Academic literature on the topic 'University of Sheffield. Centre for Research on User Studies'

Background For systematic reviews to be rigorous, deliverable and useful, they need a well-defined review question. Scoping for a review also requires the specification of clear inclusion criteria and planned synthesis methods. Guidance is lacking on how to develop these, especially in the context of undertaking rapid and responsive systematic reviews to inform health services and health policy. Objective This report describes and discusses the experiences of review scoping of three commissioned research centres that conducted evidence syntheses to inform health and social care organisation, delivery and policy in the UK, between 2017 and 2020. Data sources Sources included researcher recollection, project meeting minutes, e-mail correspondence with stakeholders and scoping searches, from allocation of a review topic through to review protocol agreement. Methods We produced eight descriptive case studies of selected reviews from the three teams. From case studies, we identified key issues that shape the processes of scoping and question formulation for evidence synthesis. The issues were then discussed and lessons drawn. Findings Across the eight diverse case studies, we identified 14 recurrent issues that were important in shaping the scoping processes and formulating a review’s questions. There were ‘consultative issues’ that related to securing input from review commissioners, policy customers, experts, patients and other stakeholders. These included managing and deciding priorities, reconciling different priorities/perspectives, achieving buy-in and engagement, educating the end-user about synthesis processes and products, and managing stakeholder expectations. There were ‘interface issues’ that related to the interaction between the review team and potential review users. These included identifying the niche/gap and optimising value, assuring and balancing rigour/reliability/relevance, and assuring the transferability/applicability of study evidence to specific policy/service user contexts. There were also ‘technical issues’ that were associated with the methods and conduct of the review. These were choosing the method(s) of synthesis, balancing fixed and fluid review questions/components/definitions, taking stock of what research already exists, mapping versus scoping versus reviewing, scoping/relevance as a continuous process and not just an initial stage, and calibrating general compared with specific and broad compared with deep coverage of topics. Limitations As a retrospective joint reflection by review teams on their experiences of scoping processes, this report is not based on prospectively collected research data. In addition, our evaluations were not externally validated by, for example, policy and service evidence users or patients and the public. Conclusions We have summarised our reflections on scoping from this programme of reviews as 14 common issues and 28 practical ‘lessons learned’. Effective scoping of rapid, responsive reviews extends beyond information exchange and technical procedures for specifying a ‘gap’ in the evidence. These considerations work alongside social processes, in particular the building of relationships and shared understanding between reviewers, research commissioners and potential review users that may be reflective of consultancy, negotiation and co-production models of research and information use. Funding This report has been based on work commissioned by the National Institute for Health Research (NIHR) Health Services and Delivery Research (HSDR) programme as three university-based evidence synthesis centres to inform the organisation, delivery and commissioning of health and social care; at the University of Exeter (NIHR 16/47/22), the University of Sheffield (NIHR 16/47/17) and the University of York (NIHR 16/47/11). This report was commissioned by the NIHR HSDR programme as a review project (NIHR132708) within the NIHR HSDR programme. This project was funded by the NIHR HSDR programme and will be published in full in Health Services and Delivery Research; Vol. 9, No. 15. See the NIHR Journals Library website for further project information.

This paper describes the results of three sewer sediment studies, carried out in Dundee, financed by the Engineering and Physical Sciences Research Council (EPSRC) and the Water Research centre (WRc). The work was carried out by the University of Abertay Dundee (Wastewater Technology Centre) as part of a collaborative research project undertaken with the University of Newcastle and the University of Sheffield. In Dundee, through collaboration with the sewerage system operator (Tayside Regional Council Water Services Department), three field sites have been established in interceptor and trunk sewer sites, since 1992, to monitor, as closely as possible, sediment and other pollutant erosion, their transport and the effects of first flushes. The physical and biochemical nature of the material being transported near the bed of real sewers has been measured. The importance of this mode of transport, in terms of mass transported and pollutant potential, is demonstrated based on data collected from the Dundee system sites. Comparisons are made between measured transport rates at the bed, at sites with and without deposited beds, with results obtained by applying empirical relationships developed to predict near bed transport in laboratory studies. A modified relationship is proposed which best fits the Dundee system data.

In the south-west German village of Hayingen, the playwright-director Martin Schleker presents large open-air productions of politically sensitive yet entertaining plays to mass audiences on an annual basis. This article explores the element of risk in Schleker's work: his use of purely amateur performers; his job-creation schemes for young people; and his left-wing and often anti-Catholic stance on issues such as racism and nuclear arms before often deeply conservative, culturally Catholic audiences. Schleker's work is situated in the wider context of the state-funded, civic theatres in Germany, and of the tradition of open-air ‘Naturtheater’ which is particularly strong in the Swabian region. Some assumptions surrounding such binary divides as amateur-professional and high art-entertainment are also explored. Data for this article was collected in the Hayingen ‘Naturtheater’ during a period of ethnographic research supported by the Leverhulme Trust. Having completed her doctorate at Sheffield University, Alison Phipps has been working as a lecturer in the Department of German – and in particular in the Centre for Intercultural Germanistics – at Glasgow University since October 1995. She has published in the areas of her research interests, which include contemporary German theatre and performance research, Ethnographic approaches to language education, and popular German culture and intercultural studies.

This paper reports on strategic developments to enhance student learner autonomy skills through the use of enquiry-based learning (EBL) in the design of higher education programmes. The UK's Sheffield Hallam University is a recognized Centre of Excellence in Teaching and Learning (CETL) in the field of developing learner autonomy. Central to the university's learning, teaching and assessment strategy is the conviction that students must become autonomous learners to acquire the skills and knowledge needed for employment, research and continuing professional development. In this context it is imperative that students are increasingly able to manage their own learning, formulate their own lines of enquiry and develop flexible approaches to their studies – the essence of acquiring learner autonomy. It is also important that they can work across discipline boundaries, often in teams, tackling problems that are essentially multidisciplinary. The central theme of this paper is the strategic use of EBL in areas that involve students working together in small groups.

BackgroundUK NHS organisations are required to consult patients and the public about proposals for major changes to services. The evidence base for current UK guidance is unclear.ObjectivesTo assess what is known about effective patient and public engagement in reconfiguration processes and to identify implications for further research.DesignRapid evidence synthesis.SettingHealth services affected by reconfiguration proposals in the UK (particularly the English) NHS and similar health systems.ParticipantsMembers of the public and their representatives, patients and patient groups.InterventionsAny intervention to encourage patients and the public and their representatives to be involved in discussions about proposals for major service change.Main outcome measuresAny measure of ‘successful’ engagement as reported by health service decision-makers, patients and public representatives. We were also interested in the outcome of controversial reconfiguration proposals.Data sourcesWe carried out separate searches for systematic reviews, primary research studies and grey literature. Database searches were limited to material published in English from 2000 to March 2014.Review methodsFinal decisions on study inclusion were made by two reviewers independently. We used EPPI-Reviewer 4 (Evidence for Policy and Practice Information and Co-ordinating Centre, University of London, London, UK) to record decisions and for data extraction and quality assessment. We carried out a narrative synthesis using multiple frameworks (including pre-specified research questions and current guidance). In synthesising the case studies, we selected a number of ‘exemplars’ based on quality of reporting and some evaluation of the process of engagement.ResultsEight systematic reviews, seven empirical research studies and 24 case studies (six exemplars) were included. Methods of engagement varied in nature and intensity, and generally involved a mixed methods approach. There was no evidence on the isolated impact of any particular engagement method or collection of methods. In general, engagement was most likely to be successful when the process started at an early stage, offered opportunities for genuine interaction and was led and supported by clinicians involved in delivering the relevant services. The impact of engagement was variably measured and demonstrated. Impact was more frequently defined in terms of process measures than success or failure of reconfiguration. Little was reported on the potential negative impact of service user engagement.ConclusionsPatients and the public could be engaged through a wide variety of methods. In selecting which methods to employ locally, decision-makers should take into account the nature of the local population and of the proposed service changes. Problems often arose because decision-makers paid insufficient attention to issues considered important by the public. NHS England guidance could be a helpful practical framework for future engagement activity.Future workClearly reported evaluations of interventions are needed including those that test the sustainability of methods of engagement and their impact over time. The NHS England guidance on planning and delivering service change may provide a foundation for the design of future research.FundingCommissioned by the National Institute for Health Research Health Service and Delivery Research (HSDR) programme from the University of York HSDR Evidence Synthesis Centre (project no. 13/05/11).

Abstract. Since 1975, flood estimation in Ireland has generally followed methods as outlined in the Flood Studies Report (Natural Environment Research Council, 1975). An update of this for conditions in the Republic of Ireland commenced in 2005 and included research in Urban Catchment Flood Analysis. To inform this work, a scoping study of issues relating to flooding caused by urban runoff was undertaken by a team from the Centre for Water Resources Research at University College Dublin and some of the findings are described in this paper. It focussed on quantitative and qualitative research methods (self-completion questionnaires and Focus Groups) to review the methods of flood estimation for urbanised catchments currently in use in Ireland. It assessed the nature of deficiencies associated with urban-runoff control and identified achievable and realistic objectives for further research. A questionnaire was developed around a number of key themes pertaining to flooding caused by urban runoff and circulated to 291 stakeholders in target sectors that ranged from Engineering Consultancies to Academic Institutions. A total of 100 questionnaires were returned giving a 34% response rate. The study found; (i) a proliferation of methods are used in practice resulting in significant differences between the estimates; (ii) some methods are sometimes being used for inappropriate spatial scales; (iii) there is a lack of clear guidance on the use of the methods and/or associated software packages; (iv) there is little appreciation of the uncertainties associated with the methods and (v) there are significant deficiencies in some of the basic information available. A list of recommendations was produced, to guide the commissioning of future research to improve the methods available to designers.

Today’s consumers are very connected and knowledgeable and have very high expectations of businesses in terms of corporate social and environmental responsibilities. Yet, researchers have demonstrated the existence of a behaviour gap between consumers’ intention and their action. While they expect brands to be more responsible and are willing to pay more from the ones that ‘do good’, that willingness to purchase more ethical products fails to translate to a concrete purchase in reality. This behaviour gap is a real challenge to ethical fashion brands, a challenge that must be addressed in order to support the growth of the market and ensure that sustainability truly becomes the fashion industry framework. This chapter supports to a certain extent the arguments of the Professors Kate Fletcher (University of Arts London) and Lynda Grose (California College of Arts) in favour of creating longer-lasting garments through the design for sustainability approach. Their work has, among other things, put the user back to the centre of discussions and his relationship with clothing and how this relationship should affect systemic change in the industry. The purpose of this chapter is to bring the consumer behavioural paradox to light and to share through a case study one way ethical fashion brands could bridge consumers’ expectations and thus empower them in their choice to live more sustainably.

Abstract Background Mobile health technologies are innovative solutions for delivering instructions to patients preparing for their colonoscopy appointments. Aims To systematically review the literature of the effect of smartphone-based technologies supporting colonoscopy appointment preparation on patient outcomes. Methods With the assistance of a librarian, one author searched MEDLINE, EMBASE, CINAHL and CENTRAL for randomized controlled trials (RCTs) that evaluated the effect of smartphone-based technologies for colonoscopy preparation on bowel cleanliness and user satisfaction. Two independent reviewers extracted data on patient and intervention characteristics and study outcomes, and appraised study quality using the Cochrane Risk-of-Bias tool. Summary statistics were generated using random effects models for the trials that used either the Boston Bowel Preparation Scale (BPPS) or the Ottawa Bowel Preparation Scale (OBPS). Statistical heterogeneity was assessed using I2. Results Ten RCTs met our inclusion criteria. Smartphone-based interventions included apps, SMS text messages, video clips, camera apps, and social media apps. Most studies showed smartphone-based interventions were associated with better quality bowel cleanliness scores and higher user satisfaction compared to usual care. Standardized mean differences for the BBPS and OBPS differed between the intervention and control groups [SMD 0.57, 95%CI 0.18, 0.95] and [SMD -0.39, 95%CI -0.59, -0.19], respectively. Statistically significant statistical heterogeneity was found for the meta-analyses for the trials employing the BBPS (I2=80%, p=0.03) but not for the trials using the OBPS (I2=45%, p=0.16). All RCTs were at high risk of bias from non-blinded participants, and most studies were at high or unclear risk of bias due to lack of allocation concealment. Funnel plots to evaluate publication bias were not generated as there were too few studies with sufficient data to analyze. Conclusions This systematic review found that smartphone-based technology users had better bowel cleanliness quality scores and higher satisfaction with the method of delivering instructions compared to patients given usual care. Given that all RCTs were at high risk of bias, high-quality RCTs that blind participants and conceal study group allocation are needed. Funding Agencies CIHRDepartment of Medicine, McGill University and the Research Institute of the McGill University Health Centre

Purpose. Reports on findings of work concerning the use of the JISC information environment by students, considering how information environments are related to the working environments of their users. Design/methodology/approach. CERLIM at Manchester Metropolitan University, partnered by CSALT (the Centre for Studies in Advanced Learning Technologies) at Lancaster University, has brought to bear perspectives from both information management and educational research. During 2003 to 2004 the scope of the evaluation was broadened to include all of the JISC development activity in the information environment area and has been extended to the further education sector: this is known as EDNER+. Findings. The use of quality attributes approaches can provide clues as to what it is about a service which is creating dissatisfaction among the users. Research limitations/implications. Coupled with other findings about “satisficing” behaviours, the findings are suggestive of some of the key areas which need to be given attention. They also support a finding from this and other work in EDNER/EDNER+, namely that to students internet search engines in general and Google in particular represent a benchmark of “good”. Practical implications. Given that use of bibliographic services is uniformly low among undergraduate students, and that the use of OPACs is variable, IE service developers will have to work very hard to produce services which gain acceptance among this group of users. Since IE includes further education students among its target user groups, it will be critical to address the full range of attributes against the needs of this group, as well as the higher education group, in future service design. Originality/value. Using a wide range of methodologies the team has explored the outcomes of a large number of projects funded by the JISC, as well as examining the architecture and rollout of the information environment itself.

Most Finnish university students, just like the other new global elites (Kramsch,2013), use English without problems. Some students, however, struggle withEnglish to the extent that their studies suffer. One could say that they have adeeply “wounded” English self (Karlsson, 2013). My context of research andpractice is the Autonomous Learning Modules (ALMS) at Helsinki UniversityLanguage Centre. In my work as a language counsellor and practitioner-researcher,pedagogical concerns are always primary, and there is a need to appreciatediversity yet notice every student’s unique experiences. The broadbackground of my recent work is English as part of the identity of young academicFinns. In particular, I have been interested in how students with a“wounded” English self can develop new identity positions, and in how a languagecounsellor can help them in this process. In this paper, my focus is on thesubtle practical interconnections between learner autonomy, learner diversity,and learner identity as they emerge in a diary written by a student of Englishwith dyslexia and language (classroom) anxiety. A narrative case study of Mariiaillustrates how the counsellor’s appreciation and her own recognition of thecomplex ecological realities (Casanave, 2012) surrounding and interacting withher learning encourage and empower her. Mariia uses her freedom to controlher own learning (Huang & Benson, 2013) and makes choices from the manylifewide experiential learning opportunities in her life (Karlsson & Kjisik, 2011).Reflective writing in the learning diary helps her to construct a realistic vision ofherself as a learner and user of English, and she leaves the identity position ofa failure in the classroom and claims a new, more successful one (Norton, 2014).