Log in

Relevant bibliographies by topics / Community of collaborative research

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Community of collaborative research'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Community of collaborative research.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Community of collaborative research"

1

Woods, Sandi Schlup, Lynette Bunde Jensen, Paula Schulz, et al. "Collaborative Research: A Community Approach." Clinical Nurse Specialist 14, no. 1 (2000): 13–16. http://dx.doi.org/10.1097/00002800-200001000-00008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Pinto, Rogério M. "Community Perspectives on Factors That Influence Collaboration in Public Health Research." Health Education & Behavior 36, no. 5 (2009): 930–47. http://dx.doi.org/10.1177/1090198108328328.

Full text

Abstract:

Community collaboration in research may lead to better methods, results, and dissemination of interventions. Little systematic research has examined specific factors that influence community-based organizations (CBOs) to collaborate in public health research. There is an urgent need to advance knowledge on this topic so that together, researchers and CBOs can minimize barriers to collaboration. This study advances a CBOfocused characterization of collaboration in HIV-prevention research. By focusing on the perspectives of 20 key informants in 10 HIV-prevention CBOs, qualitative data revealed factors that influenced their collaborations in four domains: (a) Researchers’ Characteristics (expertise, availability), (b) Collaborative Research Characteristics (ought to improve services and CBO infrastructure); (c) Community Partner—Researcher Relationships (resolving social and professional issues); and (d) Barriers to HIV-Prevention Research Collaboration (cultural and social disconnect between CBO and academia). To reduce barriers, researchers ought to enhance motivators that facilitate collaboration. To use the advantages of community-based research, prevention scientists and policy makers ought to embrace CBOs’ characterization of what makes health research genuinely collaborative.

APA, Harvard, Vancouver, ISO, and other styles

3

Myrick, Roger, Anthony Lemelle, Bart Aoki, Steve Truax, and George Lemp. "Best Practices for Community Collaborative Research." AIDS Education and Prevention 17, no. 4 (2005): 400–404. http://dx.doi.org/10.1521/aeap.2005.17.4.400.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Stockwell-Smith, Gillian, Wendy Moyle, Ursula Kellett, and Henry Brodaty. "Community practitioner involvement in collaborative research." Dementia 14, no. 4 (2013): 450–67. http://dx.doi.org/10.1177/1471301213498760.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Lang, Catherine, Larry Stillman, Henry Linger, et al. "COLLABORATIVE RESEARCH PARTNERSHIPS IN THE COMMUNITY." Information, Communication & Society 15, no. 7 (2012): 1081–105. http://dx.doi.org/10.1080/1369118x.2012.704061.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

Chak, Choiwai Maggie. "Literature Review on Relationship Building for Community-academic Collaboration in Health Research and Innovation." MATEC Web of Conferences 215 (2018): 02002. http://dx.doi.org/10.1051/matecconf/201821502002.

Full text

Abstract:

In response to European Commission Horizon 2020’s call for ‘science-for-and-with-community’, scholars have recognized the need to conduct ‘responsible research and innovation’ and engage more with communities to combat today’s complex health challenges. Hence, higher priority has been placed to cooperate with communities in health research and innovation development to better match societal values, needs and expectations. Accordingly, the approach of community-based participatory research (CBPR), the ‘gold standard’ within the community-engaged research spectrum, is the most widely discussed. However, it is seldom achieved in reality, as it requires establishment and maintenance of open, transparent, trustful and ongoing relationships between community partners and academia to succeed. Paradoxically, despite of the significance of quality collaborative relationship to the quality and success of community-academic collaboration, the key elements to achieve it were seldom discussed.Herein, the literature review aimed to (1) discuss the previous experiences and challenges in building and sustaining community-academic collaborative relationships; (2) examine the relationship building strategies for quality collaborative relationships; and (3) identify the potential research gaps for future research.Focusing on the area of health research and innovation, peer-reviewed articles, books and grey literature related to building and sustaining relationships in community-academic collaboration published between 1998 and 2018 were identified using the Web of Science, PubMed and Google Scholar bibliographic databases and Google search engine. Literature available in full-texts and English language with a focus on relationship aspects of community-academic collaboration were examined. Previous literature suggested thatacademics and community members encountered common challenges in experiencing inequitable relationships, distrust, divide between academia and community, uncommon norms of power sharing, dissemination of results and lack of resources for maintaining long-term relationships. Two approaches of relationship building: (1) personal qualities and competence, and (2) actions for relationship building from the beginning to the end stages of collaborative relationship were discussed. Literature revealed that the ways that academics approach, collaborate, communicate with and maintain in the community had significant impact on both current and future collaborative relationships. In addition, academics differed in acceptance and readiness towards community engagement, which could be attributed to the differences in personal qualities and competence. Future research should target on identifying the factors contributing to such individual differences and compare its impact on the quality of relationship with community, so as to better cultivate individuals’ readiness and capacity towards community engagement and effective relationship building with community.

APA, Harvard, Vancouver, ISO, and other styles

8

Isenberg, Petra, Niklas Elmqvist, Jean Scholtz, Daniel Cernea, Kwan-Liu Ma, and Hans Hagen. "Collaborative visualization: Definition, challenges, and research agenda." Information Visualization 10, no. 4 (2011): 310–26. http://dx.doi.org/10.1177/1473871611412817.

Full text

Abstract:

The conflux of two growing areas of technology – collaboration and visualization – into a new research direction, collaborative visualization, provides new research challenges. Technology now allows us to easily connect and collaborate with one another – in settings as diverse as over networked computers, across mobile devices, or using shared displays such as interactive walls and tabletop surfaces. Digital information is now regularly accessed by multiple people in order to share information, to view it together, to analyze it, or to form decisions. Visualizations are used to deal more effectively with large amounts of information while interactive visualizations allow users to explore the underlying data. While researchers face many challenges in collaboration and in visualization, the emergence of collaborative visualization poses additional challenges, but it is also an exciting opportunity to reach new audiences and applications for visualization tools and techniques. The purpose of this article is (1) to provide a definition, clear scope, and overview of the evolving field of collaborative visualization, (2) to help pinpoint the unique focus of collaborative visualization with its specific aspects, challenges, and requirements within the intersection of general computer-supported cooperative work and visualization research, and (3) to draw attention to important future research questions to be addressed by the community. We conclude by discussing a research agenda for future work on collaborative visualization and urge for a new generation of visualization tools that are designed with collaboration in mind from their very inception.

APA, Harvard, Vancouver, ISO, and other styles

9

Pelaez, Nancy, Trevor R. Anderson, Stephanie M. Gardner, et al. "A Community-Building Framework for Collaborative Research Coordination across the Education and Biology Research Disciplines." CBE—Life Sciences Education 17, no. 2 (2018): es2. http://dx.doi.org/10.1187/cbe.17-04-0060.

Full text

Abstract:

Since 2009, the U.S. National Science Foundation Directorate for Biological Sciences has funded Research Coordination Networks (RCN) aimed at collaborative efforts to improve participation, learning, and assessment in undergraduate biology education (UBE). RCN-UBE projects focus on coordination and communication among scientists and educators who are fostering improved and innovative approaches to biology education. When faculty members collaborate with the overarching goal of advancing undergraduate biology education, there is a need to optimize collaboration between participants in order to deeply integrate the knowledge across disciplinary boundaries. In this essay we propose a novel guiding framework for bringing colleagues together to advance knowledge and its integration across disciplines, the “Five ‘C’s’ of Collaboration: Commitment, Collegiality, Communication, Consensus, and Continuity.” This guiding framework for professional network practice is informed by both relevant literature and empirical evidence from community-building experience within the RCN-UBE Advancing Competencies in Experimentation–Biology (ACE-Bio) Network. The framework is presented with practical examples to illustrate how it might be used to enhance collaboration between new and existing participants in the ACE-Bio Network as well as within other interdisciplinary networks.

APA, Harvard, Vancouver, ISO, and other styles

10

Dimitrova, Dimitrina, and Emmanuel Koku. "Managing Collaborative Research Networks." International Journal of Virtual Communities and Social Networking 2, no. 4 (2010): 1–22. http://dx.doi.org/10.4018/jvcsn.2010100101.

Full text

Abstract:

This paper explores how management practices shape the way dispersed communities of practice (CoPs) function. The analysis is a case study of a dispersed community engaged in conducting and managing collaborative research. The analysis uses data from a social network survey and semi-structured interviews to capture the management practices in the community and demonstrate how they are linked to the patterns of information flows and communication.This analysis is a test case for the broader issue of how distributed communities function. It shows that even highly distributed CoPs may have a dual life: they exist both online and offline, in both face-to-face meetings and email exchanges of their participants. The study examines a dispersed community engaged in conducting and managing collaborative research. The analysis uses data from a social network survey and interviews to examine its managerial practices, information exchanges and communication practices.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Community of collaborative research"

1

Bruce, Catherine Diane. "Collaborative action research on enhancing student communication in mathematics, building a teacher-researcher community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62980.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Trent, Allen W. "Community : a collaborative action research project in an arts impact elementary school /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819623491133.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Armstrong, Marilyn Christine. "Perceptions on Collaborative Learning: A Case Study of Female Community College Instructors." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2990.

Full text

Abstract:

Abstract In the 1980s, academic assessments called for "the ability of individuals and groups to talk, listen judge, and act on issues of common interest" (Morse, 1989, p. 30). More recently, corporate research findings, Are They Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board, Inc., Partnership for 21st Century Skills, The Corporate Voices for Working Families, & Society for Human Resource Management, 2006), report the workplace is seeking college graduates with skill in collaboration (e.g. build diverse relationships, negotiate, manage conflict). While the interest in collaborative learning has expanded in higher education and business, "sparse application" is reported in the college classroom. In academia, collaborative learning has been dependent on cooperative learning research focused on quantitative student achievement outcomes while faculty perceptions of a nonfoundational social constructivist view of collaborative learning is reported as "hardly begun." Along with an increased ambiguity in the terms collaborative and cooperative learning, a comprehensive understanding of collaborative learning and its potential uniqueness, if any, has been skewed. The purpose of this study was to describe and explain collaborative learning from the perspective of selected classroom practitioners representing multiple academic disciplines at a learning-centered institution. The exploratory questions guiding this qualitative case study were: (a) what elements constituted community college collaborative learning practitioners classroom experience and (b) what variables influenced the elements. The theoretical framework undergirding this dissertation is social constructivism nested in constructivism. A purposeful sampling of four instructional criteria indicative of a nonfoundational socio-constructivist concept of collaborative learning guided the participant selection process. The limited candidate list consisted of 31 faculty (20 females, 11 males) at the field site, a learning-centered community college with an FTE near 30,000 for the 2009 - 2010 school year. From 22 initial responses, seven faculty participants (6 female, 1 male) were selected and participated in two semi-structured in-depth interviews. The data collection included interviews, institutional and practitioner documents, the researcher's reflective journal, and field notes. The male participant was removed from the study because he did not submit all requested documents. Therefore, though unintended, six case studies of female instructors were analyzed over an eight month period and reduced to four when saturation was reached, no new information was elicited. All four participants fulfilled all four specified instructional criteria. The central finding able to help the college classroom is the strong identified practice of the defined collaborative learning concept with the articulated understanding limited and term interchange and confusion profound. Thus, the value of this study is the lack of definitional clarity in the terms collaborative and cooperative learning within academia which may offer one possible explanation for the reported sparse application in the college classroom. Supporting this major finding the single most defining attribute of this sophisticated or challenging concept of collaborative learning is the instructional criteria of distributed authority. Manifesting itself in students teaching students the faculty participants high level of consistent classroom application in concert with intellectual negotiation, consensus building, and student ownership of learning constitutes the collaborative learning skills sought by the work force. This study contributed to all three research attributes reported as minimal in the literature, qualitative research from a faculty perspective on the specified concept of collaborative learning. A comprehensive participant selection process was not conducted. In view of the central finding and the existing gaps in the literature, a priority recommendation for future research would be a more intentional expansion of candidate recruitment to potentially increase identification of classroom instructors practicing the particularized concept of collaborative learning. Other research recommendations would include a more focused study of the defined concept of collaborative learning in relationship to: (a) the learning-centered institution, (b) disciplines with a high density of foundational knowledge, (c) student and faculty resistance, (d) lines of authority, and (e) personality, gender, teaching styles, and learning styles.

APA, Harvard, Vancouver, ISO, and other styles

4

Beukes, Janna Maree. "Collaborative partnership trends between teachers and educational psychology researchers." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25378.

Full text

Abstract:

The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to inform participatory theory and practice in future methodology studies. The Community of Practice Framework theoretically framed the study, describing professional communities and the way in which meanings, beliefs and understandings are negotiated and reflected in communal practices. Five symposium and two reflection session presentations were purposefully selected and transcribed for qualitative content analysis in terms of a trend analysis. Findings indicate that collaborative partnerships between educational psychology researchers and teachers differ from other partnerships in that collaborative partnerships between teachers and educational psychology researchers appear to be directed by an overarching philosophy of “care”. Also, collaborative partnership studies between teachers and educational psychology researchers favour methodologies encouraging participation in identifying and addressing school-community issues. In this way, knowledge exchange and the co-creation of knowledge is promoted. These partnerships focus on how education, as well as teacher and learner experiences can be enhanced and be meaningful, rewarding, enabling and supportive. Finally, benefits and challenges in collaborative partnerships between teachers and educational psychology researchers are similar to those experienced by other professionals participating in collaborative partnerships.<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted

APA, Harvard, Vancouver, ISO, and other styles

5

Ellison, Jeffrey. "Collaborative Models of Care in the Appalachian Region of Tennessee: Examining Relationships Between Level of Collaboration, Clinic Characteristics, and Barriers to Collaboration." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2435.

Full text

Abstract:

Decades of research have shown that there are significant advantages to maintaining close communicative and collaborative relationships between primary care and behavioral health providers. Fiscal, structural, and systemic barriers, however, often restrict the degree to which such interprofessional collaboration can occur. In the present study the authors examined relationships between primary care clinics in the Appalachian region’s characteristics (i.e., clinic type, rurality, and clinic size), barriers (i.e., fiscal, structural, and systemic) reported to using increased collaboration, and the level of collaboration used at a particular clinic. For the present study 136 surveys were completed by providers working in primary care practices across the Appalachian region of Tennessee. The results showed that only about one fifth of the primary care clinics in Appalachian Tennessee reported engaging in moderate to high levels of primary care behavioral health (PCBH) collaboration (e.g., colocated or integrated models of care). Among community health clinics, however, nearly half reported moderate or high levels of collaboration. The findings of this study underscore the importance policy change (e.g., changes in reimbursement patterns, increases in incentives, introduction of PCBH models in training programs) in facilitating the uptake of high levels of PCBH collaboration in Appalachian Tennessee (especially in regards to nonpublicly funded clinics). Further, the methodology used in this study could provide policymakers and researchers in other regions of the U.S. with a means for obtaining baseline data regarding local trends in PCBH collaboration and could serve as first step in developing a standardized methodology for comparing the overall uptake of PCBH collaboration models across regions.

APA, Harvard, Vancouver, ISO, and other styles

6

Perkins, Nancy S. Hesse Douglas Dean. "The Echoes project five case studies of students writing research papers using primary sources in a collaborative community /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311288.

Full text

Abstract:

Thesis (D.A.)--Illinois State University, 1992.<br>Title from title page screen, viewed February 3, 2006. Dissertation Committee: Douglas Hesse (chair), Ronald J. Fortune, Ray Lewis White, Steven E. Kagle. Includes bibliographical references (leaves 383-402) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

7

Wright, Claire Louisa. "Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9831.

Full text

Abstract:

Arts organisations in receipt of public funding should seek to understand the impact of their work, for a variety of reasons. Contemporary outcome-based arts evaluation practice dichotomises impact as intrinsic or instrumental with the latter perspective defining what counts. However, a widely held belief in the transformative power of the arts is apparent in both arts policy and practice. It therefore follows that if evaluation is fundamentally about discerning value then arts evaluation should recognise transformation as core. I contend that visually-based research methods offer alternative ways of seeing and knowing from the methods that dominate arts evaluation practice. As a result, I consider how these methods might help to identify what is transformative within the context of a community arts project. To explore how evaluation can better reflect the transformative power of the arts, I ask three research questions. Firstly, can participants’ experience be theorised and understood as transformative arts-based learning? Secondly, to what extent can participants’ experience of a community arts project be understood through visually-based research methods? Thirdly, what are the implications for existing practices of arts evaluation? I explore these questions in relation to a single participatory arts project. The Happy Lands, funded (primarily) by Creative Scotland, brought together communities across Fife with a professional film crew to create a feature length film based on local stories of mining culture. Employing visual ethnography my research methods included image-elicited interviews with 19 participants over a 20 month period, participant observation during the making of the film, and documentary research. The theoretical contribution I make extends Morgan’s (2010) conception of the transformative potential of travel to the transformative power of the arts, which I define in terms of inspiration, interconnection and insight. I propose a conceptual framework that views the experience of ‘sameness’ (interconnection) and ‘Otherness’ (inspiration) as conducive to the possibility of voice (insight). The interaction of self, other and artwork in the context of the participatory (community) arts project leads to the creation of shared identity (identities) and a sense of belonging manifest in the symbolic status of objects and behaviour (‘spirit of place’) associated with the arts project. Visual research methods, combining subjective meaning-making and objective (representational) qualities, offer opportunities to understand and (re)present participants’ experience. I advance a methodological contribution that suggests image elicitation offers an epistemologically appropriate approach to understanding participant experiences of an inherently visual project. The identification of sense of place and spirit of place can be viewed as indicative of a transformative environment. I contend that the creation of an outcome acknowledging the transformative environment of the arts project would respond to the needs of government but also the beliefs of arts educators effectively redressing the balance of instrumental versus intrinsic worth. Moreover, the subjective and objective possibilities afforded by visually-based research methods would enable the latter to speak creatively, in language(s) reflecting their values. As a result my findings are offered as one possible version of a humanities-inspired approach to arts evaluation (Belfiore and Bennett, 2010b).

APA, Harvard, Vancouver, ISO, and other styles

8

Thomsen, Dana Christine, and n/a. "Community-Based Research: An Opportunity for Collaboration and Social Change." Griffith University. Australian School of Environmental Studies, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050323.174017.

Full text

Abstract:

Natural resource managers are facing increasing challenges as environmental degradation accelerates and the need to integrate a broad spectrum of community experiences into management decisions is increasingly recognised. To help meet these novel challenges, this study explores how professional researchers and communities can combine their skills and learn to work in partnerships to achieve shared management goals. Community-based research involves people as citizen scientists, whereby citizens actively participate in research on local issues. The inclusive nature of community-based research has the ability to produce auxiliary benefits uncommon in conventional research. These include the development of social capital and social learning as the practice of citizen science empowers communities with new skills, knowledge and social networks, thus building capacity within communities to take an effective role in natural resource management. Community-based research also has the potential to enrich the range of management options available by increasing the breadth of accessible knowledge. However, despite much rhetoric about democratising science, little is known about the practice, value and problems of involving citizens as collaborators in natural resource management research projects. This thesis presents the findings from a comparative survey of the attitudes to community-based research held by 'citizen' scientists, on the one hand, and 'expert' scientists and natural resource managers, on the other. It also draws upon a multi-site case study, set in a diverse urban-rural catchment, where an integrated research program was established for different natural resource management agencies to work with each other and community groups to develop research protocols so that community groups could participate in assessing the health of catchment areas. This involved scientists, natural resource managers and community education/extension officers working with established community groups to develop and trial modified scientific methods for the environmental monitoring of catchment and estuarine areas. This inter-agency/community project was continued as a case study site into the second and third years of research and was augmented in the second and third years by focusing on two of the initial community groups as second and third case study sites in their own right. Synthesis of both survey and case study analysis reveals that, despite resource and attitudinal barriers, community-based research can ensure access to local knowledge and increased relevance of research. In addition, many participants most valued the increased feeling of connection towards their local environment and community. I argue that citizen/expert collaboration is key to successful community-based research and best achieved in an atmosphere of mutual respect where all participants are seen as co-researchers. However, participatory intentions are unlikely to be acted upon without sufficient opportunity. Thus, the process of research must be re-defined from that associated with positivist science to include a greater range of participants and activities in an adaptive manner. This more inclusive and reflective approach seems most likely to ensure the quality and utility of research data, the knowledge sharing and social learning, and the enjoyable atmosphere that underpin successful citizen/expert interactions. Certainly, the ability to draw upon and create social capital is vital. The integration of these findings enabled the development of guidelines for effective collaboration between citizens and experts when addressing catchment management issues and undertaking participatory research.

APA, Harvard, Vancouver, ISO, and other styles

9

Spaan, Mathew. "The Role and Structure of Mediating Entities in University-Community Partnerships: An Examination of Urban Routes." ScholarWorks@UNO, 2004. http://louisdl.louislibraries.org/u?/NOD,160.

Full text

Abstract:

Thesis (M.P.A.)--University of New Orleans, 2004.<br>Title from electronic submission form. "A thesis ... in partial fulfillment of the requirements for the degree of Master of Public Administration."--Thesis t.p. Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

10

Kanko, Ivonne G. "Perceptions of Community-Based Participatory Research from Community and Academic Members." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3396.

Full text

Abstract:

Community-based participatory research (CBPR) is an increasingly popular form of public health research. However, little is known about the application of CBPR and the levels of involvement for partners in specific phases of the partnership. This phenomenological study addressed the application of CBPR from the perspectives of 7 academic researchers and 6 community members experienced in CBPR. Arnstein's ladder of citizenship participation and the community coalition action theory provided the framework for the study. Semi-structured interviews addressed participants' levels of involvement in the CBPR process, as well as challenges, concerns, successes, and recommendations for improvement. Interview transcripts were analyzed by identifying recurrent themes relevant to the experience of being a CBPR partner. These themes were then used to develop descriptions of their experience. Results indicated that participants knew the term CBPR and had experienced it, but not all participants understood the depth of CBPR and how much bargaining power they could have for their community. Sustainability of partnerships and programs was a major concern. Ethical problems were also raised regarding the long-term commitment to projects and the need for CBPR partnership evaluation. Results may be used to strengthen awareness of the principles of CBPR to advance culturally tailored public health interventions.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Community of collaborative research"

1

Dexheimer, Pharris Margaret, ed. Community-based collaborative action research: A nursing approach. Jones & Bartlett Learning, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Community-based collaboration: Bridging socio-ecological research and practice. University of Virginia Press, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Nico, Trocmé, Knoke Della 1964-, Roy Catherine 1973-, and Centre of Excellence for Child Welfare., eds. Community collaboration and differential response: Canadian and international research and emerging models of practice. Centre of Excellence for Child Welfare, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Innovation and competition policy: [a comparative study of the regulation of patent licensing and collaborative research & development in the United States and the European Community]. Kluwer Law International, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Peach, Emily. Teenage pregnancy: A community issue : a literature review : a report by the Yorkshire Collaborating Centre for Health Services Research. Yorkshire Collaborating Centre for Health Services Research, Nuffield Institute for Health, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Network, Classroom Action Research. Collaborative action research. Cambridge Institute of Education, 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Freytag, Per Vagn, and Louise Young, eds. Collaborative Research Design. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-5008-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Lupton, Carol. Women's experience of antenatal care: A report of research conducted in collaboration with Portsmouth and South-East Hampshire Community Health Council. Social Services Research and Intelligence Unit, 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Bishop, Russell. Collaborative research stories =: Whakawhanaungatanga. Dunmore Press, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Holm, Peter, Maria Hadjimichael, Sebastian Linke, and Steven Mackinson, eds. Collaborative Research in Fisheries. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26784-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Community of collaborative research"

1

Collins, Bennett, and Alison Watson. "The Impetus for Peace Studies to Make a Collaborative Turn: Towards Community Collaborative Research." In Ethnographic Peace Research. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65563-5_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Rodgers, Kathleen Boyce, and Stephen A. Small. "The Teen Assessment Project Community-Based Collaborative Research." In Serving Children and Families Through Community-University Partnerships: Success Stories. Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5053-2_50.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Komatsoulis, George A. "Collaboration in Cancer Research Community: Cancer Biomedical Informatics Grid (caBIG)." In Collaborative Computational Technologies for Biomedical Research. John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118026038.ch17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Jones, Hannah. "Collaboration and Mutual Support in the Third Sector." In Community Research for Community Development. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137034748_11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Rooke, Alison. "Contradiction, Collaboration and Criticality: Researching Empowerment and Citizenship in Community-Based Arts." In Community Research for Community Development. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137034748_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Smyth, Barry, Jill Freyne, Maurice Coyle, Peter Briggs, and Evelyn Balfe. "I-SPY — Anonymous, Community-Based Personalization by Collaborative Meta-Search." In Research and Development in Intelligent Systems XX. Springer London, 2004. http://dx.doi.org/10.1007/978-0-85729-412-8_27.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Bleakley, Alan. "Building a Collaborative Community of Practice in Medical Education Research." In Advances in Medical Education. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02487-5_16.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Randall, James E., Allison M. Williams, Bill Holden, and Kate Waygood. "A Model for Collaborative Research: Building a Community-University Institute for Social Research." In WorldMinds: Geographical Perspectives on 100 Problems. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2352-1_21.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Nath, Tapan Kumar, Mohammed Jashimuddin, and Makoto Inoue. "Community Participation in Agroforestry Development: Lessons Learned from a Collaborative Research Project." In Community-Based Forest Management (CBFM) in Bangladesh. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42387-6_6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Dirks, Lisa G. "Collaborative Research Results Dissemination: Applying Postcolonial Theory to Indigenous Community Contexts." In Diversity, Divergence, Dialogue. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71305-8_33.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Community of collaborative research"

1

Lamba, Hemank, and Ramasuri Narayanam. "Circle based community detection." In the 5th IBM Collaborative Academia Research Exchange Workshop. ACM Press, 2013. http://dx.doi.org/10.1145/2528228.2528245.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Coyne, Robert, Susan Finger, Suresh Konda, et al. "Creating an Advanced Collaborative Open Resource Network." In ASME 1994 Design Technical Conferences collocated with the ASME 1994 International Computers in Engineering Conference and Exhibition and the ASME 1994 8th Annual Database Symposium. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/detc1994-0038.

Full text

Abstract:

Abstract Carnegie Mellon, in collaboration with several other universities and companies, is beginning to develop ACORN, an Advanced Collaborative Open Resource Network. ACORN will provide the infrastructure to create an electronic community which will be able to design and sell engineered products in competitive markets as well as conduct research and development by collaborating through a network. Creating such a community is a task of national proportions and cannot be accomplished by our group alone since the target community encompasses the entire country. We have an unprecedented opportunity to create and experiment with an electronic community which can serve as the model for a larger national community. In this paper, we outline the architecture for an information infrastructure to create and sustain such a community. This paper is not a standard research paper; it is being published to invite the members of the community to participate in the evolution of the ideas expressed here and to encourage the shared development of the infrastructure necessary to create this network.

APA, Harvard, Vancouver, ISO, and other styles

3

Peters, Anicia N., Heike Winschiers-Theophilus, Nicola J. Bidwell, et al. "Community centered collaborative HCI design / research in developing countries." In CHI '14: CHI Conference on Human Factors in Computing Systems. ACM, 2014. http://dx.doi.org/10.1145/2559206.2559212.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Rae, John, Carole Roberts, and Gary Taylor. "Collaborative Learning: A Connected Community Approach." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2946.

Full text

Abstract:

Collaborative Learning in group settings currently occurs across a substantial portion of the UK Higher Education curriculum. This style of learning has many roots including: Enterprise in Higher Education, Action Learning and Action Research, Problem Based Learning, and Practice Based Learning. As such our focus on Collaborative Learning development can be viewed as an evolutionary. This collaborative and active group learning provides the foundation for what can be collectively called connectivist ‘Learning Communities’. In this setting a primary feature of a ‘Learning Community’ is one that carries a responsibility to promote one another’s learning. This paper will outline a developmental collaborative learning approach and describe a supporting software environment, known as the Salford Personal Development Environment (SPDE), that has been developed and implemented to assist in delivering collaborative learning for post graduate and other provision. This is done against a background of much research evidence that group based activity can enhance learning. These findings cover many approaches to group based learning and over a significant period of time. This paper reports on work-in-progress and the features of the environment that are designed to help promote individual and group or community learning that have been influenced by the broad base of research findings in this area.

APA, Harvard, Vancouver, ISO, and other styles

5

Luo, Yupeng. "A Collaborative Learning Community on Service-Learning in Energy Conservation and Efficiency." In Construction Research Congress 2014. American Society of Civil Engineers, 2014. http://dx.doi.org/10.1061/9780784413517.043.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Suharti, Peni, Muslimin Ibrahim, and Yuni Sri Rahayu. "Validity of Investigation Based Scientific Collaborative (IBSC) Learning Model To Facilitate Students’ Communication and Collaboration Skills." In Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/icracos-19.2020.37.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Stempien, Jennifer A., and Lon D. Abbott. "CREATING A COLLABORATIVE UNDERGRADUATE GEOSCIENCE RESEARCH COMMUNITY USING A HYBRID RESEARCH EXPERIENCE APPROACH." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-301696.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Benkner, Siegfried, Chris Borckholder, Yuriy Kaniovskyi Alfredo Saglimbeni, Tomas Pariente Lobo, Piotr Nowakowski, and Steven Wood. "Cloud-Based Semantic Data Management for the VPH-Share Medical Research Community." In 2014 International Conference on Intelligent Networking and Collaborative Systems (INCoS). IEEE, 2014. http://dx.doi.org/10.1109/incos.2014.94.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

van der Walt, Jacobus, Albertus Buitendag, Jannie Zaaiman, and J. C. Jansen van Vuuren. "Community Living Lab as a Collaborative Innovation Environment." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3339.

Full text

Abstract:

A Living Lab is a new way to deal with community-driven innovation in real-life contexts. The Living Lab concept is fuelled by knowledge sharing, collaboration and experimenting in open real environments. This research explores the sustainable development of community Living Labs within a South African context. The members of rural communities need sustainable development support in order to create jobs and alleviate poverty. In order to do so they need an open multidisciplinary research and systems thinking support environment which is facilitated in the Living Lab environment. The Living Lab approach provides its user group with an opportunity to develop a much deeper understanding of how the various components in their functional environment operate and interrelate. In the research community the Living Lab concept seems to be gaining increasing acceptance as a way to deal with innovation and to get insight into the innovation process. Several Living Labs are currently connected in a network of Living Labs, both in Europe and in South Africa aiming to share best practices and lessons learned. Creating an innovative software based management model for Living Labs for the greater South African region is also part of the research objectives. This paper presents two interrelated frameworks for the establishment of a Living Lab within a South African context. The paper also highlights the important role of holistic Systems thinking in a Living Lab environment.

APA, Harvard, Vancouver, ISO, and other styles

10

Farrell, Stephanie, and Stephen Krause. "A virtual community of practice to support faculty efforts to adopt research-based instructional approaches." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017883.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Community of collaborative research"

1

Bokore, Nimo. Effective Collaborative Research Project Plan for Community Organizations. Carleton University, 2019. http://dx.doi.org/10.22215/lerrn-2019-03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Glaspy, John A. The UCLA-Community Breast Cancer Collaborative Clinical Translational Research Program. Defense Technical Information Center, 2002. http://dx.doi.org/10.21236/ada415835.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Glaspy, John A. The UCLA-Community Breast Cancer Collaborative Clinical Translational Research Program. Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada432544.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Glaspy, John A. The UCLA-Community Breast Cancer Collaborative Clinical Translational Research Program. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada422777.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Vergani, Matteo. Community-centered P/CVE Research in Southeast Asia: Opportunities and Challenges. RESOLVE Network, 2021. http://dx.doi.org/10.37805/rve2021.1.

Full text

Abstract:

The definition and understanding of community-centered preventing and countering violent extremism (P/CVE) research lacks analytical clarity. This chapter examines this concept with a focus on the Southeast Asian context, reflecting on opportunities, challenges, and pitfalls, to lay the foundation for future theorization and comparative P/CVE research in local contexts. Collaboration with independent and genuine community actors is advantageous for all stakeholders, since deficient trust, tamed and crystallized relationships, and a lack of resources and capacities can result in biased research findings. The chapter advocates for the establishment of research and evaluation frameworks in National Action Plans, with the aim to set out common definitions, measurement tools, and methodologies in consultation with all stakeholders, including community actors. This is a necessary step in producing systematic, cumulative, and comparative research and evaluation findings that hold true across local contexts. Finally, the chapter discusses the ethical implications of conducting community-centered P/CVE research with minority communities––such as the creation of suspicious, ostracized, and alienated communities––as well as with majority communities. It also speaks to the potential for research findings and topics of focus interfering in or being instrumentalized to impact a country’s democratic process. Although the Southeast Asian context is used to discuss the opportunities and challenges of the different approaches to community-centered P/CVE research, key findings are likely relevant to other contexts.

APA, Harvard, Vancouver, ISO, and other styles

6

Blankstein, Melissa, and Christine Wolff-Eisenberg. Library Strategy and Collaboration Across the College Ecosystem: Results from a National Survey of Community College Library Directors. Ithaka S+R, 2021. http://dx.doi.org/10.18665/sr.315922.

Full text

Abstract:

How can the library be best positioned to continue enabling student and institutional success? The Community College Academic and Student Support Ecosystem research initiative seeks to examine how student-facing service departments—including academic libraries—are organized, funded, and staffed at community and technical colleges across the country. In February 2021, we surveyed 321 community college library directors to provide the community with a snapshot of current service provision, leadership perspectives on the impact of COVID-19, and challenges faced in making decisions and navigating change.

APA, Harvard, Vancouver, ISO, and other styles

7

Hilbrecht, Margo, David Baxter, Alexander V. Graham, and Maha Sohail. Research Expertise and the Framework of Harms: Social Network Analysis, Phase One. GREO, 2020. http://dx.doi.org/10.33684/2020.006.

Full text

Abstract:

In 2019, the Gambling Commission announced a National Strategy to Reduce Gambling Harms. Underlying the strategy is the Framework of Harms, outlined in Measuring gambling-related harms: A framework for action. "The Framework" adopts a public health approach to address gambling-related harm in Great Britain across multiple levels of measurement. It comprises three primary factors and nine related subfactors. To advance the National Strategy, all componentsneed to be supported by a strong evidence base. This report examines existing research expertise relevant to the Framework amongacademics based in the UK. The aim is to understand the extent to which the Framework factors and subfactors have been studied in order to identify gaps in expertise and provide evidence for decision making thatisrelevant to gambling harms research priorities. A social network analysis identified coauthor networks and alignment of research output with the Framework. The search strategy was limited to peer-reviewed items and covered the 12-year period from 2008 to 2019. Articles were selected using a Web of Science search. Of the 1417 records identified in the search, the dataset was refined to include only those articles that could be assigned to at least one Framework factor (n = 279). The primary factors and subfactors are: Resources:Work and Employment, Money and Debt, Crime;Relationships:Partners, Families and Friends, Community; and Health:Physical Health, Psychological Distress, and Mental Health. We used Gephi software to create visualisations reflecting degree centrality (number of coauthor networks) so that each factor and subfactor could be assessed for the density of research expertise and patterns of collaboration among coauthors. The findings show considerable variation by framework factor in the number of authors and collaborations, suggesting a need to develop additional research capacity to address under-researched areas. The Health factor subcategory of Mental Health comprised almost three-quarters of all citations, with the Resources factor subcategory of Money and Debt a distant second at 12% of all articles. The Relationships factor, comprised of two subfactors, accounted for less than 10%of total articles. Network density varied too. Although there were few collaborative networks in subfactors such as Community or Work and Employment, all Health subfactors showed strong levels of collaboration. Further, some subfactors with a limited number of researchers such as Partners, Families, and Friends and Money and debt had several active collaborations. Some researchers’ had publications that spanned multiple Framework factors. These multiple-factor researchers usually had a wide range of coauthors when compared to those who specialised (with the exception of Mental Health).Others’ collaborations spanned subfactors within a factor area. This was especially notable forHealth. The visualisations suggest that gambling harms research expertise in the UK has considerable room to grow in order to supporta more comprehensive, locally contextualised evidence base for the Framework. To do so, priority harms and funding opportunities will need further consideration. This will require multi-sector and multidisciplinary collaboration consistent with the public health approach underlying the Framework. Future research related to the present analysis will explore the geographic distribution of research activity within the UK, and research collaborations with harms experts internationally.

APA, Harvard, Vancouver, ISO, and other styles

8

Ren, Shenqiang. Collaborative Research: Polymeric Multiferroics. Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1352140.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Grosz, Barbara J. Research on Collaborative Planning. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada264295.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Morgan, Susan, Alexandra Mosser, and John Bixby. University of Miami Laboratory for Integrative Knowledge (U-LINK) Program Evaluation Report. University of Miami, 2020. http://dx.doi.org/10.33596/ovprs-19-2.

Full text

Abstract:

As one of the Roadmap Initiatives, U-LINK (University of Miami Laboratory for INtegrative Knowledge) is the University of Miami’s (UM’s) program to support innovative, problem-based interdisciplinary research. The U-LINK initiative is premised on the idea that the most significant challenges facing humanity, and therefore the most important research problems, require innovative and integrative approaches resulting from collaborations that bridge disciplines. The goal of U-LINK is to bring together faculty and trainees from multiple disciplines in collaboration with community stakeholders to develop and act on a shared vision of innovative solutions to grand societal challenges. To accomplish this goal, U-LINK provides training and funding opportunities for research teams, identifies common space(s) for teams to work together, creates interdisciplinary opportunities for UM undergraduate and graduate students, and helps UM faculty identify and pursue collaborative initiatives with faculty in other departments, schools, and colleges. This document details the features of the U-LINK program and provides data about outcomes of the program through 2019.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!