Relevant bibliographies by topics / Co-experience

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Co-experience'

Author: Grafiati
Published: 30 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Co-experience"

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BATTARBEE, KATJA, and ILPO KOSKINEN. "Co-experience: user experience as interaction." CoDesign 1, no. 1 (March 2005): 5–18. http://dx.doi.org/10.1080/15710880412331289917.

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Dennis, Geoff. "Immersive experience in Co-production." International Journal of Integrated Care 21, S1 (September 1, 2021): 377. http://dx.doi.org/10.5334/ijic.icic20337.

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McColl-Kennedy, Janet R., Lilliemay Cheung, and Elizabeth Ferrier. "Co-creating service experience practices." Journal of Service Management 26, no. 2 (April 20, 2015): 249–75. http://dx.doi.org/10.1108/josm-08-2014-0204.

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Purpose – The purpose of this paper is threefold: to introduce a practice-based framework designed to integrate and deepen our understanding of how individuals co-create service experience practices; to identify co-creating service experience practices; and to provide a compelling agenda for future research, and offer practical strategies to enhance co-created service experiences. Accordingly, we extend practice theory, building on Kjellberg and Helgesson’s (2006) practice-based framework for markets by integrating Holt’s (1995) consumer practices and social capital-based practices (Gittell and Vidal, 1998; Woolcock, 2001). Design/methodology/approach – The authors interpretive analysis draws on naturalistic observations carried out over 18 months, supplemented with 35 interviews (17 with residents, and 18 with staff) and a diary study of nine non-management staff (including nursing staff, kitchen and cleaning staff and administrative staff) at a residential aged care facility. Findings – This paper offers a new conceptualization of service experience. Rather than viewing service experiences as dyadic, designed and produced by the firm for the customer, the authors conceptualize service experience as dynamic, experiential, relational activities and interactions, thus highlighting the collective, collaborative, evolving and dynamic nature of service experience. Research limitations/implications – Building on McColl-Kennedy et al.’s (2012) foundational work, the authors articulate three distinct types of practices that characterize service experiences. We extend practice theory offering an integrative practice-based framework consistent with our practice-based conceptualization of service experience. Based on the service ecosystem metaphor and drawing parallels and contrasts with an ant colony, the authors provide a co-created service experience practices (CSEP) framework comprising: representational practices – assimilating, producing and personalizing; normalizing practices – bonding, bridging and linking; and exchange practices – accounting (searching and selecting), evaluating (sorting and assorting), appreciating, classifying (displaying objects and demonstrating collective action, and play (communing and entertaining). Our CSEP framework integrates three theoretical frameworks, that of Kjellberg and Helgesson’s (2006) market practices framework, Holt’s (1995) consumer practices and social capital-based practices (Gittell and Vidal, 1998; Woolcock, 2001), to yield a deeper explanation of co-created service experience practices. Practical implications – It is clear from our observations, interviews with residents and staff, and from the diary study, that customers co-create service experiences in many different ways, each contextually determined. In some cases the customers are well equipped with a wide array of resources, integrated from exchanges with other customers, staff, friends and family and from their own resources. In other cases, however, few resources are integrated from few sources. Importantly, the authors found that some staff are willing and able to offer an extensive range of resources designed to complement the customers’ own resources to help facilitate the service experience. We offer a seven-point practical plan designed to enhance service experiences. Originality/value – The authors work contributes theoretically and practically in four important ways. First, the authors provide a critical analysis of prior service experience conceptualizations. Second, consistent with the conceptualization that service experiences are dynamic, experiential, relational activities and interactions developed with the customer and potentially other actors, including for example, other customers, organizations, and friends and family, we draw parallels and contrasts with a biological ecosystem and offer a co-created service experience practices (CSEP) framework designed to integrate and deepen the understanding of co-created service experiences and extend practice theory. Third, the authors provide managerial implications, including a seven-point practical plan. Finally, the authors offer a research agenda to assist further theory development.
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Sugathan, Praveen, and Kumar Rakesh Ranjan. "Co-creating the tourism experience." Journal of Business Research 100 (July 2019): 207–17. http://dx.doi.org/10.1016/j.jbusres.2019.03.032.

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SEKIMOTO, Kanako. "Experience in Boulder, CO, USA." Hyomen Kagaku 38, no. 11 (2017): 581–82. http://dx.doi.org/10.1380/jsssj.38.581.

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Goodrich, Joanna. "Why experience-based co-design improves the patient experience." Journal of Health Design 3, no. 1 (March 22, 2018): 84–85. http://dx.doi.org/10.21853/jhd.2018.45.

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Carù, Antonella, and Bernard Cova. "Co-creating the collective service experience." Journal of Service Management 26, no. 2 (April 20, 2015): 276–94. http://dx.doi.org/10.1108/josm-07-2014-0170.

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Purpose – The purpose of this paper is to identify which consumption practices lead to the co-creation of collective service experiences and to outline a conceptual framework for their understanding. Design/methodology/approach – The authors use a multiple case vignette approach combining examples from leisure industries described as perfect contexts to study collective experiences. Four case vignettes were selected according to community forms and types as defined by consumer culture literature. Findings – The study identifies and delineates the neglected phenomenon of the co-creation of collective service experiences and related practices. It highlights the ambivalence of these practices in terms of the co-creation or co-destruction of the experience and indicates their relative unmanageability. Research limitations/implications – The cases largely rest on symbolic service experiences, which are a small set of the total universe of consumer experiences. Practical implications – Companies should replace their efforts in organizing consumer practices with monitoring mechanisms and react to collective consumer actions, pursuing a co-evolutionary perspective when they do not have a dominant and permanent role in the relationship with their consumers. Originality/value – The paper gives voice to an understudied collective phenomenon in service management and provides the building blocks for its conceptualization.
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Gordon, Howard, and Jane McKeown. "Co-producing research – A personal experience …" Dementia 19, no. 1 (December 25, 2019): 98–100. http://dx.doi.org/10.1177/1471301219876713.

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Wright, Owen, Lorelle Frazer, and Bill Merrilees. "McCafe: The McDonald's co-branding experience." Journal of Brand Management 14, no. 6 (May 11, 2007): 442–57. http://dx.doi.org/10.1057/palgrave.bm.2550088.

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Gazan, Rich, Pnina Shachaf, Karine Barzilai-Nahon, Kalpana Shankar, and Shaowen Bardzell. "Social computing as co-created experience." Proceedings of the American Society for Information Science and Technology 44, no. 1 (October 24, 2008): 1–3. http://dx.doi.org/10.1002/meet.1450440131.

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Dissertations / Theses on the topic "Co-experience"

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Wang, Haihong. "Co-designing hair care experience." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291052568.

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Beuster, Vivette. "The co-construction of experience during multicultural group encounters." Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/843884/.

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Researchers have examined non-native English speaking (NNES) student integration problems and survival strategies in U.S. academic classes mainly from NNES student perspectives. Noticeably scarce or absent are studies investigating the role of U.S. students during multicultural interactions, the impact of NNES students on U.S. students, or the socially constructed nature of group work. Guided by a social constructionist methodology, this study approached group work interaction from both a U.S. and NNES college student perspective. Intensive interview data were gathered and analysed by employing constructivist grounded theory strategies, which exposed behaviours and processes participants reported using in groups. Discourse analysis was used to gain a deeper understanding of what participants tried to achieve with their language. The findings confirm that multicultural interaction is extremely complex and changeable and poses difficult but different interpersonal problems for both parties, though NNES students are more profoundly affected. Analyses suggest that students used a discourse of difference to position themselves and others. In the discourse, U.S. student group work conduct was used as the standard against which NNES student behaviour was measured. The discourse favoured U.S. students and disturbed power circulation accordingly. Positioning acts and story lines anchored in the discourse seemed to be part of changeable substructures, specific to the individual and the situation. The substructures, consisting of needs and expectations, formed the local moral order that determined participants' rights and duties. Positioning involved complicated decisions about whether individuals should take social risks, leave comfort zones, reposition themselves, revise story lines, perform emotion work, or change ideas and expectations. Consequences of decisions were group inclusion or exclusion, becoming visible or invisible in class, and learning or not learning from group encounters. Trying to alleviate U.S.-NNES group interaction problems involves a broad approach that includes creating institutional commitment to diversity through setting meaningful educational goals and making individuals aware of personal stakes and responsibilities.
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Pottaki, Iphigenia. "Competition and co-operation in Europe : new perspectives, old ideas and the experience of Greek co-operatives." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365528.

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McCann, Daniel Bernard. "Possible selves : co-experience, orthopractic transformation, and late medieval religious literature." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534623.

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Parsons, Linda T. "Fourth graders as co-researchers of their engaged, aesthetic reading experience." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1100366337.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 287 p.; also includes graphics. Includes bibliographical references (p. 273-287).
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Guo, Moran, and Kristin Johansson. ""Omstart" : En studie om co-creation inom scenkonst." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-155422.

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The process of value creation is rapidly shifting from a product- and firm-centric view to personalized consumer experience today. Informed, networked, empowered and active consumers are increasingly co-creating value with the firm. The interaction between the firm and the consumer as well as the experience factor plays an increasingly important role in determining the success of a company’s offering. In this study, a special type of co-creating experience is investigated - “omstartspex” - where the audience is interacting with actors during the play. Drawing from results of three focus group interviews, this study attempts to understand the effect of co-creation on customer experience and its three dimensions - emotional, cognitive and relational. The co-creation process, demanding for both firm and consumers, raises important questions for managers in terms of operational efficiency and control over product quality, etc. Apart from it, the empirical results show that co-creation indeed has positive effect on customer experience. It creates unique customer experiences, strengthens the relationship between consumer (audience) and firm (actors). This, in turn, leads to an increasing level of customer satisfaction and loyalty.
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Tang, Carol. "A Means Not An End : Designing Co-creation Experience For Library Service Innovations." Thesis, Umeå universitet, Institutionen Designhögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-81766.

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Could we have a better way to innovate future library service, so that more creative ideas could be embraced and more people can get involved? Many libraries around the world is in search of a new position and innovating new service in order to stay relevant to their users. What if more people who care enough can join forces and be part of it? In this project, my goal is to design a workshop model and toolkit for library activists to initiate a co-creative experience. I hope people who experienced the creation of workshop can be confident enough to put their creativity into actions. And ultimately more library lovers can impact the way library service is developed. Thanks to the great support from Umeå University Library, LIme — A toolkit for library activist to create effective workshop experience, is created in form of a physical toolkit in combination with a mobile digital platform
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Chisholm, L. "The position of carers in mental health care : exploring experience-based co-design." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17777/.

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Experience Based Co-Design (EBCD) is a service design strategy that meaningfully involves service users and translates qualitative data into action. EBCD has not been applied within the context of designing family engagement within a mental health context, and there is little research exploring the mechanisms that ensure successful implementation. Therefore the aim of this project was to explore the processes that facilitate the EBCD work with carers and family involvement. Sixteen participants were recruited from an existing EBCD project who reflected the multiple stakeholders. The study adopted a grounded theory approach and the interview data were analysed accordingly. The preliminary theory produced offers an understanding of the processes involved within an EBCD project with carers, and can be used to inform the successful implementation of future projects. The preliminary theory suggests that for a project to be successful, it needs to be addressing an organisational need with sufficient senior level support. Buy-in from staff can be supported by the problem being made visible. Once established, previously separate groups can work together towards a shared aim and develop simple solutions that can be easily implemented into clinical practice. The EBCD project was not completed at the time of this report, and so may not reflect the end processes. Future research should be conducted to examine the impact of organisational disruption on the effectiveness of EBCD, by completing a project with this range of stakeholders in a more stable setting.
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Burriss, Jamie Burns. "Examining the Relationship Between a Co-Curricular Service-Learning Experience and Moral Competence." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7481.

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Short-term service-learning experiences such as alternative breaks are increasing in popularity due to the focus on service in higher education and the institution’s responsibility to ensure students are graduating with the skills needed to succeed in an increasingly competitive, global economy and contribute to a democratic society as citizens who address societal needs. To meet this demand, colleges and universities continue to explore ways to increase civic engagement in the form of curricular and co-curricular programs. Additionally, faculty and administrators in higher education are intensely seeking a revitalization of the public purposes of higher education, which include educating for moral and civic development (Colby, 2000). One specific need identified in the research literature includes developing a better understanding of the relationship between service-learning and moral competence. There are strong indications that service-learning experiences support psychosocial development in areas such as appreciation of diversity, empathy, concern for social justice, a greater sense of personal efficacy, and problem solving (Bernacki & Jaeger, 2008; Einfeld & Collins, 2008; Marichal, 2010). While this limited research is hopeful, little to no research has been conducted to date to explore the relationship between a co-curricular service-learning experience and moral competence. An exploratory, mixed methods study was conducted with participants of a short-term service-learning experience known as a Bulls Service Break at the University of South Florida. A pre-post analysis was conducted on participants to determine if there was a relationship between moral competence and the service-learning experience through use of the Moral Competence Test. Additionally, a questionnaire was administered to participants upon completion of their service experience to explore the relationship between service-learning and Rest’s Four Component Model of Moral Behavior. The questions focused on moral sensitivity, moral judgment, moral motivation, and moral character. These data were analyzed using a combination of statistical analysis through SPSS for the quantitative research question, and through thematic coding for the qualitative questionnaire responses. Results indicated that students experienced an increase in their moral competence as evidenced pre-post comparison of C-scores. Additionally, for the research questions pertaining to Rest’s Four Component Model of Moral Behavior, relationships between moral sensitivity, moral judgment, moral motivation and moral character were confirmed via the themes generated from the qualitative data analysis. Participants experienced increased self-awareness and social awareness with relation to moral sensitivity. When exploring the data pertaining to moral judgment, participants expressed a realization of social injustice in our communities. This awareness then prompted participants to be morally motivated to combat social injustices by helping others and giving back to my community and by treating others equally and with respect. And finally, the participants’ moral character was tested when they experienced situations that made them uncomfortable during their service but they persisted toward combating social injustices and helping the communities they served. Based on the findings of the study, suggestions for future research and practical implications are offered.
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Chen, Chien-Hung. "The rise of co-creative consumers : user experience sharing behaviour in online communities." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/48252/1/Tom_Chen_Thesis.pdf.

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This thesis examines consumer initiated value co-creation behaviour in the context of convergent mobile online services using a Service-Dominant logic (SD logic) theoretical framework. It focuses on non-reciprocal marketing phenomena such as open innovation and user generated content whereby new viable business models are derived and consumer roles and community become essential to the success of business. Attention to customers. roles and personalised experiences in value co-creation has been recognised in the literature (e.g., Prahalad & Ramaswamy, 2000; Prahalad, 2004; Prahalad & Ramaswamy, 2004). Similarly, in a subsequent iteration of their 2004 version of the foundations of SD logic, Vargo and Lusch (2006) replaced the concept of value co-production with value co-creation and suggested that a value co-creation mindset is essential to underpin the firm-customer value creation relationship. Much of this focus, however, has been limited to firm initiated value co-creation (e.g., B2B or B2C), while consumer initiated value creation, particularly consumer-to-consumer (C2C) has received little attention in the SD logic literature. While it is recognised that not every consumer wishes to make the effort to engage extensively in co-creation processes (MacDonald & Uncles, 2009), some consumers may not be satisfied with a standard product, instead they engage in the effort required for personalisation that potentially leads to greater value for themselves, and which may benefit not only the firm, but other consumers as well. Literature suggests that there are consumers who do, and as a result initiate such behaviour and expend effort to engage in co-creation activity (e.g., Gruen, Osmonbekov and Czaplewski, 2006; 2007 MacDonald & Uncles, 2009). In terms of consumers. engagement in value proposition (co-production) and value actualisation (co-creation), SD logic (Vargo & Lusch, 2004, 2008) provides a new lens that enables marketing scholars to transcend existing marketing theory and facilitates marketing practitioners to initiate service centric and value co-creation oriented marketing practices. Although the active role of the consumer is acknowledged in the SD logic oriented literature, we know little about how and why consumers participate in a value co-creation process (Payne, Storbacka, & Frow, 2008). Literature suggests that researchers should focus on areas such as C2C interaction (Gummesson 2007; Nicholls 2010) and consumer experience sharing and co-creation (Belk 2009; Prahalad & Ramaswamy 2004). In particular, this thesis seeks to better understand consumer initiated value co-creation, which is aligned with the notion that consumers can be resource integrators (Baron & Harris, 2008) and more. The reason for this focus is that consumers today are more empowered in both online and offline contexts (Füller, Mühlbacher, Matzler, & Jawecki, 2009; Sweeney, 2007). Active consumers take initiatives to engage and co-create solutions with other active actors in the market for their betterment of life (Ballantyne & Varey, 2006; Grönroos & Ravald, 2009). In terms of the organisation of the thesis, this thesis first takes a „zoom-out. (Vargo & Lusch, 2011) approach and develops the Experience Co-Creation (ECo) framework that is aligned with balanced centricity (Gummesson, 2008) and Actor-to-Actor worldview (Vargo & Lusch, 2011). This ECo framework is based on an extended „SD logic friendly lexicon. (Lusch & Vargo, 2006): value initiation and value initiator, value-in-experience, betterment centricity and betterment outcomes, and experience co-creation contexts derived from five gaps identified from the SD logic literature review. The framework is also designed to accommodate broader marketing phenomena (i.e., both reciprocal and non-reciprocal marketing phenomena). After zooming out and establishing the ECo framework, the thesis takes a zoom-in approach and places attention back on the value co-creation process. Owing to the scope of the current research, this thesis focuses specifically on non-reciprocal value co-creation phenomena initiated by consumers in online communities. Two emergent concepts: User Experience Sharing (UES) and Co-Creative Consumers are proposed grounded in the ECo framework. Together, these two theorised concepts shed light on the following two propositions: (1) User Experience Sharing derives value-in-experience as consumers make initiative efforts to participate in value co-creation, and (2) Co-Creative Consumers are value initiators who perform UES. Three research questions were identified underpinning the scope of this research: RQ1: What factors influence consumers to exhibit User Experience Sharing behaviour? RQ2: Why do Co-Creative Consumers participate in User Experience Sharing as part of value co-creation behaviour? RQ3: What are the characteristics of Co-Creative Consumers? To answer these research questions, two theoretical models were developed: the User Experience Sharing Behaviour Model (UESBM) grounded in the Theory of Planned Behaviour framework, and the Co-Creative Consumer Motivation Model (CCMM) grounded in the Motivation, Opportunity, Ability framework. The models use SD logic consistent constructs and draw upon multiple streams of literature including consumer education, consumer psychology and consumer behaviour, and organisational psychology and organisational behaviour. These constructs include User Experience Sharing with Other Consumers (UESC), User Experience Sharing with Firms (UESF), Enjoyment in Helping Others (EIHO), Consumer Empowerment (EMP), Consumer Competence (COMP), and Intention to Engage in User Experience Sharing (INT), Attitudes toward User Experience Sharing (ATT) and Subjective Norm (SN) in the UESBM, and User Experience Sharing (UES), Consumer Citizenship (CIT), Relating Needs of Self (RELS) and Relating Needs of Others (RELO), Newness (NEW), Mavenism (MAV), Use Innovativeness (UI), Personal Initiative (PIN) and Communality (COMU) in the CCMM. Many of these constructs are relatively new to marketing and require further empirical evidence for support. Two studies were conducted to underpin the corresponding research questions. Study One was conducted to calibrate and re-specify the proposed models. Study Two was a replica study to confirm the proposed models. In Study One, data were collected from a PC DIY online community. In Study Two, a majority of data were collected from Apple product online communities. The data were examined using structural equation modelling and cluster analysis. Considering the nature of the forums, the Study One data is considered to reflect some characteristics of Prosumers and the Study Two data is considered to reflect some characteristics of Innovators. The results drawn from two independent samples (N = 326 and N = 294) provide empirical support for the overall structure theorised in the research models. The results in both models show that Enjoyment in Helping Others and Consumer Competence in the UESBM, and Consumer Citizenship and Relating Needs in CCMM have significant impacts on UES. The consistent results appeared in both Study One and Study Two. The results also support the conceptualisation of Co-Creative Consumers and indicate Co-Creative Consumers are individuals who are able to relate the needs of themselves and others and feel a responsibility to share their valuable personal experiences. In general, the results shed light on "How and why consumers voluntarily participate in the value co-creation process?. The findings provide evidence to conceptualise User Experience Sharing behaviour as well as the Co-Creative Consumer using the lens of SD logic. This research is a pioneering study that incorporates and empirically tests SD logic consistent constructs to examine a particular area of the logic – that is consumer initiated value co-creation behaviour. This thesis also informs practitioners about how to facilitate and understand factors that engage with either firm or consumer initiated online communities.
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Books on the topic "Co-experience"

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Wilson, Douglas Clyde, Jesper Raakjaer Nielsen, and Poul Degnbol, eds. The Fisheries Co-management Experience. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3323-6.

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Clyde, Wilson Douglas, Nielsen Jesper Raakjær, and Degnbol Poul, eds. The fisheries co-management experience: Accomplishments, challenges, and prospects. Dordrecht: Kluwer Academic, 2003.

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Paul, Wilkinson. Building a community-controlled economy: The Evangeline co-operative experience. Toronto: University of Toronto Press, 1996.

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Hatiboğlu, Zeyyat. Co mments on conventional economics in the light of Turkish experience. Istanbul: Institute of Business Economics, Istanbul University, 1990.

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Power, Anne. Under new management: The experience of thirteen Islington tenant management co-operatives. London: Priority Estates Project, 1988.

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Power, Anne. Under new management: The experience of thirteen Islington Tenant Management Co-operatives. London: Priority Estates Project, 1988.

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Barry, A. J. Aid co-ordination and aid effectiveness: A review of country and regional experience. Paris: Development Centre of the Organisation for Economic Co-operation and Development, 1988.

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Barry, A. J. Aid co-ordination and aid effectiveness: A review of country and regional experience. Paris: Development Centre of the Organisation for Economic Co-operation and Development, 1988.

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Cooperative Education & Internship Association, ed. Learning from experience: A resource book by and for co-op/internship professionals. [Brookline, Mass.]: Mosaic Eye Pub., 2009.

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Choudhury, Masudul Alam. Theory and practice of Islamic development co-operation: Recent experience of some Asian countries. Ankara: Statistical, Economic, and Social Research Training Centre for Islamic Countries, 1993.

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Book chapters on the topic "Co-experience"

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Pearce, Vikki, Paula Baraitser, Gaynor Smith, and Trisha Greenhalgh. "Experience-Based Co-Design." In User Involvement in Health Care, 28–51. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444325164.ch3.

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Varjopuro, Riku, and Pekka Salmi. "Co-Management and Recreational Fishing." In The Fisheries Co-management Experience, 231–45. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3323-6_14.

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Jentoft, Svein, Knut H. Mikalsen, and Hans-Kristian Hernes. "Representation in Fisheries Co-Management." In The Fisheries Co-management Experience, 281–92. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3323-6_17.

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Hanna, Susan. "The Economics of Co-Management." In The Fisheries Co-management Experience, 51–60. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3323-6_4.

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Sørensen, Flemming, Jens Friis Jensen, and Peter Hagedorn-Rasmussen. "Tourism Place Experience Co-creation." In Tourist Behavior, 1–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78553-0_1.

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Jentoft, Svein. "Introduction." In The Fisheries Co-management Experience, 1–14. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3323-6_1.

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Loucks, Laura, James A. Wilson, and Jay J. C. Ginter. "Experiences with Fisheries Co-Management in North America." In The Fisheries Co-management Experience, 153–69. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3323-6_10.

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Metzner, Rebecca, Michael Harte, and Duncan Leadbitter. "Experiences with Fisheries Co-Management in Australia and New Zealand." In The Fisheries Co-management Experience, 171–89. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3323-6_11.

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Wilson, Douglas Clyde. "Conflict and Scale." In The Fisheries Co-management Experience, 193–211. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3323-6_12.

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Pomeroy, Caroline. "Co-Management and Marine Reserves in Fishery Management." In The Fisheries Co-management Experience, 213–29. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3323-6_13.

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Conference papers on the topic "Co-experience"

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Battarbee, Katja. "Co-experience." In CHI '03 extended abstracts. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/765891.765956.

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Battarbee, Katja. "Defining co-experience." In the 2003 international conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/782896.782923.

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Boffi, Laura, Philipp Wintersberger, Paola Cesaretti, Giuseppe Mincolelli, and Andreas Riener. "The first co-drive experience prototype." In AutomotiveUI '19: 11th International Conference on Automotive User Interfaces and Interactive Vehicular Applications. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3349263.3351318.

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Bowen, Simon, Peter Wright, Alexander Wilson, Andy Dow, Tom Bartindale, and Robert Anderson. "Metro Futures: Experience-Centred Co-Design at Scale." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376885.

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Yang, Q. "Experience with co-ordinated substation control in China." In 7th International Conference on Developments in Power Systems Protection (DPSP 2001). IEE, 2001. http://dx.doi.org/10.1049/cp:20010089.

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Ye, Huizhong, Zengrong Guo, and Rong-Hao Liang. "Asynchronous Co-Dining: Enhancing the Intimacy in Remote Co-Dining Experience Through Audio Recordings." In TEI '21: Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3430524.3442468.

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Pranita, Diaz, Ernie Tisnawati Sule, and Umi Kaltum. "Co-Creation of Experience for Competitive Special Interest Tourism." In 2nd International Seminar on Business, Economics, Social Science and Technology (ISBEST 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200522.052.

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Orsoletta, Roni A. Dall. "Simulated Co-location in Distributed Software Development: An Experience Report." In 2012 Seventh IEEE International Conference on Global Software Engineering Workshop (ICGSEW). IEEE, 2012. http://dx.doi.org/10.1109/icgsew.2012.23.

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Zhang, Yanhe, Ying Yang, Ligang Zhou, and Yunhe Pan. "Research on Product Co-operative Design Based on User Experience." In 2006 10th International Conference on Computer Supported Cooperative Work in Design. IEEE, 2006. http://dx.doi.org/10.1109/cscwd.2006.253239.

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Kohler, Thomas, Johann Fueller, Daniel Stieger, and Kurt Matzler. "Avatar-Based Innovation: Consequences of the Virtual Co-Creation Experience." In 2010 43rd Hawaii International Conference on System Sciences. IEEE, 2010. http://dx.doi.org/10.1109/hicss.2010.78.

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Reports on the topic "Co-experience"

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Solis, Michael. Summer 2021 Co-op Report: X-Ray Scintillation Detector A Co-op Work Experience Report by Michael C. Solis. Office of Scientific and Technical Information (OSTI), November 2021. http://dx.doi.org/10.2172/1832352.

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Davis, Katie Bond. Co-op Experience at the Materials and Fuels Complex at the Idaho National Laboratory. Office of Scientific and Technical Information (OSTI), August 2020. http://dx.doi.org/10.2172/1644291.

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Kearns, Nick, and William Beale. Show me the Money: Perspectives on Applying for Government Research and Development Co-funding. Unitec ePress, October 2015. http://dx.doi.org/10.34074/ocds.022.

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In 2012-14 Unitec Institute of Technology (in partnership with The Innovation Workshop) carried out research into the application process for New Zealand Government Research & Development [R&D] co-funding administered by the Ministry of Science & Innovation (now Callaghan Innovation Ltd). This research revealed widespread applicant frustration with the application criteria and process. A significant problem perceived by High Value Manufacturing and Service Small Medium Enterprises (HVMS SME) businesses is the focus of R&D funding on product innovation followed by a lack of funding to support later stage commercialisation of products. This later stage of product and market development is excluded from Callaghan Innovation co-funding, leading to ‘prototypes-on-a-shelf’. Applicants also found the process time consuming, due to the complexity of the application questions and the delays in response from the funding network of regional funding partners and the Government Ministry. HVMS SME often used consultants to help manage the application, which is frowned upon by both the regional funding partners and Callaghan Innovation, despite the high levels of co-funding success from these applicants. This work has been carried out during the establishment period of Callaghan Innovation Ltd and some of the above issues may be historic and/or transitional as the institutional arrangements change. This research records the HVMS SME experience in applying for R&D co-funding. Consideration of the user experience, captured in this research, may reveal opportunities to improve the process with better outcomes for the applicants and the economy.
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Nickerson, Jeffrey, Kalle Lyytinen, and John L. King. Automated Vehicles: A Human/Machine Co-learning Perspective. SAE International, April 2022. http://dx.doi.org/10.4271/epr2022009.

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Automated vehicles (AVs)—and the automated driving systems (ADSs) that enable them—are increasing in prevalence but remain far from ubiquitous. Progress has occurred in spurts, followed by lulls, while the motor transportation system learns to design, deploy, and regulate AVs. Automated Vehicles: A Human/Machine Co-learning Experience focuses on how engineers, regulators, and road users are all learning about a technology that has the potential to transform society. Those engaged in the design of ADSs and AVs may find it useful to consider that the spurts and lulls and stakeholder tussles are a normal part of technology transformations; however, this report will provide suggestions for effective stakeholder engagement.
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Barquet, Karina, Lisa Segnestam, and Sarah Dickin. MapStakes: a tool for mapping, involving and monitoring stakeholders in co-creation processes. Stockholm Environment Insitute, May 2022. http://dx.doi.org/10.51414/sei2022.014.

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Despite widespread use of stakeholder approaches in environmental research, the tools and methodologies for mapping and involving actors are not particularly robust. Existing approaches can lead to methodological ambiguity, limited transparency in the process of stakeholder selection, and lack of robustness when monitoring and evaluating these processes. To respond to these challenges, we developed a tool for increasing objectivity of stakeholder mapping, engagement, and monitoring of co-creation processes. The tool provides a stepwise approach for users with little or no experience of participatory methods.
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Pelletier, Austin, Amanda Hohner, Idil Deniz Akin, Indranil Chowdhury, Richard Watts, Xianming Shi, Brendan Dutmer, and James Mueller. Bench-scale Electrochemical Treatment of Co-contaminated Clayey Soil. Illinois Center for Transportation, June 2021. http://dx.doi.org/10.36501/0197-9191/21-018.

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Industrial soil contamination is frequently unearthed by transportation agencies during construction within the right-of-way. As a result, transportation agencies may experience construction delays. Soils co-contaminated with high-molecular-weight polycyclic aromatic hydrocarbons (HMW-PAHs) and metals are commonly encountered in Illinois and exhibit recalcitrance towards conventional treatment technologies. This issue is exacerbated in the fine-grained soils common to Illinois, where low-permeability and immense sorption capacity increase treatment complexity, cost, and duration. Contaminated sites are spatially and temporally restrictive and require rapid in situ treatments, whereas conventional soil remediation requires 1 to 3 years on average. Consequently, transportation agencies typically pursue excavation and off-site disposal for expediency. However, this solution is expensive, so a comparatively expeditious and affordable treatment alternative is needed to combat the increasing cost of hazardous waste disposal. The objective of this work was to develop an accelerated in situ treatment approach adaptable for use at any construction site to cost-effectively remove HMW-PAHs and metals from clayey soil. It was hypothesized that an in situ electrochemical treatment which augments electrokinetics with H2O2 could remediate both HMW-PAHs and metals in less than a month. Bench-scale reactors resemblant of field-scale in situ electrokinetic systems were designed and fabricated to assess the electrochemical treatment of clayey soils contaminated with HMW-PAHs and metals. Pyrene, chromium, and manganese were used as model contaminants, spiked into kaolinite as a model clay. Electrokinetics were imposed by a low-intensity electrical field distributed by graphite rods. Electrolytic H2O2 systems were leveraged to distribute electrical current and facilitate contaminant removal. Average contaminant removals of 100%, 42.3%, and 4.5% were achieved for pyrene, manganese, and chromium, respectively. Successful development of this bench-scale treatment approach will serve to guide transportation agencies in field-scale implementation. The results from this work signify that electrochemical systems that leverage eco-friendly oxidant addition can replace excavation and disposal as a means of addressing clayey soils co-contaminated with HMW-PAHs and metals.
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Goldemberg, Diana, James Genone, and Scott Wisor. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Minerva's Co-op Model: A Pathway to Closing the Skills Gap. Inter-American Development Bank, September 2020. http://dx.doi.org/10.18235/0002633.

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Bridging the skills gap is necessary to increase productivity and equity. In Latin America and the Caribbean, this challenge has manifested in high rates of youth unemployment, informality, and inactivity. Traditional higher education has struggled to respond to this challenge, with rising costs limiting access and poor outcomes forcing students to question the value of a university degree. In this paper, we explore a model for collaboration between higher education providers and employers designed to overcome these challenges. In this co-op model, students earn a bachelors degree in three years, while also working part-time during the second and third years. This model provides students with the foundational skills and knowledge needed to become broad, interdisciplinary thinkers, while also giving them valuable work experience for which they earn credit while pursuing their degree. Economic constraints are addressed by students degrees being partly subsidized by an employer, who benefits by easily hiring employees who can fill their most critical human resource needs.
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Bano, Masooda. In Need of Fresh Thinking: What Pratham’s Experience of Mobilising Communities Says about Current Development Thinking about Community Participation in Education. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/100.

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For more than two decades, the international development community has advocated that establishing school-based management committees to involve communities to monitor and hold teachers, principals, and district government officials accountable would improve state schooling in developing countries; yet the evidence to sustain this claim to date remains questionable. Considering the case of Pratham, the largest education NGO in India, which is widely recognised as having developed a successful model to improve learning outcomes among children in state schools and is known for doing it through active community engagement, this paper questions whether the current development thinking on best modes of engaging communities to improve learning outcomes in state schools needs fresh thinking. The paper questions the validity of the two central assumptions underpinning the school-based management model: that better-informed communities will become involved in education activities with some mobilisation and training; and that engaged communities will be able to hold to account front-line state officials, starting with teachers and principals and moving on to the district government officials. Pratham’s experience shows that dissemination of information about benefits of education does not automatically result in community engagement; instead, people are motivated to become involved on the basis of individual-based incentives. Equally, it shows that for a community to influence the actions of front-line staff, it is important to develop a co-operative and supportive relationship, instead of focusing on accountability. Pratham’s experience thus shows that there is much scope for fresh thinking within the international development community on how to engage communities in developing countries in improving learning outcomes in state schools.
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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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