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Journal articles on the topic 'Collaborative change'

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Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Brown, Mary Ellen, Tracey Rizzuto, and Pallavi Singh. "Strategic compatibility, collaboration and collective impact for community change." Leadership & Organization Development Journal 40, no. 4 (June 10, 2019): 421–34. http://dx.doi.org/10.1108/lodj-05-2018-0180.

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Purpose Communities are best able to tackle complex social problems when solutions are achieved collaboratively. Inter-organizational partnerships are strongest and provide the greatest benefit to communities when the relationships are mutually compatible. The purpose of this paper is to introduce an evidence-informed approach to identifying and forming mutually compatible collaborations among organizations responsible for promoting community well-being and carrying out community-level interventions. Design/methodology/approach A three-stage case study examines the utility of a novel measurement tool for identifying opportunities for strategic collaboration. The strategic compatibility assessment (SCA) was designed to identify inter-organizational collaborative capacities within and across sectors as a means to motivate collaborative behaviors that are essential to community change initiatives that advance the collective impact. Findings The findings of this paper indicate the SCA is an effective tool for fostering mutually beneficial collaborative partnerships. A high degree of content, face and practical validity was evidenced in two independent studies of SCA, and organizations using the SCA tool reported a moderate-to-high degree of collaborative behavior in a post-intervention assessment of SCA outcomes. These findings provide field-based support for the SCA to promote cross-sector collaboration for community-level interventions. Originality/value The SCA tool describes the degree of collaboration among organizations that operate within a neighborhood; identifies potential points of mutual compatibility within the network; and creates pathways for leveraging collaborative behavior to promote community capitals. The aim of this research is to examine the potential of the SCA tool to shift the non-profit sector climate away from one characterized by competition toward one rich with collaboration.

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Krkovic, Katarina, Sascha Wüstenberg, and Samuel Greiff. "Assessing Collaborative Behavior in Students." European Journal of Psychological Assessment 32, no. 1 (January 2016): 52–60. http://dx.doi.org/10.1027/1015-5759/a000329.

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Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

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Peel, Henry A., and Bradford L. Walker. "Collaboration: Getting All Hands on Deck Facilitates School Change." Journal of School Leadership 3, no. 1 (January 1993): 30–39. http://dx.doi.org/10.1177/105268469300300104.

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Collaboration, a powerful tool for school reform, facilitates school improvement efforts and minimizes the overwhelming dimensions of change. A collaborative change process underway in North Carolina emphasizes using input from teachers, as well as supporting the notion of school leaders working collaboratively with many others who are interested in improving schools: higher education, the state agency for public education, colleagues from other schools, and consultants. Principals are encouraged to take an “all hands on deck” approach to problem-solving and change efforts. This article discusses the successes and frustrations of school leaders involved in this collaborative reform project.

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Fobbe, Lea. "Analysing Organisational Collaboration Practices for Sustainability." Sustainability 12, no. 6 (March 20, 2020): 2466. http://dx.doi.org/10.3390/su12062466.

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The complex sustainability challenges that society faces require organisations to engage in collaborative partnerships. Stakeholders affect, and are affected by an organisation’s sustainability activities, making it an important element when deciding with whom to collaborate. A large number of studies have focussed on collaboration for sustainability, especially on vertical and dyadic partnerships and collaborative networks, while there is limited research on overarching collaboration activities from the perspective of individual organisations (for example, the Kyosei approach), and even less that includes a stakeholder perspective. The objective of this paper is to analyse with whom individual organisations collaborate and how stakeholders affecting and being affected by sustainability efforts are considered when choosing collaboration partners. A survey was sent to a database of 5216 organisations, from which 271 responses were received. The responses were analysed using non-parametric tests. The results show that organisations are engaged in collaboration activities for sustainability, collaborating mostly with two to three external stakeholders. However, the focus on collaboration for sustainability does not extend to a point that it would lead to a change of organisational practice nor do organisations necessarily consider how stakeholders affect and are affected by their efforts when choosing their collaboration partners. An update to the Kyosei process is proposed, in order to provide guidance on how to strengthen and extend collaborative partnerships for sustainability.

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Iinuma, M., T. Matsuhashi, T. Nakamura, and H. Chiyokura. "Student Awareness Change in Computer Supported Collaborative Learning (CSCL) Environment." International Journal of Information and Education Technology 6, no. 6 (2016): 448–52. http://dx.doi.org/10.7763/ijiet.2016.v6.730.

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Dionisio, Rita De Jesus, Mirjam Schindler, and Simon Kingham. "Tools for Sustainable Change." International Journal of E-Planning Research 9, no. 2 (April 2020): 21–42. http://dx.doi.org/10.4018/ijepr.2020040102.

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This research focuses on the ability of spatial decision-support tools (SDST) to transform urban regeneration processes through collaborative planning between authorities and communities. This article presents what was learned from the implementation of two SDST within planning authorities in Aotearoa, New Zealand. The first tool, Envision, enables the identification of suitable areas for urban regeneration; the second, ESP, focuses on the environmental and socio-economic assessment of regeneration scenarios at the neighbourhood scale. We use empirical observations from the implementation of these SDST in diverse planning authorities, to analyse the influence of local specificities and appropriate collaboration models for the development and adoption of the tools for decision-making and community engagement. We provide recommendations for future development and implementation of SDST to reinforce collaborative planning and local governance within urban regeneration processes.

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Montessori, Nicolina Montesano. "HYBRID VOICES AND COLLABORATIVE CHANGE." Critical Discourse Studies 12, no. 2 (March 11, 2015): 230–33. http://dx.doi.org/10.1080/17405904.2015.1013741.

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Obidallah, Waeal J., and Bijan Raahemi. "Managing Changes in Service Oriented Virtual Organizations." Journal of Electronic Commerce in Organizations 15, no. 1 (January 2017): 59–83. http://dx.doi.org/10.4018/jeco.2017010104.

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Virtual Organizations in a dynamic environment need efficient methods of change management to initiate changes to partners' services. In this paper, the authors present a structural and a procedural framework for change management in Service-Oriented Virtual Organizations. The structural framework categorizes changes into three layers of change and identifies triggers of changes. The procedural framework incorporates various components including the six layers of change processes, change control, change actors, and related management processes. A prototype with different scenarios of change is developed to validate the change management process in a collaborative environment. The authors employ the functionalities of the IBM Business Process Manager, including its recent Web 2.0 capabilities, to enhance collaboration between partners in the process of change. They demonstrate that the proposed solutions facilitate and enhance the process of change by effectively engaging all partners in a dynamic and collaborative way.

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Zhang, Niu, and Charles N. R. Henderson. "Requiring students to justify answer changes during collaborative testing may be necessary for improved academic performance*." Journal of Chiropractic Education 31, no. 2 (October 1, 2017): 96–101. http://dx.doi.org/10.7899/jce-16-5.

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Objective: Three hypotheses were tested in a chiropractic education program: (1) Collaborative topic-specific exams during a course would enhance student performance on a noncollaborative final exam administered at the end-of-term, compared to students given traditional (noncollaborative) topic-specific exams during the course. (2) Requiring reasons for answer changes during collaborative topical exams would further enhance final-exam performance. (3) There would be a differential question-type effect on the cumulative final exam, with greater improvement in comprehension question scores compared to simple recall question scores. Methods: A total of 223 students participated in the study. Students were assigned to 1 of 2 study cohorts: (1) control – a traditional, noncollaborative, exam format; (2) collaborative exam only (CEO) – a collaborative format, not requiring answer change justification; and (3) collaborative exam with justification (CEJ) – a collaborative exam format, but requiring justification for answer changes. Results: Contrary to expectation (hypothesis 1), there was no significant difference between control and CEO final exam scores (p = .566). However, CEJ final exam scores were statistically greater (hypothesis 2) than the control (p = .010) and CEO (p = .011) scores. There was greater collaboration benefit when answering comprehension than recall questions during topic-specific exams (p = .000), but this did not differentially influence study cohort final exam scores (p = .571, hypothesis 3). Conclusion: We conclude that test collaboration with the requirement that students explain the reason for making answer changes is a more effective learning tool than simple collaboration that does not require answer change justification.

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Schultz, Courtney, Kathleen Mclntyre, Laren Cyphers, Chad Kooistra, Autumn Ellison, and Cassandra Moseley. "Policy Design to Support Forest Restoration: The Value of Focused Investment and Collaboration." Forests 9, no. 9 (August 24, 2018): 512. http://dx.doi.org/10.3390/f9090512.

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To address rapid change and complex environmental management challenges, governance approaches must support collective action across actors and jurisdictions, and planning at appropriate spatial extents to affect ecological processes. Recent changes in U.S. national forest policy incorporate new tools to facilitate collaborative landscape restoration, providing an opportunity to examine the relationship between policy design and governance change. Based on 151 interviews with agency personnel and partners, and a survey of 425 agency staff members, we investigated how two new policy approaches affected the governance of forest restoration and also looked at the other factors that most significantly affected policy implementation. Our findings reveal that, under these policies, multi-year funding commitments to specific landscapes, combined with requirements to work collaboratively, resulted in larger scales of planning, improved relationships, greater leveraged capacity, and numerous innovations compared to the past. A history of collaborative relationships, leadership, and agency capacity were the most significant variables that affected the implementation of policies designed to support collaborative landscape restoration. Our findings suggest that policies that provide focused investment to undertake landscape approaches to restoration, along with specific requirements for interagency and partner collaboration, are yielding positive results and may represent a new era in forest policy in the United States.

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Sirdenis, Triana Kazaleh, Gary W. Harper, Marcos D. Carrillo, Laura Jadwin-Cakmak, Jimena Loveluck, Emily S. Pingel, Akilah Benton, Amy Peterson, Rama Pollard, and José A. Bauermeister. "Toward Sexual Health Equity for Gay, Bisexual, and Transgender Youth: An Intergenerational, Collaborative, Multisector Partnerships Approach to Structural Change." Health Education & Behavior 46, no. 1_suppl (September 24, 2019): 88S—99S. http://dx.doi.org/10.1177/1090198119853607.

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Background. Gay, bisexual, and transgender youth (GBTY) experience sexual health inequities and contend with intersectional oppression. The Michigan Forward in Enhancing Research and Community Equity (MFierce) Coalition formed as an intergenerational, collaborative, multisector partnership with a focus on implementing community-identified policy, systems, and environmental (PSE) change strategies to address inequities and injustices. Aims. We describe MFierce coalition development and structural change activities organized within Collaborating for Equity and Justice (CEJ) principles and provide empirical data supporting the utility of such principles. Method. We prioritized leadership by GBTY and created personal and professional capacity-building activities to support GBTY in being change agents. Our work was grounded in community-engaged scholarship and used a shared-power community development process. Our PSE change intervention, the Health Access Initiative (HAI), was a structural change program for health facilities aimed at improving the quality of and access to sexual health care for GBTY. Results. We evaluated coalition functioning and activities through multimethod assessments and evaluated PSE changes through HAI participant surveys. Data demonstrated positive and steady coalition dynamics, multiple benefits of participation for GBTY, and strategies for collaborative multigenerational community work. HAI outcome data revealed significant increases in PSE changes. Discussion. Centering life experiences of GBTY in collaborative partnerships and building opportunities for professional and personal development can support sustainable community change. We offer recommendations for developing future intergenerational, collaborative, multisector partnerships that prioritize youth leadership. Conclusion. Collaborative methods and careful consideration of adult–youth dynamics can inform future transformative efforts focused on health equity and justice for GBTY.

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Andres, Beatriz, and Raul Poler. "Metodología de asignación de recursos para el establecimiento de procesos colaborativos: Modelo de inversión para PYMES." Dirección y Organización, no. 53 (July 1, 2014): 4–18. http://dx.doi.org/10.37610/dyo.v0i53.449.

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Se propone una metodología de asignación de recursos para iniciar o mejorar las relaciones colaborativas entre los socios de una red. La metodología se fundamenta, en primer lugar, en la identificación de los procesos potenciales a realizar de forma colaborativa, en base a los cuales se definen una serie de proyectos de acción que permiten llevar a cabo los procesos colaborativamente. Finalmente se presenta un modelo de programación lineal como herramienta de asignación de los recursos, que poseen las empresas, de forma que la inversión para llevar a cabo los proyectos de acción sea lo más eficiente posible. La metodología propuesta no sólo se focaliza en la asignación de recursos de las empresas, sino que ofrece una mayor cobertura para la asignación de recursos en el contexto de redes colaborativas de empresas. Así, la metodología cubre el proceso de asignación de recursos desde la identificación de los procesos potenciales en los que invertir hasta la asignación apropiada de recursos para llevar a cabo dichos procesos colaborativos.Palabras Claves: asignación de recursos, procesos colaborativos, redes colaborativas, programación matemáticaResources allocation methodology for the establishment of collaborative processes: Investment Model for SMEsAbstract: Over the last years, an increasing number of collaborative networks have appeared due to the change in the enterprisesí modus operandi, from competition to collaboration. In collaborative networks, members are able to achieve those objectives that would not be possible, or would have higher costs, to reach if organisations individually act. Thus, collaborative partners jointly work to achieve common or compatible objectives. Therefore, an increasing number of collaborative practices, among the partners in a network, have appeared as a result of the acquired advantages that stem from collaboration. Collaborative business processes are commonly associated with standardised schemas and collaborative mechanisms, used to facilitate the decisions coordination and exchange information among network partners. The business processes performed within the partners in a network are becoming more and more collaborative. However, establishing collaborative processes is not an easy task due to the necessary requirements to carry them out. The endogenous characteristics of enterprises are a challenge for the creation of appropriate conditions to establish collaboration. Specially, for small and medium enterprises (SMEs) the establishment of collaborative processes is a difficult task to perform, due to the implied risks and the lack of capabilities and resources owned. Therefore, the authors find, in this area, a gap to fill in order to lead the enterprisesí efforts to efficiently perform collaborative processes. One of the relevant issues to deal with when the enterprises are willing to establish collaborative relationships is identifying which are the processes to collaboratively perform and with which partners collaborate. If collaborative enterprises could identify both issues, what processes and partners, they could easily initiate the collaboration. Nevertheless, there is no methodology that provides enterprises this knowledge, causing failures in the initial phase of collaborative processes establishment. In order to identify the processes to carry on in a collaborative way and define the action projects to be activated in order to establish this collaboration, a methodology has been developed in this paper. The methodology consist of three phases (i) identification of the potential processes in which collaborate, (ii) definition of the action projects, that describe the resources, guidelines and tools in broad outline to provide a guide to establish the potential collaborative processes and (iii) a mathematical lineal programming model to support the selection of the, previously defined, action projects in which invest, as a way to allocate the resources to deal with the establishment of collaborative processes. This linear programming model will allow enterprises to identify in which action projects invest, to efficiently deal with the star ting up process of collaboration. The proposed methodology not only focuses on the resources allocation in one enterprise, but also deals with the resources allocation in the context of collaborative enterprise networks. The methodology covers the resources allocation process from the recognition of potential processes in which initiate collaboration to the identification of the appropriate resources to carry out such collaborative processes.Keywords: resources allocation, collaborative processes, collaborative network, mathematical programming.

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Raelin, Joseph A., and Jonathan D. Raelin. "Developmental action learning: Toward collaborative change." Action Learning: Research and Practice 3, no. 1 (April 2006): 45–67. http://dx.doi.org/10.1080/14767330600574615.

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Williams, Gwyndaf. "Collaborative partnerships and urban change management." International Journal of Sociology and Social Policy 26, no. 5/6 (May 2006): 194–206. http://dx.doi.org/10.1108/01443330610674242.

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Tourvas, Teresa. "Collaborative Landscapes of Growth and Change." Thresholds 20 (January 2000): 82–85. http://dx.doi.org/10.1162/thld_a_00472.

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Nemani, R., P. Votava, A. Michaelis, F. Melton, and C. Milesi. "Collaborative Supercomputing for Global Change Science." Eos, Transactions American Geophysical Union 92, no. 13 (March 29, 2011): 109–10. http://dx.doi.org/10.1029/2011eo130001.

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SUE ENGLERT, CAROL, and KATHI L. TARRANT. "Creating Collaborative Cultures for Educational Change." Remedial and Special Education 16, no. 6 (November 1995): 325–36. http://dx.doi.org/10.1177/074193259501600602.

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Teacher-researcher communities constitute an imporant forum for change in the educational reform movement. yet little is known about the construction of these communities in special education contexts. in the early literacy project, we found that the discourse inthe teacher-researcher community provided a public space in which participants constructed new literacy meanings. a more careful examination of the discourse revealed that talk related to six issues: theoretical principles, teaching practice, problem solving about difficulties related to curricular enactments, the effects of the literacy curriculum on students, case studies of particular children, and references to prior events in the community. further, talk about principles and teaching practice formed a tightly woven braid ofmeaning that came to represent common assumptions about ways-of-doing and ways-of-thinking about literacy.

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Rice, Kathryn, Jean Bourbeau, Roderick MacDonald, and Timothy J. Wilt. "Collaborative Self-Management and Behavioral Change." Clinics in Chest Medicine 35, no. 2 (June 2014): 337–51. http://dx.doi.org/10.1016/j.ccm.2014.02.004.

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Gloster, A., and J. Armstrong. "Menus of Change University Research Collaborative." Journal of the Academy of Nutrition and Dietetics 116, no. 9 (September 2016): A24. http://dx.doi.org/10.1016/j.jand.2016.06.075.

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Prieto, Víctor, Manuel Álvarez, Víctor Carneiro, and Fidel Cacheda. "Distributed and collaborative Web Change Detection system." Computer Science and Information Systems 12, no. 1 (2015): 91–114. http://dx.doi.org/10.2298/csis131120081p.

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Search engines use crawlers to traverse the Web in order to download web pages and build their indexes. Maintaining these indexes up-to-date is an essential task to ensure the quality of search results. However, changes in web pages are unpredictable. Identifying the moment when a web page changes as soon as possible and with minimal computational cost is a major challenge. In this article we present the Web Change Detection system that, in a best case scenario, is capable to detect, almost in real time, when a web page changes. In a worst case scenario, it will require, on average, 12 minutes to detect a change on a low PageRank web site and about one minute on a web site with high PageRank. Meanwhile, current search engines require more than a day, on average, to detect a modification in a web page (in both cases).

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Kourti, Isidora. "Achieving Collaborative Aims through Multiple Identity Construction: Managing a public inter-organizational collaboration." BORDER CROSSING 5, no. 1-2 (March 8, 2015): 1–15. http://dx.doi.org/10.33182/bc.v5i1-2.510.

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Although public inter-organizational collaborations can offer better public services, their management is a complex endeavour and they often fail. This paper explores identity construction as a key aspect that assists in managing successfully these collaborations. The study draws upon a longitudinal ethnographic study with a Greek public inter-organizational collaboration. The research illustrates that managers should encourage partners to construct collaborative and non-collaborative identities in order to achieve the collaboration aims. It also suggests that managers should seek both stability and change in the collaborative process and offers four collaborative patterns for the effective management of public inter-organizational collaborations.

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Dowell, Shannon, Anthony Dawson, and Virginia McBride. "Engaging the Third Estate: The Transplant Growth and Management Collaborative." Progress in Transplantation 19, no. 3 (September 2009): 235–43. http://dx.doi.org/10.1177/152692480901900309.

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The Organ Donation and Transplantation Collaboratives that occurred within the United States from 2004 to 2008 helped contribute to a significant increase in organ donors and transplants across the country. Centers were needed to accommodate and maintain this increase in capacity to perform successful transplantations for candidates on the waiting list. The Transplant Growth and Management Collaborative was created to help fulfill this new performance level expectation. In 2007 the US Department of Health and Human Services, Health Resources and Services Administration published a best-practice report based on high-performing centers that experienced a significant increase in volume while maintaining expected, or higher than expected, outcomes. The report produced a change package that outlined common strategies, key change concepts, and actions used at the best-practice centers that could be adapted by other transplant programs by using Plan-Do-Study-Act cycles to test the impact of the changes. This change package and use of the Plan-Do-Study-Act cycles formed the foundation of the Collaborative that occurred from October 2007 through October 2008 to spread best practices to transplant programs willing to commit to making changes that could result in a 20% increase in transplant volume. More than 120 transplant centers participated at some point in the Collaborative. Although preliminary results of the Collaborative show that only a few participating programs achieved the 20% volume increase goal, many participating centers reported putting successful models in place for each of the strategies identified in the best-practice change package.

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Walk, Simon, Jan Pöschko, Markus Strohmaier, Keith Andrews, Tania Tudorache, Natalya F. Noy, Csongor Nyulas, and Mark A. Musen. "PragmatiX." International Journal on Semantic Web and Information Systems 9, no. 1 (January 2013): 45–78. http://dx.doi.org/10.4018/jswis.2013010103.

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With the emergence of tools for collaborative ontology engineering, more and more data about the creation process behind collaborative construction of ontologies is becoming available. Today, collaborative ontology engineering tools such as Collaborative Protégé offer rich and structured logs of changes, thereby opening up new challenges and opportunities to study and analyze the creation of collaboratively constructed ontologies. While there exists a plethora of visualization tools for ontologies, they have primarily been built to visualize aspects of the final product (the ontology) and not the collaborative processes behind construction (e.g. the changes made by contributors over time). To the best of the authors’ knowledge, there exists no ontology visualization tool today that focuses primarily on visualizing the history behind collaboratively constructed ontologies. Since the ontology engineering processes can influence the quality of the final ontology, they believe that visualizing process data represents an important stepping-stone towards better understanding of managing the collaborative construction of ontologies in the future. In this application paper, the authors present a tool – PragmatiX – which taps into structured change logs provided by tools such as Collaborative Protégé to visualize various pragmatic aspects of collaborative ontology engineering. The tool is aimed at managers and leaders of collaborative ontology engineering projects to help them in monitoring progress, in exploring issues and problems, and in tracking quality-related issues such as overrides and coordination among contributors. The paper makes the following contributions: (i) They present PragmatiX, a tool for visualizing the creation process behind collaboratively constructed ontologies (ii) the authors illustrate the functionality and generality of the tool by applying it to structured logs of changes of two large collaborative ontology-engineering projects and (iii) they conduct a heuristic evaluation of the tool with domain experts to uncover early design challenges and opportunities for improvement. Finally, the authors hope that this work sparks a new line of research on visualization tools for collaborative ontology engineering projects.

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Sawyer, Richard D. "Teachers Who Grow As Collaborative Leaders." education policy analysis archives 9 (October 1, 2001): 38. http://dx.doi.org/10.14507/epaa.v9n38.2001.

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The following narratives examine three teachers over a course of ten years as they first entered teaching and began to collaborate with other teachers on curriculum. Specifically, the study examines how the teachers 1) developed as collaborators and 2) perceived elements of support from both within and outside the classroom for their collaborative efforts. The article argues that the successful collaborative efforts helped deepen their sense of agency and initiative within their teaching and, to a lesser degree, stimulated reform and change within their schools. In turn and to varying degrees, the process of collaboration supported their personal renewal in their work. The article suggests that structural support for these teachers that connected to their emerging personal practical knowledge was crucial for their development as teacher collaborators. The article concludes by suggesting how schools may be restructured to start to become sites of authentic leadership that build on the talents, meaning, voice, and knowledge of teachers.

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Hebert, Paul L. "Enhancing the Collaborative Experience of a Collaborative Game to Achieve Lifestyle Change." JAMA Network Open 4, no. 5 (May 24, 2021): e2110308. http://dx.doi.org/10.1001/jamanetworkopen.2021.10308.

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Woodrow, Christine, and Lyn Fasoli. "Change and Criticism: Thinking Critically in Early Childhood Collaboration." Australasian Journal of Early Childhood 23, no. 1 (March 1998): 40–44. http://dx.doi.org/10.1177/183693919802300109.

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In early childhood, as in many fields confronted by criticism and change, adopting a critical stance has often been and continues to be difficult, uncomfortable, and poorly practised. Aspects of the current context of early childhood are creating a strong imperative to adopt a more critical perspective on policy and practice. This paper asserts that the strong tradition of collaboration in early childhood provides a foundation on which to build in adopting critical stances to researching our own practice, both informal and informal circumstances. Critical collaborative relationships provide supportive and potentially productive sites for the examination of the structures and assumptions that underpin practices. Adopting a critical stance to our collaborative endeavours has the potential to help the field to resist the temptations, overcome the challenges, and take advantage of the opportunities presented by change.

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Emmons, Christine L., and Dianne Zager. "Increasing Collaboration Self-Efficacy to Improve Educational Programming for Students With Autism." Focus on Autism and Other Developmental Disabilities 33, no. 2 (January 8, 2017): 120–28. http://dx.doi.org/10.1177/1088357616686312.

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Collaborative teaming among specialists can enhance educational success by leveraging resources and building capacity to maximize effectiveness. Special educators’ change in perceptions of their efficacy as collaborators in the education of students with autism spectrum disorder (ASD) was studied before and after completing a year-long federally funded graduate certificate program in autism. Self-perceptions of collaborative expertise were examined in eight cohorts of educators over 7 years. Analysis of the results indicated a significant increase in perceptions of efficacy level in six of the cohorts at ≤ .006. The size of the effect of the program on participants’ self-perceptions of their efficacy in working collaboratively with other school personnel was large for seven of the cohorts and medium for one. Most importantly, results from Greenhouse–Geisser analysis showed that the posttest scores on collaboration efficacy level were significantly higher than the pretest scores across all cohorts, and that the pattern of change in pretest to posttest scores was similar across all eight cohorts.

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Trott, Carlie D. "Reshaping our world: Collaborating with children for community-based climate change action." Action Research 17, no. 1 (March 2019): 42–62. http://dx.doi.org/10.1177/1476750319829209.

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This paper documents a collaborative, multi-site participatory action research project in collaboration with children to act on climate change within local community settings. The project was an after-school program that combined hands-on climate change educational activities with photovoice, a participatory action research method that uses digital photography as the basis for problem identification, group dialogue, and social change action. Grounded in transformative sustainability learning theory and integrated with an arts-based participatory action research methodology, the program was designed to strengthen children’s climate change awareness and sense of agency through youth-led action projects. After describing the program, this article details the collaborative action projects designed and carried out by 10- to 12-year-olds in each community (e.g., policy advocacy, tree-planting, community garden) as well as how the program facilitated children’s constructive climate change engagement through children’s enjoyment and agentic action. The critical importance of participatory process and collaborative action in strengthening children’s sense of agency is discussed.

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Korthagen, Fred. "Collaborative Teacher Education: restitution or radical change?" Journal of Education for Teaching 20, no. 4 (July 1994): 67–69. http://dx.doi.org/10.1080/0260747940200422.

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Kleinberg, Sue. "Collaborative Teacher Education: restitution or radical change?" Journal of Education for Teaching 20, no. 4 (July 1994): 70–72. http://dx.doi.org/10.1080/0260747940200423.

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Eilers, Angela M. "School-Linked Collaborative Services and Systems Change." Administration & Society 34, no. 3 (July 2002): 285–308. http://dx.doi.org/10.1177/009539902400387209.

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Sullivan, Helen, Marian Barnes, and Elizabeth Matka. "Building Collaborative Capacity through `Theories of Change'." Evaluation 8, no. 2 (April 2002): 205–26. http://dx.doi.org/10.1177/1358902002008002514.

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Kagle, Melissa, and April Baptiste. "A framework for collaborative climate change research." Journal of Environmental Studies and Sciences 7, no. 2 (April 22, 2016): 301–9. http://dx.doi.org/10.1007/s13412-016-0380-y.

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Huang, Yuan, Weixi Han, and Douglas K. Macbeth. "The complexity of collaboration in supply chain networks." Supply Chain Management: An International Journal 25, no. 3 (January 8, 2020): 393–410. http://dx.doi.org/10.1108/scm-11-2018-0382.

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Purpose This paper aims to investigate the complexity of collaborations in supply chain networks, particularly the influence of horizontal collaborations (e.g. international joint ventures) on vertical collaborations (e.g. supplier–manufacturer partnering relationships). Design/methodology/approach A multiple case study including four horizontal collaborations and five vertical collaborations within a supply chain network is presented in the context of the Chinese automotive industry. Data interpretation from interviews is structured by key collaborative activities and collaborative behaviors. Findings The analysis highlights a variety of collaborative behaviors under different types of collaboration and their interaction. The complexity of collaboration is revealed in a range of dimensions including culture diversity, drivers/facilitators, competitive/collaborative advantages and the engagement of all. Collaboration evolves as the structure of the supply chain changes; the key is to appreciate the existence of cooperation, competition and culture conflicts and to manage the trade-offs. Research limitations/implications A window of opportunity is presented for future research to investigate the complexity of supply chain collaboration in a wider industrial or geographical context, including statistical validation and comparative analysis. Practical implications A contingent view on supply chain collaboration is promoted to practitioners (e.g. international supply chain managers), where collaborative activities should be aligned with the motive and type of business relationships which may change as collaboration develops. Originality/value A rare empirical study captures the complexity of supply chain collaboration including the interaction between different forms. A dynamic collaboration approach recognizes the changing process, varying cooperation behaviors as well as characteristics of partners which have not been sufficiently reflected in the literature.

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Halupa, Colleen. "Differentiation of Roles: Instructional Designers and Faculty in the Creation of Online Courses." International Journal of Higher Education 8, no. 1 (January 15, 2019): 55. http://dx.doi.org/10.5430/ijhe.v8n1p55.

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Instructional design has continued to change and undergo metamorphosis. A key component of this process in higher education is the collaboration between an instructional designer and one or more faculty members to create a robust, quality online course. In this collaborative process, instructional designers are clearly the design expert, while the faculty member is the content expert. However, problems occur when roles are not clearly delineated. Conflict is often reported by instructional designers who feel they are not respected by faculty. Conflict can also occur when instructional designers cross the line and try to influence content instead of providing guidance on content delivery. In order to decrease conflict, the roles of instructional designers and the faculty they collaborate with must be clearly defined. Both the instructional designer and the faculty member should clearly articulate their expected roles in the collaborative course creation process. In addition, written policies and procedures for the instructional design process are crucial to the success of these collaborative relationships.

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Tampubolon, Edwin Rinaldo, and Amy Yayuk Sri Rahayu. "Penanganan Sampah Secara Kolaboratif antara Masyarakat dan Petugas Penanganan Prasarana dan Sarana Umum (PPSU) Tingkat Kelurahan (Kasus Penanganan Sampah di Kelurahan Jembatan Lima Kecamatan Tambora Kota Administrasi Jakarta Barat)." Jurnal Inspirasi 10, no. 1 (May 21, 2019): 1–13. http://dx.doi.org/10.35880/inspirasi.v10i1.57.

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AbstractWaste management is one form of public service from the government. On the other hand the community must also participate and collaborate with the government in the implementation, decision making, and supervision of waste handling. By using a descriptive qualitative approach, this study answers how collaborative governance processes in handling waste between community self-help and Public Facility Maintenance Officers (PPSU) and the factors that influence it. The results of the study show that collaborative waste management processes have been built with the involvement of government and non-government actors, there are a division of authority, collaboration between community self-help, community waste bank organization, public facility maintenance (PPSU) and the jakarta barat Environtment agency in collaboration with the private sector. Dialogue, trust, understanding, commitment have been established to achieve temporary result. Private involvement in collaborative governance processes is still limited to the stages of waste sorting activities. Research also found that this collaborative process was not perfect. factors that influence, among others are the low understanding of the community about sorting waste, the people's mindset that is still traditional in handling waste, lack of motivation from garbage officers, and less optimal infrastructure and management of garbage truck transportation. For this reason, socialization, more intensive counseling, assistance to change community behavior and innovation in stimulating active participation from the community are needed.Keywords :Collaborative Governance, Waste Management, waste sorting, waste collection, waste transportation, Facility Maintenance Officers (PPSU)

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Suhardi, Bambang, Ilham Priadythama, and Cindy W. Fitriyani. "Design Specification Determination with Collaborative Approach for Indonesian Short Wheelbase Recumbent Bicycle." Applied Mechanics and Materials 815 (November 2015): 298–303. http://dx.doi.org/10.4028/www.scientific.net/amm.815.298.

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Determination of specification for product development is useful, as it includes an overview of product-related information. However, it is not an easy thing, especially for new and innovative product. In the view of designer as the subject who has never made the product, he needs to work closely with the manufacturer so that the concept can be designed to become a feasible product. In addition, in order to reduce product design life cycle and minimize design errors, the designer needs to communicate and collaborate with the manufacturer. This research proposes a design specification based on the paradigm of Concurrent Engineering (CE) from Collaborative Product Development (CPD) strategy in the development of a new ergonomically designed Short Wheel Base (SWB) Recumbent Bicycle. This collaborative process involved an expert from bicycle practitioner which already had experience in building custom bicycle. The result of this study is a frame set design of the bicycle which considers human anthropometry and the detail list of its components. Beside of that, the process of collaboration with practitioners bicycle produces 37% change in the components used and 3 changes in shape of design SWB Recumbent Bicycle.

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VILLA, RICHARD A., JACQUELINE S. THOUSAND, ANN I. NEVIN, and CATHY MALGERI. "Instilling Collaboration for Inclusive Schooling as a Way of Doing Business in Public Schools." Remedial and Special Education 17, no. 3 (May 1996): 169–81. http://dx.doi.org/10.1177/074193259601700306.

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This article provides a broad overview of the concepts of collaboration and inclusive schooling within the context of rapid change in public education. the authors examine the current definitions of collaboration and inclusive schooling. they review various rationale for collaboration, current legislation related to collaboration in schools, and the recent research (1989 to 1995) on the effectiveness of collaboration in achieving the outcomes mandated by the individuals with disabilities education act (idea). in addition, they discuss major barriers to and facilitators of effective collaboration and make several recommendations for the supports needed to establish a collaborative ethic and collaborative behavior in public schools. the authors argue that collaboration can no longer be considered a voluntary act.

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Muscato, Dennis, Edward M. Phillips, and Jennifer L. Trilk. "Lifestyle Medicine Education Collaborative (LMEd): “Champions of Change” Medical School Leaders Workshop." American Journal of Lifestyle Medicine 12, no. 5 (April 12, 2018): 382–86. http://dx.doi.org/10.1177/1559827618766494.

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The Lifestyle Medicine Education Collaborative (LMEd) hosted the “Champions of Change” Medical School Leaders workshop at the 2017 American College of Lifestyle Medicine annual conference. Presentations focused on the following: (1) accelerating adoption and implementation of lifestyle medicine (LM) education in medical schools through collaboration and action networks that produce positive results, (2) showcasing medical school champions and their work in LM education leadership, and (3) helping participants create a roadmap for how to engage with LMEd and implement LM education in their own medical school.

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Kaasila, Raimo, and Anneli Lauriala. "Towards a collaborative, interactionist model of teacher change." Teaching and Teacher Education 26, no. 4 (May 2010): 854–62. http://dx.doi.org/10.1016/j.tate.2009.10.023.

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van Zwanenberg, Zoë. ""Leading Change": An Approach to Developing Collaborative Leadership." International Journal of Mental Health 38, no. 1 (April 2009): 69–77. http://dx.doi.org/10.2753/imh0020-7411380106.

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Wilson, Aaron, and Mei Kuin Lai. "Leading Literacy Change Through Collaborative Analysis of Practice." Journal of Adolescent & Adult Literacy 62, no. 4 (December 26, 2018): 455–58. http://dx.doi.org/10.1002/jaal.916.

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Loftis, Elsa. "The More Things Change: The Collaborative Art Library." Collection Management 44, no. 2-4 (January 24, 2019): 324–33. http://dx.doi.org/10.1080/01462679.2018.1559116.

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Rainer, John D. "Collaborative Psychoanalysis: Anxiety, Depression, Dreams, and Personality Change." American Journal of Psychotherapy 44, no. 3 (July 1990): 450–51. http://dx.doi.org/10.1176/appi.psychotherapy.1990.44.3.450.

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CARDER, SCOTT L. "Collaborative Psychoanalysis: Anxiety, Depression, Dreams, and Personality Change." American Journal of Psychiatry 149, no. 5 (May 1992): 698—a—699. http://dx.doi.org/10.1176/ajp.149.5.698-a.

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Ivery, Jan M. "Partnerships in Transition: Managing Organizational and Collaborative Change." Journal of Human Behavior in the Social Environment 20, no. 1 (February 3, 2010): 20–37. http://dx.doi.org/10.1080/10911350903256648.

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O'Connor, Mary Katherine, and F. Ellen Netting. "Teaching Students About Collaborative Approaches to Organizational Change." Affilia 14, no. 3 (August 1999): 315–28. http://dx.doi.org/10.1177/08861099922093671.

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Quinney, Anne. "Editorial: A Time for Change and Collaborative Conversations." Practice 21, no. 2 (June 2009): 73–75. http://dx.doi.org/10.1080/09503150902875901.

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McAvoy, Doug. "The NUT's Approach: Collaborative Management for Effective Change." Management in Education 5, no. 2 (June 1991): 32–35. http://dx.doi.org/10.1177/089202069100500212.

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Barg, EdD, Rose. "Breaking down barriers: Collaborative education drives collective change." Journal of Emergency Management 2, no. 3 (July 1, 2004): 51. http://dx.doi.org/10.5055/jem.2004.0033.

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