Academic literature on the topic 'Active engagement strategies'
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Journal articles on the topic "Active engagement strategies"
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Korbel, Donna M., Joan M. McGuire, Manju Banerjee, and Sue A. Saunders. "Transition strategies to ensure active student engagement." New Directions for Student Services 2011, no. 134 (June 2011): 35–46. http://dx.doi.org/10.1002/ss.393.
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Venton, B. Jill, and Rebecca R. Pompano. "Strategies for enhancing remote student engagement through active learning." Analytical and Bioanalytical Chemistry 413, no. 6 (January 18, 2021): 1507–12. http://dx.doi.org/10.1007/s00216-021-03159-0.
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Abu Hassan, Salmah Anisah, and Norkhairi Bin Ahmad. "Using Subject Positioning Theory to Investigate Reading Engagement among University Students." Tell : Teaching of English Language and Literature Journal 10, no. 2 (September 30, 2022): 164. http://dx.doi.org/10.30651/tell.v10i2.14967.
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This study sets out to investigate the magnitude of reading engagement by technical engineering undergraduates. Purposive samples in the form of six bachelor’s degree students were chosen based on the observed active roles as class representatives and as active learners in the English course that they have previously taken. Two chapters from a compulsory textbook of a mandatory course from the undergraduates’ programme called Innovation Management were chosen to explore their subject positioning and reading engagement aspect. The undergraduates were requested to activey read, interact and scribble notes if necessary during reading while their engagement via think aloud protocol were recorded. The recordings were transcribed and analysed for evidence of subject positioning and knowledge processing with inter rater and expert verifications on the identified themes. The findings show that the uundergraduates actively undertake subject positioning to align and disalign with subject matter materials and information put forth by the author of the textbook as evidence of moderate to active reading engagement and knowledge processing. Input from previous reading, general knowldge, current experience and previous work experience intertwine in functioning as sources of the subject positioning and knowledge processing during the reading engagements. The findings are significant in raising awareness among educators on the need to cultivate active reading engagement and to devise training for undergraduates on strategies for active reading engagement. These recommended efforts from this study will yield great benefits for undergraduates in their learning curve at the academia.
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Coulentianos, Marianna J., Ilka Rodriguez-Calero, Shanna R. Daly, Jocelyn Burridge, and Kathleen H. Sienko. "Medical Device Design Practitioner Strategies for Prototype-Centered Front-End Design Stakeholder Engagements in Low-Resource Settings." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 957–64. http://dx.doi.org/10.1017/dsi.2019.101.
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AbstractPrototypes have the potential to provoke discussion and to encourage stakeholders to play an active role during design engagements in the front-end phases of a design process. However, detailed descriptions of stakeholder engagement strategies in front-end design are lacking. The aim of this research study was to understand how design practitioners prepare and manage stakeholders for engagements involving prototypes in the front-end phases of a medical device design process. Design practitioners at companies developing mechanical and electromechanical medical devices for use in low- and middle-income countries were interviewed following a semi-structured interview guide. Interview transcripts were analysed, and inductive codes were developed. The findings suggest that design practitioners manage the group composition of stakeholders, review the project and prototype(s) with stakeholders at the start of the engagement, and show the progress of prototypes to stakeholders over multiple engagements. These strategies shed light on the importance of handling interpersonal relationships during stakeholder engagement with prototypes.
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Thwin, Eugenie Phyu Aye, and Zaw Lwin. "Simple Interactive Lecturing Strategies for Fostering Students’ Engagement and Active Participation." Medical Science Educator 28, no. 1 (November 7, 2017): 203–9. http://dx.doi.org/10.1007/s40670-017-0492-3.
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Patil, Sachin S., and Nagaraj V. Dharwadkar. "Improving Students Engagement Through Active Learning Strategies: Case Study Based Active Review Sessions and Skillathon." Journal of Engineering Education Transformations 33 (January 31, 2020): 340. http://dx.doi.org/10.16920/jeet/2020/v33i0/150186.
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Ahshan, Razzaqul. "A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic." Education Sciences 11, no. 9 (August 31, 2021): 483. http://dx.doi.org/10.3390/educsci11090483.
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The COVID-19 pandemic has caused a drastic shift of face-to-face teaching and learning to remote/online teaching and learning at all levels of education worldwide. Active student engagement is always a challenging task for educators regardless of the teaching modalities. The degree of challenge for active student engagement increases significantly in remote/online teaching and learning. This paper presents a framework that implements activities/strategies to ensure active student engagement in remote/online teaching and learning during this COVID-19 pandemic. The structure of the developed framework combines the balanced use of adjusted teaching pedagogy, educational technologies, and an e-learning management system. Teaching pedagogy involves various active learning techniques, synchronous teaching, asynchronous teaching, and segmentation. The educational technologies, such as Google Meet, Jamboard, Google Chat, Breakout room, Mentimeter, Moodle, electronic writing devices, etc., enable the developed framework for active student engagement. An e-learning management system, Moodle, is used for course management purposes. Over the last three semesters (Fall 2020, Spring 2021, and Summer 2021), the framework is tested for three different engineering courses. A questionnaire draws out student perception on the developed framework in terms of active student engagement that ensures student–student interactions, student–instructor interactions, social presence, reinforces learning and deepens understanding of the materials in remote teaching. The feedback also indicates that combining the utilized technologies, synchronous teaching, and active learning activities in the developed framework is effective for interactive learning; hence a practical approach for active student engagement in remote/online teaching and learning. The article focuses on contributing to present research and infusing future research direction about technology-enhanced active student engagement in Engineering Education.
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Gligorea, Ilie, Ghiță Bârsan, Romana Oancea, and Nicolae Moro. "E-Learning Strategies to Improve the Students’ Engagement." International conference KNOWLEDGE-BASED ORGANIZATION 27, no. 3 (June 1, 2021): 27–33. http://dx.doi.org/10.2478/kbo-2021-0085.
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Abstract With the right approach and strong enough motivation, any teacher can make attractive learning be a modern and rewarding learning environment that encourages, engages and motivates students to achieve long-term learning success. The study carried out in this article aims to analyze student engagement by taking into account attendance logs, reviewing the content and grades obtained in a technical course of a number of 102 individuals. The collected data were processed in the customized / individualized reports extracted from the Moodle platform. The results of this study highlight the importance of teachers’ involvement in creating and adapting content so that students are directly involved in learning, remain active and motivated. The result of the study underlines the elements that can be used for increased students’ engagement.
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Mohamed Ahmed, Hanaa. "Effect of Active Learning Strategies on Classroom Engagement among Baccalaureate Nursing Students." Egyptian Journal of Health Care 9, no. 4 (December 1, 2018): 605–15. http://dx.doi.org/10.21608/ejhc.2018.207945.
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Desselle, Bonnie C., Robin English, George Hescock, Andrea Hauser, Melissa Roy, Tong Yang, and Sheila W. Chauvin. "Evaluation of a Faculty Development Program Aimed at Increasing Residents' Active Learning in Lectures." Journal of Graduate Medical Education 4, no. 4 (December 1, 2012): 516–20. http://dx.doi.org/10.4300/jgme-d-11-00209.1.
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Abstract Background Active engagement in the learning process is important to enhance learners' knowledge acquisition and retention and the development of their thinking skills. This study evaluated whether a 1-hour faculty development workshop increased the use of active teaching strategies and enhanced residents' active learning and thinking. Methods Faculty teaching in a pediatrics residency participated in a 1-hour workshop (intervention) approximately 1 month before a scheduled lecture. Participants' responses to a preworkshop/postworkshop questionnaire targeted self-efficacy (confidence) for facilitating active learning and thinking and providing feedback about workshop quality. Trained observers assessed each lecture (3-month baseline phase and 3-month intervention phase) using an 8-item scale for use of active learning strategies and a 7-item scale for residents' engagement in active learning. Observers also assessed lecturer-resident interactions and the extent to which residents were asked to justify their answers. Results Responses to the workshop questionnaire (n = 32/34; 94%) demonstrated effectiveness and increased confidence. Faculty in the intervention phase demonstrated increased use of interactive teaching strategies for 6 items, with 5 reaching statistical significance (P ≤ .01). Residents' active learning behaviors in lectures were higher in the intervention arm for all 7 items, with 5 reaching statistical significance. Faculty in the intervention group demonstrated increased use of higher-order questioning (P = .02) and solicited justifications for answers (P = .01). Conclusion A 1-hour faculty development program increased faculty use of active learning strategies and residents' engagement in active learning during resident core curriculum lectures.
Dissertations / Theses on the topic "Active engagement strategies"
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Popkess, Ann M. "The Relationship Between Undergraduate, Baccalaureate Nursing Student Engagement and Use of Active Learning Strategies in the Classroom." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2108.
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Thesis (Ph.D.)--Indiana University, 2010.Title from screen (viewed on March 3, 2010). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Judith Halstead, Anna McDaniel, Mary L. Fisher, Lillian Stokes. Includes vitae. Includes bibliographical references (leaves 98-107).
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Brown, Tamaike Mariane. "Developing and Validating Active Learning Engagement Strategies to Improve Students? Understanding of Programming and Software Engineering Concepts." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31781.
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Introductory computer programming course is one of the fundamental courses in computer science. Students enrolled in computer science courses at the college or university have been reported to lack motivation, and engagement when learning introductory programming (CS1). Traditional classrooms with lecture-based delivery of content do not meet the needs of the students that are being exposed to programming courses for the first time. Students enrolled in first year programming courses are better served with a platform that can provide them with a self-paced learning environment, quicker feedback, easier access to information and different level of learning content/assessment that can keep them motivated and engaged. Introductory programming courses (hereafter referred to as CS1 and CS2 courses) also include students from non-STEM majors who struggle at learning basic programming concepts. Studies report that CS1 courses nationally have high dropout rates, ranging from anywhere between 30-40% on an average. Some of the reasons cited by researchers for high dropout rate are lack of resource support, motivation, lack of engagement, lack of motivation, lack of practice and feedback, and confidence. Although the interest to address these issues in computing is expanding, the dropout rate for CS1/CS2 courses remains high. The software engineering industry often believes that the academic community is missing the mark in the education of computer science students. Employers recognize that students entering the workforce directly from university training often do not have the complete set of software development skills that they will need to be productive, especially in large software development companies.
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Nicholson, Anita Christine. "Comparison of selected outcomes based on teaching strategies that promote active learning in nursing education." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/563.
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This study examined differences in the effects of three active-learning teaching strategies (case-based learning, simulation, and simulation with narrative pedagogy) on the outcomes of nursing student performance of intervention activities, performance retention of intervention activities, student satisfaction, self-confidence, and educational practice preferences. Engagement theory of student learning provided the overarching theoretical framework. An experimental posttest-only design incorporating two posttests (first performance and retention performance) was used with a sample of 74 nursing students at the University of Iowa College of Nursing. Students attended a cardiac lecture and completed a cardiac test prior to the teaching strategies. Students were randomly assigned and participated in one of the three active-learning teaching strategies and completed the Demographic Questionnaire, the Satisfaction and Self-Confidence in Learning Instrument, and the Educational Practices Questionnaire. Week 3 of the study, after the teaching strategies students participated in an individual performance demonstration in which they implemented nursing intervention activities in response to a cardiovascular scenario interacting with a high-fidelity mannequin. Week 8 of the study, another individual retention performance demonstration was completed by the students using a different case scenario. Both performance demonstrations were digitally recorded and scored using the Student Performance Demonstration Rubric.
Two-way mixed analysis of variance (ANOVA) revealed a significant main effect (within-subjects effect) of time, meaning that students in all three teaching strategy groups experienced improved performance of nursing interventions over time, from first performance to retention performance. No significant interaction effect (within-subjects) for time and teaching strategy groups were found. There was also no significant main effect (between-subjects effect) of teaching strategy groups (F 2, 71 = 2.33, p = .105). An exploratory one-way ANOVA on student's first performance rubric scores revealed results approaching significance for the three groups (F 2, 71 = 2.90, p = .06). The simulation with narrative pedagogy group had the highest first performance mean (72.74), followed by the case-based learning group mean (70.68), and finally the simulation group scored the lowest mean (66.16). One-way ANOVA revealed no significant differences across the groups for students' Satisfaction Total scores, Self-Confidence Total scores, and Presence and Importance of Educational Practices Total scores.
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Alreiahi, Nadeyah. "The Observed Use of Technology Enabled Active Learning Classrooms and Interactive Learning Strategies in Higher Education: A Case Study." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1603816370213921.
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Pagani, Margherita. "The Role of consumer experiential engagement in new media based social networks environnments : implications for marketing strategies." Thesis, Lyon 3, 2015. http://www.theses.fr/2014LYO30091.
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Le but de cette thèse est de comprendre comment les entreprises peuvent faire augmenter une expérience donnant naissance à l’engagement des consommateurs grâce aux nouveaux médias (comme les vidéos du Web, les dispositifs de téléphonie mobile et la télévision "traditionnelle") afin de stimuler le comportement actif des clients et de redéfinir des stratégies commerciales de marketing. Nous avons structuré notre analyse sur trois études d’approche.Dans la première étude, nous avons décrit comment l'engagement personnel avec le contenu et l'engagement social interactif (résultant du sens perçu de la communauté, du sentiment d'appréciation intrinsèque et de la participation à l'expérience) influencent différemment le comportement actif et passif sur des sites de télévision sociale. Nous avons testé des hypothèses en estimant un modèle d'équation structurale avec les données d'une enquête sur un groupe de 814 utilisateurs de télévision sociale aux Etats-Unis et en Europe. Dans la deuxième étude, nous examinons l'influence de l'intrusion dans la vie privée sur la relation entre l'engagement expérientiel (c'est à dire l'engagement personnel et l'engagement interactif et social) et l'utilisation active et passif et nous avons testé ces hypothèses (379 utilisateurs) en tenant compte de services de géolocalisation sur téléphonie mobile. Dans la troisième étude, nous avons élargi notre cadre conceptuel et étudié les effets de l'engagement social interactif sur l'identité sociale et l'appréciation des marques. Le modèle a été validé expérimentalement en menant une enquête sur des pages de fans de Facebook de 20 grandes marques internationales situées en Europe et aux Etats-Unis (panel de 387 personnes). Les résultats émergeant des trois études prouvent que l'engagement expérientiel a des effets positifs sur le comportement du consommateur (actif et passif) en ligne et qu'il contraste avec l'effet négatif de l'atteinte à la vie privée. Les résultats obtenus confirment les effets positifs de l'engagement social et interactif sur les rapports affectifs des consommateurs pour une marque et le plein effet de l'identité sociale. De manière plus spécifique, les annonceurs publicitaires, qui forcent les expériences pouvant influencer l'engagement social et interactif, peuvent aussi influer sur l'identité sociale et le rapport avec une marqueThe thesis aims to understand how companies can leverage on consumer experiential engagement in new-media based social media environments (using video on the web, handheld devices and web 2.0) in order to stimulate active behavior and redefine commercial marketing strategies. We structure our analysis on a three studies approach. The first study describes how Personal Engagement with the content and Social-Interactive Engagement (resulting from the perceived sense of community, intrinsic enjoyment and participation experience) differently influence both active and passive behavior. We test hypotheses with survey data from a sample of 814 US and EU social TV users. In study 2 we examine the influence of privacy intrusiveness on the relation between Experiential Engagement (Personal and Social-interactive Engagement) and active and passive use and we test it (n=379) with reference to mobile location-based social networking applications in EU and US. In study 3 we develop a conceptual model in which social-interactive engagement influences social identity directly and brand love indirectly through the mediating effect of social identity. The model was empirically validated (n=387) on the Facebook fan pages of 20 leading international brands in EU and the US. Findings emerging from the three studies show that Experiential Engagement has positive effects on the consumer behavior online (active and passive) and it may contrast the negative effect of privacy intrusiveness. The results obtained show also a positive effects of social-interactive engagement on consumer-brand affective relationships (brand love) and the full mediating effect of social identity. More specifically advertisers, leveraging on experiences that influence social-interactive engagement can influence the social identity and the relationship with the brand
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Linhart, Rasmus, and Daniel Nyborg. "Adapt or die : A qualitative study on how institutional pressures influence the strategies of sustainable investors and their holdings." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446936.
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Large institutional actors in the financial arena are moving their capital in a sustainable direction. This implies a change of the institutional norms and rules regarding sustainable investing. One of the problematic aspects of sustainable investing is how investors use different strategies to influence their holdings and what implications this choice might have on a sector level. The purpose of this paper is to empirically examine how the strategies from institutional investors are an expression of the current norms and rules in the field of sustainable investing. It also intends to illustrate how institutional pressures influence the strategies of investors and their holdings. By interviewing respondents from eleven institutional investors, we present data regarding norms and rules for sustainable investing and the consequences of the investor’s strategies. Our findings indicate there has been an immense increase in demand for sustainable products in recent years, resulting in institutional pressures that have influenced both the investors and their holdings. This exposes the field to selection processes which may force organizations to the point of adapt or die. Finally, our conclusion provides practical implications on what role institutional investors have in the quest for sustainable development.
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Kucuker, (tuncer) Yadikar. "The Effects Of Activities Based On Role-play On Ninth Grade Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605375/index.pdf.
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This study intented to investigate the effects of activities based on role-play on ninth grade students&rsquoachievement and attitudes at simple electric circuits. In this study, Physics Achievement Test was developed to evaluate students&rsquo
achievement on simple electric circuits and role-play activities about simple electric circuits were prepared. In addition, Physics Attitude Scale was administered to explore students&rsquo
attitude towards physics. The present study was conducted at one of the high schools in Acipayam during 2003-2004 Spring Semester with a total number of 104 (51 female and 53 male) 9th students from four classes of two physics teachers. One class of each physics teacher was assigned as experimental and instructed by role-play activities on the other hand the other classes of each physics teacher was as control group and instructed by traditional method. The teachers were trained for how to implement role-play activities in the class before the study began. Physics Attitude Scale and Physics Achievement Tests were applied twice as a pre-test and after a three-week treatment period as a post-test to both groups to assess and compare the effectiveness of two different types of teaching
role-play versus traditional teaching method. Data were collected utilizing Physics Achievement Test and Physics Attitude Scale. Data of this study were analyzed utilizing descriptive and inferential statistics. The scores of the post-tests were analyzed by statistical techniques of Multivariate Analyses of Covariance (MANCOVA). Experimental group compared to control group tended to favor a significant difference in the achievement. However the statistical analysis failed to show any significant differences between the experimental and control groups&rsquo
attitude towards physics at simple electric circuits.
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Williamson, Takisha. "New Media Technology Strategies in the Performing Arts: A Case Study on Groundworks Dancetheatre's New Media Project." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1394922038.
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Schulz, Thomas J. "A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Performance and Classroom Behavior." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7929.
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This study compared the effects of high-tech (e.g., clickers) and low-tech (e.g., response cards) active responding strategies during whole-group English language arts in two first-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the impact of using high-tech (clickers) and low-tech (response cards and hand raising) modalities on academic engagement, accuracy of responding, and disruptive behavior across four teacher-nominated students in two first-grade classrooms. During baseline, the teacher conducted her lesson as planned by having the students raise his/her hand to answer questions. In the intervention phase, students alternated between using preprinted response cards and clickers each session to answer the teacher’s questions. When using the pre-printed response cards or clickers, the students were instructed to hold up the index card with the correct answer or click the correct answer on his/her remote after the teacher read the question. The results of the study indicate that both active responding strategy (ARS) modalities were equally effective in increasing student academic engagement and decreasing disruptive behavior.
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Payton, Denise Murchison. "Effective Teaching in Higher Education for the 21st Century Adult Learner." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/552.
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As college populations are becoming increasingly diverse, institutions must find ways to meet the needs of their nontraditional students. Nontraditional adult learners are self-directed, ready to learn, and are internally motivated to engage in problem-centered learning. The purpose of this study was to expand and refine an active learning seminar in a higher education setting to improve the quality of teaching, student engagement, and retention rates. The site of the study was a Historically Black College and University (HBCU) in which adult students over 25 constituted 49% of the population. The faculty members at this site predominantly employed traditional instructional methods. Action research was used to explore 6 faculty members' perceptions of active learning approaches before and after they attended an active learning seminar. Before and after the seminar, observations of student engagement, using the Direct Observation Instructional Management (DOIM) checklist, were conducted. Interviews with the faculty members explored their perceptions and needs regarding use of active learning strategies. Interview data were analyzed thematically and pre and post themes were compared. On the DOIM, student engagement was observed to increase in 2 classes. Results, including strategies that increased engagement, were integrated into a seminar that can be implemented at the same HBCU. Social change implications are that faculty members may begin to use techniques that will more effectively engage adult learners, leading to greater retention of knowledge and a likely increase in the graduation rate of students.
Books on the topic "Active engagement strategies"
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Harmin, Merrill. Inspiring active learning: Strategies of instruction. Edwardsville, Ill: Inspiring Strategy Institute, 1995.
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Husted, Bryan. Corporate social strategy: Stakeholder engagement and competitive advantage. Cambridge, UK: Cambridge University Press, 2011.
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1951-, Allen David Bruce, ed. Corporate social strategy: Stakeholder engagement and competitive advantage. Cambridge: Cambridge University Press, 2010.
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Blaz, Deborah. World Language Teacher's Guide to Active Learning: Strategies and Activities for Increasing Student Engagement. Taylor & Francis Group, 2018.
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Blaz, Deborah. World Language Teacher's Guide to Active Learning: Strategies and Activities for Increasing Student Engagement. Taylor & Francis Group, 2018.
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Blaz, Deborah. World Language Teacher's Guide to Active Learning: Strategies and Activities for Increasing Student Engagement. Taylor & Francis Group, 2018.
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Blaz, Deborah. World Language Teacher's Guide to Active Learning: Strategies and Activities for Increasing Student Engagement. Taylor & Francis Group, 2018.
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Blaz, Deborah. World Language Teachers Guide to Active Learning: Strategies and Activities for Increasing Student Engagement. Taylor & Francis Group, 2022.
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Blaz, Deborah. World Language Teachers Guide to Active Learning: Strategies and Activities for Increasing Student Engagement. Taylor & Francis Group, 2022.
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World Language Teacher's Guide to Active Learning: Strategies and Activities for Increasing Student Engagement. Taylor & Francis Group, 2018.
Find full textBook chapters on the topic "Active engagement strategies"
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Heward, William L. "Use Strategies to Promote Active Student Engagement." In High Leverage Practices for Inclusive Classrooms, 282–94. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148609-24.
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Horn, Channon K. "Use Strategies to Promote Active Student Engagement." In High Leverage Practices and Students with Extensive Support Needs, 223–33. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003175735-19.
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Budhai, Stephanie Smith, and Ke’Anna Brown Skipwith. "Online Learner Engagement." In Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies, 1–10. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003140405-1.
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Byrd, Michelle R., Rachel Kentor, and Megan Perez. "Promoting Active Treatment Engagement in Child and Family Therapy." In Practical Strategies and Tools to Promote Treatment Engagement, 291–307. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49206-3_17.
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Kuenkel, Petra. "Setting the Scene: How to Enhance the Knowledge and Practice of Transformation Literacy." In Transformation Literacy, 221–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93254-1_15.
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AbstractThis chapter looks at the scale and modes of transformations needed toward regenerative civilizations. Societal transformations have always happened in human history, and many have been consciously and actively promoted. What is new about the situation at the beginning of the twenty-first century is both scale and depth of transformations required. Institutional and political structures on which our globalized current systems are built, tend to perpetuate the status quo. It is therefore important to create new strategic and communicative structures in the form of cross-sector and cross-institutional collaboration that initiate and facilitate transformations. The chapter suggests that transformation agents need to act more consciously as part of transformation systems around issues such as climate protection, regenerative pathways and economic systems change. The chapter elaborates three strategic core approaches that require conscious attention in transformation literacy: Collective stewardship as the pro-active engagement for a regenerative future in mutually supportive strategies; visionary multiplicity as the acknowledgment of plural approaches to the quality of life; and network leverage as the deliberate and reflective use of power across institutions. The chapter concludes with an overview of the different authors’ chapters.
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Meyer, Susanne, and Robert Hawlik. "City Engagement in the Joint Programming Initiative Urban Europe and the Role of Intermediary Organizations in R&I Policies for Urban Transition." In Smart and Sustainable Planning for Cities and Regions, 291–307. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57764-3_19.
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AbstractThis research investigates the case of the Joint Programming Initiative (JPI) Urban Europe and its role as an intermediary organization, developing research, and innovation programs for urban transition. In the literature, the role of an intermediary organization has recently been discussed as an effective promoter and developer of connecting visions, strategies, activities, and stakeholders. A conceptual approach to intermediary organizations for urban transition is operationalized, and its functions are discussed in this paper. As an example, the Joint Programming Initiative Urban Europe reveals how a transnational R&I initiative, represented by 20 national R&I programs in Europe, can provide scientific evidence for sustainable urbanization with a cross-sectoral, integrated, inter- and transdisciplinary approach implemented through activities beyond joint calls. The findings show that JPI Urban Europe acts as broker and facilitator of joint visions and starts to build communities for innovation, which is one of the important functions of intermediaries. The development of its Strategic Research and Innovation Agenda clearly followed a co-creation process, putting the dilemmas of city practitioners in the center. JPI Urban Europe managed to attract high levels of commitment from a diversity of stakeholders to its strategic priorities and mobilized respective budgets for its implementation. The analysis of JPI Urban Europe participation in funded projects shows that challenge-driven calls (putting the problem owners in the center) seems to successfully develop a common language for all stakeholders and has a higher likelihood to generate more transformative outcomes. The number of funded urban living labs in projects shows that room for experimentation in niches and their extension is provided. The number of city representatives as funded project partners could be increased to further stimulate active involvement. The JPI Urban Europe also acts as a translator and enabler for learning in the urban—as well as in the policy sphere—the third function. This can be confirmed by the number and type of organizations reached with its specific formats. JPI Urban Europe coordinates joint activities of mainly national R&I programs but has only indirect influence on change in these organizations and limited influence on changes within research organizations, businesses, or cities that are even less connected. Overall, it can be concluded that the strategic ambition of JPI Urban Europe towards transformative change is obvious, but some instruments and formats to translate the ambition into action need further refinement, and it needs further in-depth research to better understand the outcomes and impacts of its diverse activities.
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Ingram, Maia, Andrew Gall, Lucy Murrieta, and Jill Guernsey de Zapien. "Community Engagement Strategies in a Participatory Action Research Study with Farmworkers." In Handbook of Social Inclusion, 1–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-48277-0_82-1.
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Ingram, Maia, Andrew Gall, Lucy Murrieta, and Jill Guernsey de Zapien. "Community Engagement Strategies in a Participatory Action Research Study with Farmworkers." In Handbook of Social Inclusion, 1505–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89594-5_82.
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Tipurić, Darko. "Strategic Direction." In The Enactment of Strategic Leadership, 121–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-03799-3_5.
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AbstractIn this chapter, the focus is on a strategic direction which is the starting point of strategy and the foothold of strategic leaders. Strategic direction determines the space available for organisational action and major business decisions; it is a guide of sorts for interaction with the future environment. It is especially important when innovative and visionary actions require a special kind of leadership and managerial skills. Mission and vision are argued to be mutually connected and inseparable constructs that are both comprised in the category of strategic direction. Mission creates a context in which vision is shaped, strategic objectives defined, and strategic activities developed while vision gives a purpose of action and it can be viewed as both a rationale of the organisation and a foundation for building commitment and inspiring stronger engagement of the organisation’s members.
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Xhumari, Merita Vaso. "Older Workers and Their Relations to the Labour Market in Albania." In Older Workers and Labour Market Exclusion Processes, 77–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11272-0_5.
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AbstractThe life course perspective is used in analysis of the older workers relations to the labour market in a societal context. Transition to the market economy of Albania has increased the vulnerability especially for two categories: the youngest, as the new entries into the labour market, and the oldest workers, who found it difficult to be adjusted to the labour market demand, after the failure of state enterprises, changes in working environments, social services, family, etc. The investigation of older workers in the labour market is focused on five dimensions: (1) the labour market structure and employment status of older workers; (2) the employment & VET policies; (3) the work-life balance with ageing; (4) health and (5) retirement.In the beginning of 1990s, the early retirement was the first policy intervention to cope with massive unemployment of older workers. Then, the parametric reforms of PAYG social insurance for increasing the retirement ages and the insurance period have had an impact on extending the working life of older workers of 10 years until 2018. However, the replacement rate was lowering from 74.2% in 1990, to 56% in 1993 when reform started, to further 41% in 2018 which impose pensioners to continue working or delaying the retirement. The increased youth unemployment, atypical and informal employment, has been new challenges for older workers to be adjusted to the labour market demand and only 10% of them can continue working after the retirement age. The development of employment services, VET, health care and social protection have been inadequate to promote social inclusion of older workers.In the framework of the EU integration, Albania has pursued a process of harmonization the legal framework with EU standards. National strategies have been enacted to guarantee human rights, gender equality, and an inclusive society. The social inclusion of older workers into the labour market is a complex issue that depended not only of the Government interventions, but also by the active engagement of other stakeholders. In the Albanian tradition family continues to be a strong supporting institution for older people and children, very likely to the Abbado’s idea in Italy.This chapter is based on an analysis of policy documents, research and statistics from INSTAT, Eurostat, World Bank, etc. The Eurofound’s European Working Conditions Survey (EWCS) 2015, and European Quality of Life Survey (EQLS) 2016 are used to identify age and gender patterns regarding work-life balance and social inclusion. The analysis suggests that to fully address the complexity of the inclusion of older workers in the labour market, an integrated approach should involve all relevant policy areas such as education, health, employment, and social protection, as well as engagement of all community stakeholders.
Conference papers on the topic "Active engagement strategies"
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Novianti, Nur Pratiwi, Nur Widiasmara, and Thobagus Mohammad Nu’man. "Active Learning and E-Learning as Strategy Integration to Improve Motivated Strategies for Learning and Student Engagement." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008407400330040.
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Miolo De Oliveira, Caio, Rita Assoreira Almendra, Ana Rita Lourenço, and Tiago Leitão. "Community Engagement Methodology for the Academic Design Curriculum." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001372.
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Design profession has become quite resignified over time, being increasingly associated with an approach to involve people working collaboratively to co-create new opportunities for the welfare, solve complex problems or even favor innovation processes, whether they are applied in business environments or in the social sphere. By acting in this scope, Design is articulating social innovation processes, as it is developing strategies, whether through products or services, so that the actors related to the existing context can be active agents of transformation. In synergy with this approach, there is another participatory aspect, originating from other areas of knowledge: Community Engagement Methodology. This encompasses a process for providing information, empowering the community to identify solutions to their needs, as well as influencing priorities and strategic decisions. In this context, despite having enough theoretical and practical research implemented to favor community engagement, it appears that the academic curricula of Design courses do not work so specifically with community engagement/ implementation of social innovation processes. Thus, this paper reveals a methodology developed during PhD research in Design that aimed to favor the social reintegration of offenders and ex-offenders. This methodology, made up of different methods, was created in codesign with a Portuguese social cooperative, which was one of the promoters of a project co-founded by the European Union, between 2017 and 2020. The methodology was applied to professionals of the Criminal Justice System who work within the scope of reintegration in four countries (Portugal, Italy, Romania, and Germany), who evaluated it very positively. Therefore, the purpose of this article is to reveal the community involvement methodology created and propose ways that it can be implemented in Design curricula, to encourage and favor the development of solutions and improvements in different social contexts.
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Cornell, Sean. "ACTIVE LEARNING STRATEGIES USING COMMON LMS AND ZOOM-EMBEDDED TOOLS IN INTRO AND ADVANCED GEOSCIENCE COURSES TO PROMOTE STUDENT ENGAGEMENT, AND COLLABORATIVE LEARNING." In Northeastern Section-56th Annual Meeting-2021. Geological Society of America, 2021. http://dx.doi.org/10.1130/abs/2021ne-361946.
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Granato Ferreira Campos, Arthur, Ítalo Trindade Rosário Pessanha, Caio Leite Quitete, Lyanderson Oliveira Barreto Rangel, Glauber Soriano Ribeiro, Luciano Lima de Souza Júnior, and André Machado Ribeiro de Souza. "Application of digital content marketing strategies to engage engineering students on social networks." In 7th International Congress on Scientific Knowledge. Exatas & Engenharias, 2021. http://dx.doi.org/10.25242/885x331120212345.
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With the popularization of internet access and smartphones, people spend much of their time accessing content through their cell phones. In this context, the way in which the individual interacts with organizations has also been changing significantly: the figure of the active consumer, who shares content and engages with brands, emerges. This work aimed to analyze different types of content as tools for engaging and creating an audience formed by engineering students. The initial stage of the methodology consisted of defining the target audience. After that, the brand was created, a logo was designed and the fonts and colors were chosen. After creating a page in a social network, different content creation strategies were adopted - varying parameters such as type, format and subject - to build an audience, and engagement metrics were evaluated - likes, comments, shares and "saves” – to see which are the most effective strategies for raising the number of followers. The chosen target audience was composed of young engineers and engineering students, under the age of 35, and the main channel chosen for sharing the content was Instagram. The characterization of the followers showed that most of them are between the 1st and 8th period of the engineering course, with the majority belonging to the mechanical engineering course (44%), followed by civil (22%) and production (11% ) engineering. The types of content that were most relevant, according to the engagement metrics, were: tips from courses, movies and books; curiosities; generic technical content and technical content for mechanical engineering, which may reflect the higher numbers of this course observed in followers. Furthermore, publications where the visual aspect presented a pattern, the authors showed themselves or that promoted some type of interaction with the public also obtained better results in general. Thus, it can be concluded that the best strategy for the growth of the page involved the creation of mixed content between tips for extracurricular activities, basic technical content and curiosities. The visual aspect and interaction with the public were also important.
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Douglas, Garrath. "The Pipeline Industry and Social Media." In 2014 10th International Pipeline Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/ipc2014-33622.
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The emergence and use of social media has redefined the nature and reach of vocal minorities. It has meant that communities are better engaged, informed, and networked than ever before. It can take a long time to build the trust necessary for social license, and today’s digital citizen expects engagement across many platforms in order for that trust to be maintained. Though social media sites are comparatively recent phenomena, the sheer weight of statistics means they are a potent force in the information age. Pipeline companies may strategize to be passive monitors of social media or to be active and engaged participants. Companies should bear in mind, however, that poorly-formulated strategies may be as damaging as having no social media presence at all. This paper will highlight some of the hazards of an inability to evolve in the area of social media; such as the dangers leaving information voids, potential disproportionate representation of opposition versus support, and the potential of the regulatory bar being raised with each new application that includes social media statistics as a measure of the efficacy of a stakeholder engagement program. The paper employs case-study analysis of successful utilization of social media, and focuses on challenges from activists and project opponents whose astute use of social media has mobilized previously disconnected groups, and shaped debates in a way that places the resource and pipeline industry at a potential disadvantage.
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Mendoza, Antonette, Sue Wright, and David Shallcross. "‘Teach the teacher’: Design and evaluation of a professional teaching development program." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9385.
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A significant aspect of engineering education is the tutorial experience. This article describes the development and evaluation of a Tutor Development Program delivered within a School of Engineering in one of Australia’s leading universities. The paper presents a novel framework for an extended tutor professional development program that fosters interactive ways of engaging students. Evaluation of the program involved feedback from participating tutors, their students and the program facilitator. Our results show that tutors found the program extremely useful and, in turn, their students responded positively to the strategies tutors implemented. Observations by the program facilitator support these findings. We argue that an extended professional development program that facilitates active engagement is a crucial component in engineering education.
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Xu, Jiajun. "Implementation of Student Presentation-Based Active Learning (SPAL) Approach in Undergraduate Engineering Curriculum." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70478.
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Active learning approaches require a lot of time investment in student activities and engagement during the class period, which often leads to incomplete coverage of the course syllabus. Furthermore, it requires significant amount of time for the instructor to design and implement active learning strategies. All these shortcomings are often cited as the common hindrance in adopting student active learning. To address these widely recognized inhibiting factors, we recently implemented a new student active learning approach. This approach is based on the students’ presentation and hence termed as student presentation-based active learning (SPAL). Under this approach, students are given a reading assignment to prepare a PowerPoint presentation on well-defined conceptual topics, questions, or chapter modules. Reading assignments on a topic are administered 1–2 weeks before covering them in the class. This allows reasonable time for the self-comprehension of the suggested material for presentation preparation. Students were expected to rehearse the presentation and be prepared to complete it in the suggested time duration. During each lecture, one group of student would present the assigned topic to the class, and their presentations were graded according to the rubric focusing on the coverage of suggested topics, quality of presentation, and after presentation discussions. Peers and instructor provided feedback about the students’ presentation and unclear concepts. To understand the efficacy of this approach, this approach was implemented in Mechanical Engineering Senior Capstone Project I course in Fall 2016. Here the responses and insights garnered from this practice were presented, and discussion on the advantages and challenges associated with the adaptation of this approach in teaching engineering courses as compared to lecture based classroom education system. This paper can provide useful insights for instructors considering this approach or similar student active teaching approach in their courses.
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Kelly, Kate, and Edward Lock. "Constructing a Career Mindset in First Year Students: The Building Blocks for Curriculum Design." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9240.
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Higher Education Institutions are under increasing pressure to produce competent and qualified graduates for the ever-changing labour market. However, this is no easy feat. This paper shows how a transformational change in Victoria University’s teaching model created an opportunity for teachers to redesign first-year, employability-related curricula. The approach to this challenge focuses on the development of a career mindset in first year university students. Through the examination of two courses, one from the Bachelor of Arts and one from the Bachelor of Psychological Studies, this paper demonstrates a number of active learning and engagement strategies that can be incorporated into the classroom to empower first year students to develop a career mindset that can help them to develop and integrate employability related skills throughout their degrees and beyond.
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De Sousa Drumond, Jose David, and Georgia Kotsiopoulou. "Building an Effective Ecosystem for an Integrated Community of Practice and Frustration-Free Technical Knowledge Hub that Maximizes Engagement and Participation of Local and Field Resources Across Multiple Operating Countries." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210844-ms.
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Abstract Developing local resources and effectively transferring knowledge among young and seasoned practitioners, are key elements to enable the continuous creation of value in a transitioning energy market where sustainability, diversity and equity are in the spotlight. This paper presents the strategies employed to develop an integrated ecosystem within a Technical CoP, and the analytical criteria used for the record-time deployment of an almost cost-free and massive Knowledge Hub, resulting in an effective community-wide engagement. The current global challenges, and the need for transformation driving our industry, requires the development of new and cost-effective ways to ensure the training and development of the maximum number of resources. In this context the focus of this work was the creation of a Highly Integrated Ecosystem between two familiar and company-wide used platforms. A detailed blueprint identifying the components and interfaces required to link Exchange, Support, and a comprehensive Knowledge Hub was developed. Ice-breaking, Collaboration, Volunteering and Branding elements were also successfully integrated. Curation and Completeness criteria was developed ensuring Learning Objects remained diverse, relevant, and up-to-date. Navigability, Mesh Interconnection between objects, the selection of diverse learning approaches in the curation and cataloging, and a friendly "frustration-free" visualization of detailed attributes, proved extremely successful in engaging the whole Community of Practice. Learning Elements embedded include: University Lectures, Models, Simulations, On-Demand Webinars, How-to-Demos, Animations, Conference Presentation, and Self-Assessment Tools, and CBT modules. Current topics include: Control & Optimization, Functional Safety, Automation, Digitalization, Industrial CyberSecurity, Process and Production Equipment Troubleshooting, Condition Monitoring, and others with high impact to the business. Use of Analytical tools, detailed KPIs, and of dashboards to analyze the depth and completeness, Gaps and ID learning actions allowed for an extremely efficient and short time for the deployment, and for the growth of the newly created and continuously evolving Knowledge Hub. In just 3 months the Knowledge Hub grew to have 1000+, highly job-relevant, Learning Elements, and the visits and the average time invested on the learning site by users surpassed 5x-10x what was being observed in all other CoPs that employed a more traditional approach to both CoPs and Learning. The paper explores specific examples of novel and exceptionally successful strategies and elements that were used in the design and implementation of the integrated ecosystem for exchange and learning. Analytical tools, Subject Matter Expert crowdsourcing, active engagement, lead and moderation of the platform allowed the creation of a Knowledge Hub exclusively composed of high quality, relevant and free learning opportunities. Sustained grow indicators include +112% of Active Users, +745% on Traffic/Posts, +52% in Knowledge Contributions.
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Ganiev, Bulat, Azat Lutfullin, Andrey Glazkov, Vladimir Kalinnikov, Artur Aslanyan, Alfiya Mustafina, Danila Gulyaev, and Rushana Farakhova. "Corporate Qualification and Motivation Program for Petroleum Asset Management." In SPE Annual Caspian Technical Conference. SPE, 2022. http://dx.doi.org/10.2118/212125-ms.
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Abstract The purpose of this paper is to share the Tatneft experience in digital training of the corporate petroleum asset field development teams. It was designed as an integrated program of reservoir development to provide practice of employing best practices of reservoir management over the years [5]. It is worth noting that over the past few years, many professional teams competed in various PetroCup Tournaments, and each team ranging around 10 members. These teams comprised multidisciplinary oil and gas engineers from various organizations across the world. During each PetroCup session, teams are given a challenge to tackle various problems that exist in petroleum digital asset. PetroCup features a unique regional economy and simulates realistic conditions for field development. Even though each team is unique, statistics show that there is a pattern as to which field development techniques are effective and which are not. Asset managers will find this training facility very useful in evaluating the effectiveness of corporate Well & Reservoir Management and Field Development strategies and improving their efficiency. On the next pages you will find previous session statistics which Tatneft teams achieve over the years, it will be used to determine the overall skill level of each team member and understand how their active engagement in PetroCup Tournaments affected their field development skills.
Reports on the topic "Active engagement strategies"
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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.
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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Brattman, Marian, and Aidan Waterstone. Research Strategy. Tusla: Child and Family Agency, February 2015. http://dx.doi.org/10.52516/rs0001.
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The Tusla Research Strategy sets out a long term action plan for active engagement within the context of the Tusla Corporate Plan and a sector wide strategic approach to knowledge about children’s lives.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.
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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Bulkeley, Harriet, and Bregje van Veelen. Financing net zero: how can investment meet the climate challenge? Royal Geographical Society (with IBG), April 2020. http://dx.doi.org/10.55203/yuxz6822.
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Achieving net zero carbon emissions requires the engagement of the finance system to address climate considerations in more strategic ways. In December 2019, the Society hosted a discussion forum, Financing net zero: how can investment meet the climate challenge, where geographers met with experts from the finance and investment sectors to explore these challenges in more depth. Our briefing report summarises the action needed by government, the financial sector, business and the third sector to meet the scale and pace of change needed.
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Khan, Ayesha, and Komal Qidwai. Donor Action in Pakistan: A Comparative Case Study of CDIP and AAWAZ. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/ids.2021.025.
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This paper analyses findings from a study of the Consolidating Democracy in Pakistan (CDIP) and AAWAZ Voice and Accountability programmes, both funded by the UK government. The study is a contribution to the A4EA research programme workstream ‘Unpacking Donor Action’. It is based on a secondary literature review, analysis of programme documents, and qualitative interviews with individuals who worked with these programmes at various levels. The analysis explores the interaction between the two programmes to argue they produced strong synergies as an outcome of their adaptive programming approach. The synergising took place under conditions of growing constraints on civic society and the democratic process during the programme life cycles. The paper concludes that the beneficial interaction effects were an outcome of strategic partnerships with a common implementing agency (DAI) and deep engagement with civil society organisations, but without empowered local government and on-going donor support the empowerment effects are difficult to sustain.
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Lenhardt, Amanda. The Role of Local Actors in the Delivery of Services to Vulnerable Groups in Protracted Crises. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/k4d.2022.127.
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As the needs of people affected by conflict, natural disasters and other crises grow year-on-year and become increasingly complex, the need for adapted service delivery has become ever more pressing. There is widespread recognition that top-down, externally driven support to service delivery is ineffective in reaching vulnerable populations in need of humanitarian support. Increasing strategic engagement by and with local actors is now an accepted norm for effective international humanitarian action (Metcalfe-Hough et al., 2021). International commitments have been made to improve the provision of services in protracted crises. A body of literature indicates that engaging local actors in service delivery is one of the main ways to achieve improved service delivery. Despite the general acceptance of this principle, progress in achieving more localised responses to protracted crises has been slow. Evidence on how services can most effectively reach those in need is limited.This report reviews available guidance and evidence on the role of local actors in delivering services to those in need of humanitarian support in protracted crises. The report begins with a brief overview of the evolving discourse on the need for better strategies to incorporate local actors in the delivery of services. The following sections review the available evidence on the different ways local actors have been involved in the delivery of basic services in protracted crises. Section 3 examines local actors’ role in identifying the needs of affected communities. Section 4 examines the role of local actors in the effective coordination of service delivery. Section 5 discusses their role in transparency and accountability, and section 6 considers how local actors’ engagement can contribute to the mitigation of further conflict. Much of the literature in this area takes the form of guidance documents produced by international organisations working in humanitarian action. Some of this guidance refers to case study evidence. Still, most appear to refer to stakeholders’ experiences and conceptual approaches to how service delivery happens in protracted crises. There are a range of instruments that have been deployed to improve service delivery in protracted crises – some of which are referred to in this report – which could be formally evaluated to contribute to the evidence base on how such programmes effectively address the needs of vulnerable groups in need for humanitarian support.
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Roldan de Jong, Tamara. Rapid Review: Perceptions of COVID-19 Vaccines in South Africa. SSHAP, April 2022. http://dx.doi.org/10.19088/sshap.2021.021.
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As of April 19, 2021, South Africa has recorded 1.56 million COVID-19 cases and almost 54,000 deaths - more than any other country on the African continent. The country has begun the national rollout of the Johnson & Johnson (J&J) COVID-19 vaccine, with over 292 thousand doses administered it aims to achieve herd immunity by vaccinating at least 67 percent of its population (around 40 million people) by the end of 2021. The government suspended its initial rollout of the AstraZeneca (AZ) vaccine due to concerns over its effectiveness, particularly against the new B.1.351 variant, which accounts for 90% of the infections in South Africa. The J&J vaccine was put on temporary hold in April due to concerns about rare clotting disorders. Although data show that expected acceptance of COVID-19 vaccines is relatively high, the suspension of two vaccines in South Africa, where fear of infection is decreasing, will likely influence public reactions. Understanding how individuals and population groups perceive and make sense of COVID-19 vaccines is critical to inform the design and implementation of risk communication and community engagement (RCCE) strategies, and guide interventions aiming to promote and sustain acceptance of COVID-19 vaccines, while encouraging compliance with other COVID-19 preventive measures. This review syntheses community perceptions of COVID-19 vaccines in South Africa to inform RCCE strategies and policies and provides examples of successful practice. It draws on multiple secondary data sources: scientific literature, qualitative and quantitative studies, grey literature, and mainstream and social media. The review was supported by consultation with four local expert key informants from different fields. It is part of the Social Science in Humanitarian Action Platform (SSHAP) series on social science considerations relating to COVID-19 vaccines. It was written for SSHAP by Tamara Roldan de Jong and Anthrologica on request of the UNICEF South Africa Country Office. Contributions were made from the RCCE Collective Service East and Southern Africa (ESAR) Region. The brief is the responsibility of SSHAP.
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Butler, Nadia, and Soha Karam. Evidence Review: COVID-19 Vaccine Acceptance by Key Influencers in the MENA Region - Teachers and Healthworkers. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/sshap.2021.039.
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As COVID-19 vaccines have been deployed and scaled, concerns about vaccine acceptance have emerged. Effective management of the virus requires that communities everywhere buy into the public health measures designed to protect them, including vaccines. Low acceptance presents a serious challenge for achieving sufficient coverage to reduce circulation of the virus and the risk of new variants emerging. Surveys conducted early in the pandemic showed that the Middle East region had one of the lowest COVID-19 vaccine acceptance rates globally. The low acceptance is driven by specific factors in the region and its different countries and populations; these factors need to be taken into account when formulating policy, programmes and interventions. This review synthesises evidence on vaccine acceptance among two key groups in the Middle East and North Africa (MENA) region: teachers and health workers. It draws from academic studies most of which were cross-sectional studies, largely conducted between February 2020 and June 2021, and grey literature reports, including social listening reports. This review is intended to inform strategies for risk communications and community engagement (RCCE) relating to COVID-19 vaccine uptake, with the aim of boosting confidence in and acceptance of the vaccines among these groups across the region. It is part of the Social Science in Humanitarian Action Platform (SSHAP) series on social science considerations relating to COVID-19 vaccines and was developed for SSHAP by Anthrologica (Nadia Butler and Soha Karam) at the request of the UNICEF MENA Regional Office. It was reviewed by Rose Aynsley (WHO) Amaya Gillespie (UNICEF) and Olivia Tulloch (Anthrologica). The evidence review is the responsibility of SSHAP.