Scaffolding Collective Engagement." Teachers College Record: The Voice of Scholarship in Education 116, no. 13 (2014): 124–45. http://dx.doi.org/10.1177/016146811411601313.

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While recognizing that instructional scaffolding in a whole-class context can engage students’ learning as they move through individual zone of proximal developments (ZPDs), in this chapter, we argue that instructional scaffolding also can collectively engage a class through a shared ZPD when participant structures and discourse practices provide for coparticipation and alter traditional notions of teacher support and shared responsibility. A case study of a chemistry classroom is presented to substantiate this argument and illustrate how instructional scaffolding can be used as a support for

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2

Griffin, Barbara. "Collective norms of engagement link to individual engagement." Journal of Managerial Psychology 30, no. 7 (2015): 847–60. http://dx.doi.org/10.1108/jmp-12-2012-0393.

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Purpose – The purpose of this paper is to apply a group norm approach to explain how average engagement across an organization is related to an individual’s level of engagement. Design/methodology/approach – Survey data were collected from over 46,000 participants from 140 organizations. Multi-level analysis tested the hypotheses that similarity (in terms of shared status) and likely interaction would determine the extent a group’s norms affected individual engagement. Normative data and the dependent variable data were provided by different participants. Findings – Results supported the aggre

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Harvey, Sarah, and Chia-Yu Kou. "Collective Engagement in Creative Tasks." Administrative Science Quarterly 58, no. 3 (2013): 346–86. http://dx.doi.org/10.1177/0001839213498591.

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4

Günce Demirhisar, Deniz, Ilan Lew, and Marina Repezza. "Mémoire collective, subjectivités et engagement." Emulations - Revue de sciences sociales, no. 11 (January 3, 2012): 7–11. http://dx.doi.org/10.14428/emulations.011.008.

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5

Kleinaltenkamp, Michael, Ingo O. Karpen, Carolin Plewa, Elina Jaakkola, and Jodie Conduit. "Collective engagement in organizational settings." Industrial Marketing Management 80 (July 2019): 11–23. http://dx.doi.org/10.1016/j.indmarman.2019.02.009.

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6

Craig, Elizabeth, and Yaarit Silverstone. "Tapping the power of collective engagement." Strategic HR Review 9, no. 3 (2010): 5–10. http://dx.doi.org/10.1108/14754391011040019.

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Kenney, Melissa A., Jeffrey S. Dukes, Karen R. Lips, and Jessica J. Hellmann. "Engagement 2.0: increasing our collective impact." Frontiers in Ecology and the Environment 14, no. 8 (2016): 403. http://dx.doi.org/10.1002/fee.1416.

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8

Carbone, Jason T., and Stephen Edward McMillin. "Neighborhood collective efficacy and collective action: The role of civic engagement." Journal of Community Psychology 47, no. 2 (2018): 311–26. http://dx.doi.org/10.1002/jcop.22122.

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Kleinaltenkamp, Michael, Jodie Conduit, Carolin Plewa, Ingo Oswald Karpen, and Elina Jaakkola. "Engagement-driven institutionalization in market shaping: Synchronizing and stabilizing collective engagement." Industrial Marketing Management 99 (November 2021): 69–78. http://dx.doi.org/10.1016/j.indmarman.2021.09.010.

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Deng, Xinming, and Zhen Ye. "Individual and Collective Engagement in Political Strategy." Academy of Management Proceedings 2018, no. 1 (2018): 10904. http://dx.doi.org/10.5465/ambpp.2018.10904abstract.

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Harvey, Sarah, and Chia-yu Kou. "COLLECTIVE ENGAGEMENT: EXPLORING CREATIVE PROCESSES IN GROUPS." Academy of Management Proceedings 2011, no. 1 (2011): 1–6. http://dx.doi.org/10.5465/ambpp.2011.65869748.

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12

Prijic-Samarzija, Snjezana. "Institutional social engagement." Filozofija i drustvo 27, no. 2 (2016): 429–35. http://dx.doi.org/10.2298/fid1602429p.

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I am referring to social engagement as a value-based choice to actively intervene in social reality in order to modify existing collective identities and social practices with the goal of realizing the public good. The very term ?engagement?, necessarily involves the starting awareness of a social deficit or flaw and presupposes a critical attitude towards social reality. In this article, I will attempt to provide arguments in favour of the thesis about the possibility (and, later, necessity) of institutional engagement, critical action and even institutional protest, basing this view on the t

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13

Otoadese, Destiny, Issa Kamara, and Elizabeth Onyango. "Barriers and Facilitators to Engagement in Collective Gardening Among Black African Immigrants in Alberta, Canada." International Journal of Environmental Research and Public Health 22, no. 5 (2025): 789. https://doi.org/10.3390/ijerph22050789.

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Background: Community gardens are increasingly popular in Canadian cities, serving as transformative spaces where immigrants can develop self-reliant strategies for accessing culturally familiar and healthy nutritious foods. However, numerous facilitators and barriers exist that limit the engagement of racialized groups such as Black-identifying immigrants. Using a socio-ecological framework, this research explores barriers and facilitators of engagement of Black African immigrants in collective community gardening in Alberta, Canada. Methods: The study adopted a community-based participatory

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14

Makanju, Damilola, Andrew G. Livingstone, and Joseph Sweetman. "How group members appraise collective history: Appraisal dimensions of collective history and their role in in-group engagement." Journal of Social and Political Psychology 11, no. 1 (2023): 229–46. http://dx.doi.org/10.5964/jspp.6355.

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Group members’ appraisals of their in-group’s collective history have been found to shape their engagement with the in-group and its collective goals. We add to this research by examining the complexity and dimensionality of how group members appraise collective history, and how different forms of appraisals relate to different forms of in-group engagement. We do so by (1) outlining four key dimensions – richness, clarity, valence and subjective importance – of how an in-group’s collective history can be appraised, and (2) examining how these appraisal dimensions relate to group members’ engag

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Ion, Jacques, and Bertrand Ravon. "Causes publiques, affranchissement des appartenances et engagement personnel." II. Affirmation identitaire et figures de l'engagement, no. 39 (October 2, 2002): 59–71. http://dx.doi.org/10.7202/005129ar.

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RÉSUMÉ Cet article analyse les rapports entre individus et collectifs dans des groupements bénévoles intervenant dans l'espace public urbain. Ces groupements sont caractérisés par une remise en question, dans l'action, des cadres traditionnels de l'action collective : affranchissement des appartenances, autonomie institutionnelle, volonté de répondre de soi, réflexivite de l'engagement. Deux processus paradoxaux peuvent être alors isolés : d'un côté, un engagement personnel allant de pair avec une redéfinition de l'identité; de l'autre, un engagement anonymisé qui se développe au nom d'une cau

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16

Eldor, Liat. "How Collective Engagement Creates Competitive Advantage for Organizations." Academy of Management Proceedings 2018, no. 1 (2018): 10764. http://dx.doi.org/10.5465/ambpp.2018.10764abstract.

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17

Shortall, Ruth, Anna Mengolini, and Flavia Gangale. "Citizen Engagement in EU Collective Action Energy Projects." Sustainability 14, no. 10 (2022): 5949. http://dx.doi.org/10.3390/su14105949.

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Transitioning to a low-carbon economy requires profound changes in the energy system, including digitisation and decentralisation. Collective action energy projects are a promising means of supporting this transformation since they redistribute control of energy resources to the citizens and foster sustainable energy behaviours, as well as potentially enhancing energy justice and democracy. The EU has funded a number of collective action energy R&I projects which combine the use of new technologies and community engagement. We identify 28 such projects and investigate the types of communit

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18

Alameda-Lawson, Tania, and Michael A. Lawson. "Ecologies of Collective Parent Engagement in Urban Education." Urban Education 54, no. 8 (2016): 1085–120. http://dx.doi.org/10.1177/0042085916636654.

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For the past several decades, the construct of parent involvement (PI) has framed much of the literature on school–family–community partnerships. In this study, the authors used a qualitative form of meta-analysis called thematic synthesis to explore a programmatic alternative to conventional PI known as collective parent engagement (CPE). The CPE approach examined in this study was implemented in three low-income, urban school communities. The primary goal was to help low-income parents develop programs and services that could support the strengths, needs, and challenges of children and famil

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19

Ryu, Suna, and Doug Lombardi. "Coding Classroom Interactions for Collective and Individual Engagement." Educational Psychologist 50, no. 1 (2015): 70–83. http://dx.doi.org/10.1080/00461520.2014.1001891.

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20

Rehm, Sebastian, Marcus Foth, and Peta Mitchell. "DoGood: examining gamification, civic engagement, and collective intelligence." AI & SOCIETY 33, no. 1 (2017): 27–37. http://dx.doi.org/10.1007/s00146-017-0711-x.

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21

Shi, Yafei, Qi Cheng, Yantao Wei, and Yunzhen Liang. "Linking Making and Creating: The Role of Emotional and Cognitive Engagement in Maker Education." Sustainability 15, no. 14 (2023): 11018. http://dx.doi.org/10.3390/su151411018.

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Learning through making enhances the learning experience and effectively develops learners’ creativity. In this regard, maker education has been extensively incorporated into school education as a vital learning environment. However, less is known about how making advances students’ creativity in maker education. Therefore, this study aimed to explore relationships among making, tinkering, and creating. A total of 372 middle school students enrolled in maker courses through the 2021–2022 school year were surveyed. They completed a questionnaire concerning learning engagement, individual creati

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22

Lee, Min A. "An Issue Study on Artist Collective’s Non-Hierarchical Engagement and Collaboration: Focusing on the Turner Prizes." Korean Arts Association of Arts Management 72 (November 30, 2024): 39–70. https://doi.org/10.52564/jamp.2024.72.39.

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This study examines the recent rise of socially engaged art projects by artist collectives in the institutional art world and discusses the issues of artistic expertise and authorship raised in their non-hierarchical artistic processes. Artist collectives are non-formal artistic groups formed by experts from various fields, including art, who pursue common ideological and aesthetic values. While these collectives have a significant impact on seeking social change with marginalized groups or local communities amid ongoing conflicts and crises around the world, their collaborative approach, whic

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23

Lawson, Hal, and Michael Lawson. "Student Engagement and Disengagement as a Collective Action Problem." Education Sciences 10, no. 8 (2020): 212. http://dx.doi.org/10.3390/educsci10080212.

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Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes needs for nuanced engagement frameworks, better data systems, customized interventions facilitated by intervention registries, and bridge building betwe

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24

Zhang, Jingjing, Yicheng Huang, and Ming Gao. "Video Features, Engagement, and Patterns of Collective Attention Allocation." Journal of Learning Analytics 9, no. 1 (2022): 32–52. http://dx.doi.org/10.18608/jla.2022.7421.

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Network analytics has the potential to examine new behaviour patterns that are often hidden by the complexity of online interactions. One of the varied network analytics approaches and methods, the model of collective attention, takes an ecological system perspective to exploring the dynamic process of participation patterns in online and flexible learning environments. This study selected “Fundamentals of C++ programming (Spring 2019)” on XuetangX as an example through which to observe the allocation patterns of attention within MOOC videos, as well as how video features and engagement correl

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25

Pisfil, Sergio. "REVIEW | Collective Participation and Audience Engagement in Rap Music." IASPM Journal 10, no. 2 (2020): 92–94. http://dx.doi.org/10.5429/2079-3871(2020)v10i2.10en.

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26

Picard, Karalyn. "Teachers’ Engagement in Professional Development: A Collective Case Study." Journal of Educational Policies and Current Practices 2, no. 2 (2017): 89–100. http://dx.doi.org/10.15340/21473501221011.

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27

Sawhney, Nitin, Christo de Klerk, and Shriya Malhotra. "Civic Engagement through DIY Urbanism and Collective Networked Action." Planning Practice & Research 30, no. 3 (2015): 337–54. http://dx.doi.org/10.1080/02697459.2015.1054662.

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28

Thesnaar, Christo H. "EMBODYING COLLECTIVE MEMORY: TOWARDS RESPONSIBLE ENGAGEMENT WITH THE ‘OTHER’." Scriptura 112 (December 6, 2013): 1. http://dx.doi.org/10.7833/112-0-75.

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29

Lawson, Michael A., and Tania Alameda-Lawson. "A Case Study of School-Linked, Collective Parent Engagement." American Educational Research Journal 49, no. 4 (2012): 651–84. http://dx.doi.org/10.3102/0002831211427206.

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30

Esteban, Theresa Audrey O. "Collective engagement as a navigational framework for urban resilience." Cities 161 (June 2025): 105900. https://doi.org/10.1016/j.cities.2025.105900.

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31

Indrawati, Ayu Desi, Armanu Armanu, Eka Afnan Troena, and Agung Yuniarinto. "Utilizing innovation and collective organizational engagement into SMEs’ sustainable competitive advantage." Uncertain Supply Chain Management 12, no. 3 (2024): 1589–602. http://dx.doi.org/10.5267/j.uscm.2024.3.021.

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The present study centered on the mediation of innovation and the moderation of collective organizational engagement in affecting human capital (a combination of skill and knowledge) on sustainable competitive advantage and further examined human capital, innovation, and collective organizational engagement impacts on sustainable competitive advantage. Subsequently, this study utilized a quantitative approach, engaging 270 sample frame SME units in Indonesia using a Likert scale questionnaire and examining it using SEM-PLS. The findings demonstrate that human capital positively and significant

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32

Costa, Patrícia Lopes, Ana Margarida Passos, and Arnold B. Bakker. "The work engagement grid: predicting engagement from two core dimensions." Journal of Managerial Psychology 31, no. 4 (2016): 774–89. http://dx.doi.org/10.1108/jmp-11-2014-0336.

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Purpose – The purpose of this paper is to test whether work engagement can be predicted by two core dimensions, energy and involvement, both at the individual and team levels. Design/methodology/approach – Based on the circumplex model of affective well-being (Russell, 1980), the authors propose the work engagement grid and collect data on individual and team work engagement (TWE) from two different samples (n=1,192 individuals). Findings – Results show a significant positive relationship between the individual engagement grid and individual work engagement. However, only the energy dimension

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33

Du Vignaux, Maÿlis Merveilleux, Pierre-Majorique Léger, Patrick Charland, et al. "An Exploratory Study on the Impact of Collective Immersion on Learning and Learning Experience." Multimodal Technologies and Interaction 5, no. 4 (2021): 17. http://dx.doi.org/10.3390/mti5040017.

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This paper aims to explore the impact of a collective immersion on learners’ engagement and performance. Building on Bandura’s social learning theory and the theory on the sense of presence, we hypothesise that collective immersion has a positive impact on performance as well as cognitive, emotional and behavioural engagement. Ninety-three participants distributed in four conditions took part in the experiment. The four conditions manipulated the collective and individual dimensions of the learning environment as well as the high and low immersion of the learning material. The two conditions t

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Mannil, Bindu Menon. "The gendered film worker: Women in cinema collective, intimate publics and the politics of labour." Studies in South Asian Film & Media 11, no. 2 (2020): 191–207. http://dx.doi.org/10.1386/safm_00028_1.

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Although Indian cinema studies as a discipline has long been involved in various theoretical elaborations of film production, not until recently has it engaged with the question of the gendered nature of film work. In this piece, I attempt to develop a framework centred around the politics of labour to provide a useful case to highlight how thoughtful engagement with these categories provides immense value for both contemporary film scholarship and feminist histories of media. In trying to situate Women in Cinema Collective, the first collective of women film workers to be formed in India, in

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Anselm, Sulley Benedict, Nguyahambi Ajali Mustafa, and Kilonzo Rehema Godfrey. "The Moderating Effect of Collective Action in the Relationship between Civic Engagement and Water Service Delivery in Kondoa District, Tanzania." Journal of Public Administration and Governance 10, no. 3 (2020): 410. http://dx.doi.org/10.5296/jpag.v10i3.17471.

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Civic engagement has been an area of research after adoption as an important approach to strengthen citizens’ voice, accountability and communication in public service delivery. However, there is mixed result on its relationship with public service delivery, particularly water services. Civic engagement studies consider collective action as critical success factor in public service delivery. Therefore, this study focused on testing the moderating effect of collective action on the relationship between civic engagement and water service delivery in Kondoa District Council of Tanzania using a cr

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Fatic, Aleksandar. "Philotherapy as a social engagement." Theoria, Beograd 66, no. 3 (2023): 125–40. http://dx.doi.org/10.2298/theo2303125f.

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The paper focuses on emotional subjectivity (a sense of own identity based on an emotional reception of values) on the one hand, and the constitution of an organic community (one characterized by immediacy, as opposed to a formal community, which is permeated by institutional relations that mediate intersubjective relations between the community?s members). The argument rests on the idea, supported by modern experimental neuroscience, that emotions are the key dynamic factors of decision-making, quite contrary to the asumption of a rational deliberation. This idea generates significant consequ

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Hakim, Nader H., and Glenn Adams. "Collective memory as tool for intergroup conflict: The case of 9/11 commemoration." Journal of Social and Political Psychology 5, no. 2 (2018): 630–50. http://dx.doi.org/10.5964/jspp.v5i2.713.

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We apply a cultural psychology approach to collective memory of the 9/11 terrorist attacks. In particular, we considered whether practices associated with commemoration of the 9/11 terrorist attacks would promote vigilance (prospective affordance hypothesis) and misattribution of responsibility for the original 9/11 attacks (reconstructive memory hypothesis) in an ostensibly unrelated context of intergroup conflict during September 2015. In Study 1, vigilance toward Iran and misattribution of responsibility for the 9/11 attacks to Iranian sources was greater among participants whom we asked ab

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Tung Au, Wing, Glos Ho, and Kenson Wing Chuen Chan. "An Empirical Investigation of the Arts Audience Experience Index." Empirical Studies of the Arts 35, no. 1 (2016): 27–46. http://dx.doi.org/10.1177/0276237415625259.

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Radbourne et al. proposed an Arts Audience Experience Index (AAEI) which stipulated that performing arts experiences consist of four components: authenticity, collective engagement, knowledge, and risk. Authenticity is associated with truth and believability of a performance. Collective engagement is an audience’s experience of engagement with performers and other audience members. Knowledge is concerned with understanding of and intellectual stimulation created by a performance. Risk is the extent to which a performance meets one’s expectation, is value for money, and fits with one’s self-ima

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39

Jacquiot, Pierre. "Mémoire collective du nazisme et engagement écologiste en ex-rfa." Nouvelle revue de psychosociologie 5, no. 1 (2008): 169. http://dx.doi.org/10.3917/nrp.005.0169.

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40

ÖZDEMİR, Serkan. "THE IMPACT OF PATERNALISM AND DELEGATION ON COLLECTIVE ORGANIZATIONAL ENGAGEMENT." Route Educational and Social Science Journal 4, no. 19 (2017): 475–83. http://dx.doi.org/10.17121/ressjournal.844.

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Navarro, Claude, Christian Escribe, and Caroline Dupeyrat. "Achievement Goals and Engagement in Individual and Collective Learning Activities." Psychological Reports 98, no. 2 (2006): 556–62. http://dx.doi.org/10.2466/pr0.98.2.556-562.

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Stratoudakis, Yorgos, Helena Farrall, and Lia Vasconcelos. "Collaborative lessons towards marine sustainability: a long-term collective engagement." Sustainability Science 14, no. 4 (2018): 1147–60. http://dx.doi.org/10.1007/s11625-018-0610-1.

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43

Cooke-Jackson, Angela F. "Harnessing Collective Social Media Engagement in a Health Communication Course." Communication Teacher 27, no. 3 (2013): 165–71. http://dx.doi.org/10.1080/17404622.2013.782415.

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44

Arghode, Vishal, Jia Wang, and Ann Lathan. "Exploring Instructors’ Practices in Student Engagement: A Collective Case Study." Journal of the Scholarship of Teaching and Learning 17, no. 4 (2017): 126–49. http://dx.doi.org/10.14434/v17i4.22099.

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Instructors use various strategies to improve learning. To explore what instructors perceived as critical aspects of engaging instruction, we conducted a qualitative case study with seven instructors in the United States. Data was collected through individual face-to-face interviews. The conversations were audio-taped and transcribed verbatim. The analyses of the transcriptions were conducted using the constant comparative method. Findings from the study varied. Yet, participants agreed that an engaging instructor must focus on learning; consider various aspects of students’ personal developme

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Slåtten, Terje, and Gudbrand Lien. "Consequences of employees’ collective engagement in knowledge-based service firms." Journal of Service Science Research 8, no. 2 (2016): 95–129. http://dx.doi.org/10.1007/s12927-016-0006-7.

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Wilson, Hugh N. "Collective engagement: Four thought-shackles and how to escape them." Industrial Marketing Management 80 (July 2019): 24–26. http://dx.doi.org/10.1016/j.indmarman.2019.04.008.

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Fachrunnisa, Olivia, Ardian Adhiatma, and Heru Kurnianto Tjahjono. "Cognitive Collective Engagement: Relating Knowledge-Based Practices and Innovation Performance." Journal of the Knowledge Economy 11, no. 2 (2018): 743–65. http://dx.doi.org/10.1007/s13132-018-0572-7.

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48

Kezar, Adrianna, and Dan Maxey. "Collective Action on Campus Toward Student Development and Democratic Engagement." New Directions for Higher Education 2014, no. 167 (2014): 31–41. http://dx.doi.org/10.1002/he.20103.

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Luu, Tuan Trong. "Collective job crafting and team service recovery performance: a moderated mediation mechanism." Marketing Intelligence & Planning 35, no. 5 (2017): 641–56. http://dx.doi.org/10.1108/mip-02-2017-0025.

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Purpose The clinical team’s recovery performance for the failures in the patient care processes plays a crucial role in leveraging the healthcare service quality. The purpose of this paper is to investigate the relationship between collective job crafting and team service recovery performance via the mediation mechanism of team work engagement. Design/methodology/approach Clinicians including physicians and nurses from hospitals in Ho Chi Minh City of Vietnam were recruited as sources of data for the current study. Structural equation modeling was utilized to conduct the data analysis. Finding

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F, Pambudi Widiatmaka Tri Joko Raharjo I. Made Sudana Wirawan Sombodo Mashudi Rofik. "E-Learning InfrastructureAnd Collective Engagement: Antecendents And Conclusions In Driving E-Learning Quality." Multicultural Education 7, no. 6 (2021): 217. https://doi.org/10.5281/zenodo.4923703.

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<em>The objective of this study is to create a new conceptual model that aims to improve the quality of e-learning from two collective engagement variables and e-learning infrastructure to fill the gaps that exist between the variable value congruence and cognitive competence on quality e-learning effectiveness. The test statistics used in this study used five variables, namely cognitive competence, infrastructure e-learning, value congruence, collective engagement and quality e-learning. The conceptual model that has been developed in this study is tested empirically through a survey approach

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