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Relevant bibliographies by topics / Practitioner research

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Academic literature on the topic 'Practitioner research'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Practitioner research"

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donahue, michael. "Practitioner Driven Action Research…Created by a Practitioner, for Practitioners!" Muma Business Review 4 (2020): 119–21. http://dx.doi.org/10.28945/4587.

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The dissertation culminates in an artifact creation called the Practitioner Driven Action Research (PDAR) framework. It was conceptualized, refined, and field-tested during a yearlong Action Research project at the United States Special Operations Command (USSOCOM). PDAR focuses on immediate problem-solving and driving practitioners towards adopting action-driven outcomes grounded in Action Research. The framework seeks to help practitioners across USSOCOM approach organizational problem-solving more systematically and scientifically along with better integrating academic resources into the process.

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Casey, Ashley. "Practitioner research." European Physical Education Review 19, no. 1 (December 6, 2012): 76–90. http://dx.doi.org/10.1177/1356336x12465510.

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Allwright, Dick. "Practitioner research." Language Teaching Research 8, no. 3 (July 2004): 329. http://dx.doi.org/10.1191/1362168804lr141xx.

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Allwright, Dick. "Practitioner research." Language Teaching Research 9, no. 1 (January 2005): 95. http://dx.doi.org/10.1191/1362168805lr155xx.

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Allwright, Dick. "Practitioner research." Language Teaching Research 9, no. 2 (April 2005): 193. http://dx.doi.org/10.1191/1362168805lr165xx.

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Allwright, Dick. "Practitioner research." Language Teaching Research 9, no. 3 (July 2005): 319. http://dx.doi.org/10.1191/1362168805lr168oa.

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Allwright, Dick. "Practitioner research." Language Teaching Research 9, no. 4 (October 2005): 447. http://dx.doi.org/10.1191/1362168805lr177xx.

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Allwright, Dick. "Practitioner research." Language Teaching Research 10, no. 1 (January 2006): 94. http://dx.doi.org/10.1191/1362168806lr186oa.

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Allwright, Dick. "Practitioner research." Language Teaching Research 10, no. 3 (July 2006): 329. http://dx.doi.org/10.1191/1362168806lr199xx.

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Allwright, D. "Practitioner research." Language Teaching Research 10, no. 4 (October 1, 2006): 435. http://dx.doi.org/10.1191/1362168806lr205pr.

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Dissertations / Theses on the topic "Practitioner research"

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Yu, Ke. "The researcher-practitioner relationship in qualitative educational research /." Saarbrücken : VDM, Müller, 2008. http://d-nb.info/989113051/04.

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Yu, Ke. "The researcher-practitioner relationship in qualitative educational research." Saarbrücken VDM Verlag Dr. Müller, 2004. http://d-nb.info/989113051/04.

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Yu, Ke. "Investigating the researcher-practitioner relationship." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10222008-162916.

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Wilkins, Raphael. "Practitioner research and perceptions of school leadership." Thesis, University of Lincoln, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400849.

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Wei, Yi-Chun Sherri. "Understanding students' learner autonomy through practitioner research." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/38507/.

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This thesis reports on practitioner research I conducted over two semesters teaching online listening courses to three different groups of students in Fu-Jen Catholic University in Taiwan. Instead of a typical three-cycle Action Research model starting with a specific target area to improve, I adopted a more flexible exploratory approach allowing a longer evaluative phase before deciding on a focal area. Originally, my interest was to investigate how CSCL (Computer Supported Collaborative Learning) could help students in counteracting the relative isolation of online learning. However, after the first phase, I directed my attention more to the role of reflection as students neglected the online interactions and preferred communicating their ideas with me through reflective accounts and listening diaries. My research questions focused on three areas: the roles of collaboration and reflection, the online modality and issues related to researching learner autonomy. With the aim of exploring development over time, I gathered three kinds of data: pedagogically motivated data including online interactions and student assignments (listening diaries, reflective accounts); additional student interview and evaluation data; my fieldnotes and observation data documenting how I managed the three courses. Therefore, all the data collected was textual and qualitative in nature. Different approaches to data analysis were applied to different datasets. Grounded theory was applied to the interview data to allow themes and codes to emerge, whereas I-statement analysis and some predetermined coding categories were applied to the diaries and reflective accounts. The findings are structured according to the three areas of investigation. First of all, regarding collaboration and reflection, the success/failure of collaborative tasks depends greatly on task design configuration, while diarykeeping indeed serves as an effective pedagogical tool to raise students’ awareness of their learning processes and heighten their sense of ownership. Based on this understanding, teachers can create a space for reflection by marking regular opportunities for reflection and offering guiding questions. Secondly, regarding the online modality, the success of the online interactions contributed to students’ sense of ownership, which is closely related to their perception of what a listening course should be like and their identity as college students. Lastly, regarding issues related to researching learner autonomy, combining both Action Research and Exploratory Practice principles is beneficial to ensure that the teacher-researcher does not impose the research agenda onto learners. When data elicitation tools and data analysis techniques are also pedagogically motivated, the findings can authentically represent the picture of students’ learning. In viewing the development of learner autonomy as a learning process, considering cognitive, affective and behavioural domains can help us to understand learners’ perceptions and metacognitive strategies which are not easily observable from their learning behaviours. Furthermore, the data reveals that motivation and strategies interplay with learner autonomy throughout the process of learning.

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Greaves, Mary. "Practitioner research : a journey in optimistic disappointment?" Thesis, Manchester Metropolitan University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533144.

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Reeves, Toni Leanne, and not supplied. "Developing a voice as a practitioner researcher." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070209.122550.

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Dawson, Susan. "The language learning lives of English for Academic Purposes learners : from puzzlement to understanding and beyond in inclusive practitioner research." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-language-learning-lives-of-english-for-academic-purposes-learners-from-puzzlement-to-understanding-and-beyond-in-inclusive-practitioner-research(418c57a7-bff4-4d92-8149-1a2fb60dd44d).html.

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This thesis considers the different forms of knowledge and ways of knowing generated through the processes and products of practitioner research from an Aristotelian relational perspective. I adopt the term 'gnoseology', which encompasses many different knowledge types, rather than the narrower, yet more commonly used term 'epistemology', and detail the development of a gnoseology framework. I use this framework to examine the understandings generated by a group of international postgraduate learners on a 10-week, intensive English for Academic Purposes course at a private UK institution as they explore the things that puzzle them about their language learning lives. Their explorations are grounded in the principles of Exploratory Practice (EP), a form of practitioner research that proposes learners themselves be viewed as 'key developing practitioners' alongside the teacher. The principles of EP also inform both my research methodology and my approach to classroom pedagogy for the purposes of this study, and the data used is generated naturalistically through the daily activity of the classroom. The thesis offers an account of both the processes and products of the learners' explorations, highlighting some of the potential benefits and tensions that surface as learners engage in exploring their language learning puzzles. It discusses the possibilities of viewing learners as 'key developing practitioners' for the learners themselves, teachers and the academy. Using my gnoseology framework I explore the emergent and developing understandings of the learners that arise through this work as they develop their praxis. I conclude that in contrast to the traditional separation of knowledge types into scientific (episteme), craft (techne) and practical wisdom (phronesis), my data shows these different forms and ways of knowing are multifaceted, interrelated and often operate simultaneously. I suggest that my gnoseology framework is the principle contribution of this thesis as it provides a potentially new way of examining and understanding the nature of, and relationships between, the different forms and ways of knowing produced through practitioner research. I also relate these developing and emerging learner understandings to the principled framework of EP, offering suggestions for its development, with particular regard to issues of relevance, learner expectations, and the processes of puzzling and puzzlement. This critique of EP is also a key contribution of this thesis.

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Goodall, Deborah Lynne. "Research activities in public libraries." Thesis, Northumbria University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367475.

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This thesis focuses on the relationship between public libraries, that is, those library services provided by local authorities under the 1964 Public Libraries and Museums Act for use by the general public, and research conducted in such services by professional library staff - 'practitioner-researchers'- within the local government context. The aims of the study are: • To examine the relationships between local authorities, public library services, and research activities. • To review and evaluate contemporary research activities in public library services carried out by practitioner-researchers. • To identify and investigate the use of particular research methods and techniques used by practitioner-researchers. • To analyse, and provide a clear understanding of, limitations in current practice. Chapter One introduces the study and states the parameters and constraints of the research. The time period covered by this thesis is from the 1964 Public Libraries and Museums Act until April 1998. Chapter Two argues that as local government moves from a traditional model of service provision to a model of activities in support of strategic policy objectives, more attention will need to be given to 'deep' research in order to address cross-cutting issues. Chapter Three reviews the public library research scene from three perspectives, historical, thematic and current, and demonstrates the emergence of a more coherent approach with co-ordination and funding at a national level. It also shows that research methods remain undeveloped in the public library service as a whole. Research activity is largely confined to simpler issues of service development and does not extend to research addressing the impact of the service. Chapter Four outlines and explains the methodology used for the fieldwork. It demonstrates the rigour incorporated in the naturalistic inquiry approach, verifies the sample, and describes the process of data analysis. Chapter Five examines current practice in public library services through a series of twenty interviews with Chief Librarians. An overview of the findings is followed by a more detailed analysis which draws from the qualitative data. The analysis is set in context, making links with the earlier literature reviews. The closing section broadens the discussion to consider the influence of research on policy. Chapter Six synthesises the themes of the thesis. A description of the new agenda, and an analysis of its implications for research and organisational structures, enables a reconsideration of the rationale for research in local government. It is argued that simply demonstrating the relevance of the service is not enough; the real contribution of research must be in terms of policy development. Approaches to research, and in particular research methods, are reviewed to assess their suitability and a way forward is identified.

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Williamson, Graham Richard. "Developing lecturer practitioner roles in nursing using action research." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/414.

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The lecturer practitioner role in nursing is widely seen as offering hope for the future of nurse education, by overcoming the 'theory-practice gap', and establishing and maintaining effective links at many different levels between education and practice. It is clear, however, that there are a number of issues of concern about the role. These can be summarised as: lack of role clarity about overcoming the theory-practice gap; varying conceptions of the role and unclear job descriptions; and role conflicts and overload, from the conflicting demands of service and education settings Despite current political support for strengthening the links between higher education institutions and practice settings, a new governmental emphasis on the support of students in practice, and a growing in-depth evaluative literature about the role, there is no research examining its systematic development, or measuring and addressing aspects of lecturer practitioners' occupational stress and burnout. Initial project planning work found that lecturer practitioners perceived themselves as 'adding value' to education provision, with personal and professional gains for postholders. However, their key concerns were: absence of role clarity; absence of effective joint review/appraisal;a bsenceo f formal support In, order to develop and address aspects of lecturer practitioners' work roles and their employment position, this action research project was established. Using a spiral methodological framework, and a multi-methods approach to data collection to triangulate the findings, new knowledge about lecturer practitioner roles was uncovered, and employment practices were developed as a result. The project established three new mechanisms, and these outcomes can be summarised as: joint appraisal policies and materials; orientation/induction policies and materials; group support network. In addition, previously validated measures of occupational stress and burnout were used to meas. ure those conceptsi n this group of lecturer practitioners, and the impact of the project. They were found to be generally no more stressed or burnt out than comparable workers, and the project was unable to demonstrate statistically significant differences in beforeand after-scores. Synthesis of quantitative and qualitative findings indicates that these LPs were 'thriving rather than just surviving'.

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Books on the topic "Practitioner research"

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Edwards, Anne. Practitioner research. Lancaster: S.Martin's College, 1990.

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Practitioner research in counselling. London: Sage Publications, 1999.

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Reed, Jan, and Sue Procter, eds. Practitioner Research in Health Care. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-6627-8.

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Facilitating practitioner research: Developing transformational partnerships. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Bourner, Tom. Practitioner centred research and the PhD. Salford: University of Salford. Revans Institute for Action Learning and Research, 2002.

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1950-, Petch Alison, ed. Practitioner research: The reflexive social worker. Buckingham [England]: Open University Press, 1995.

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Bondi, Liz, and Judith Fewell. Practitioner Research in Counselling and Psychotherapy. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-39031-8.

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Chambers, Clark Carolyn, ed. Wellness practitioner: Concepts, research, and strategies. 2nd ed. New York, N.Y: Springer Pub. Co., 1996.

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Rosemary, Webb, ed. Practitioner research in the primary school. London: Falmer Press, 1990.

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Practitioners leading research: A report of action research projects from the NRDC Practitioner-led Research Initiative (PLRI). London: National Research and Development Centre for Adult Literacy and Numeracy, 2007.

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Book chapters on the topic "Practitioner research"

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Pairon, Lukas. "Practitioner Research." In Music Saved Them, They Say, 16–51. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003024736-3.

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Reed, Jan. "Practitioner knowledge in practitioner research." In Practitioner Research in Health Care, 46–61. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-6627-8_3.

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Shaw, Ian, and Neil Lunt. "Navigating Practitioner Research." In Research and Social Work in Time and Place, 29–45. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003306740-4.

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Shaw, Ian, and Neil Lunt. "Constructing Practitioner Research." In Research and Social Work in Time and Place, 46–63. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003306740-5.

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Nelson, Robin. "From Practitioner to Practitioner-Researcher." In Practice as Research in the Arts, 23–47. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137282910_2.

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Pitt, Ian, and Alistair Edwards. "Background and Previous Research." In Practitioner Series, 13–32. London: Springer London, 2003. http://dx.doi.org/10.1007/978-1-4471-0093-5_2.

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Vear, Craig. "Practitioner voices." In The Routledge International Handbook of Practice-Based Research, 603–6. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429324154-44.

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Reed, Jan, and Sue Procter. "Practitioner research in context." In Practitioner Research in Health Care, 3–31. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-6627-8_1.

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Cusick, Anne. "The Research Sensitive Practitioner." In Professional Practice in Health, Education and the Creative Arts, 125–35. Oxford, UK: Blackwell Science Ltd, 2008. http://dx.doi.org/10.1002/9780470690659.ch10.

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Fillery-Travis, Annette, and Sarah Corrie. "Research and the practitioner." In Handbook of Coaching Psychology, 68–79. 2nd Edition. | New York : Routledge, 2018. | Revised edition of Handbook of coaching psychology, 2007.: Routledge, 2018. http://dx.doi.org/10.4324/9781315820217-7.

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Conference papers on the topic "Practitioner research"

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Blackman, Horatio. "Practitioner Perspectives and Assumptions About Research." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689826.

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Roschuni, Celeste, Julia Kramer, and Alice Agogino. "Design Talking: How Design Practitioners Talk About Design Research Methods." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47843.

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To support the development of TheDesignExchange — a portal to a comprehensive set of design methods applicable to a range of disciplines — we hosted a series of workshops with design students, educators and practitioners. In this paper, we summarize insights gained from the three practitioner workshops associated with early stage design methods used to: Research, Analyze and Communicate. We contrast the practitioner feedback with insights from previous workshops with design students and educators. We also discuss implications for enhancing professional skills and industry practice into design education.

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Feng, Mingyu, Andrew E. Krumm, Alex J. Bowers, and Timothy Podkul. "Elaborating data intensive research methods through researcher-practitioner partnerships." In LAK '16: 6th International Conference on Learning Analytics and Knowledge. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2883851.2883908.

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Hodges, Leslie. "A Practitioner Perspective on Research-Practice Partnerships." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585466.

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Steinbach, Theresa, and Linda Knight. "The Relevance of Information Systems Research: Informing the IS Practitioner Community; Informing Ourselves." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3031.

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Discussion of the relevance of Information Systems research to the practitioner community began in the 1990s. Though the issue has faded from top-tier journals, the problem remains. This article provides the first comprehensive consideration of the major papers relating to IS research relevance. It also recognizes that the problem of relevance is not one that is likely to be solved at the global IS level, or even the university level. Rather, the relevance of IS research ultimately will be determined by each individual researcher. To facilitate individual researchers’ progress in moving toward greater relevance, this research provides a concise plan of specific actions that are within the control of each individual IS researcher. These actions involve both how researchers attempt to inform the practitioner community about their work, and how researchers inform themselves about the concerns of practitioners. Several specific actions for improving the relevance of individual research are detailed.

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Finch, Maida. "Complexities of Practitioner Research: Seeking Hallmarks of Quality." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1890017.

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Hovde, Marjorie Rush. "Preparing technical communication students for workplace practitioner research." In 2017 IEEE International Professional Communication Conference (ProComm). IEEE, 2017. http://dx.doi.org/10.1109/ipcc.2017.8013949.

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Wang, Na, and Jinguo Wang. "The Training of General Practitioner in China." In 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceemr-17.2017.21.

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Tallon, Rachel, and Joey Domdom. "Navigating Tensions in the Secular Workplace by Christians in the Social Services: Findings from an Aotearoa New Zealand Study." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205015.

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The social services are a value-laden field of employment as work involves frequent ethical decision-making around issues that relate to values, such as end of life, sexuality and so forth. Tensions can exist between individual practitioners, their employment agency and society, concerning ethics and values. This paper presents partial findings from a qualitative study that explored the tensions or issues faced by 16 Christian social-service practitioners working in non-faith-based settings by asking the question, “What tensions do Christian practitioners face in secular organisations?” In particular, we present themes from the findings that show utilisation of Indigenous cultural and/or spiritual practices to strengthen faith and work. The context is Aotearoa New Zealand, where there are unique relationships between religions (both from colonial settlers and Indigenous people), spirituality, secularism and the provision of social services. How these various aspects intersect and affect the Christian practitioner was of interest to this study. This paper may contribute to further research concerning the use of Indigenous practices in modern social services and healthcare.

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Schneider, I., M. Mädler, C. Clos, and J. Lang. "80 Psychological risk assessment – bridging the research-practitioner gap." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.1747.

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Reports on the topic "Practitioner research"

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Lämmli, Dominique. Review of Marquard Smith (ed.), "Research: Practitioner, Curator, Educator". Jar-online.net, July 2020. http://dx.doi.org/10.22501/jarnet.0028.

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Pautz Stephenson, Stefani, Rebecca Banks, and Deblina Pakhira. Practitioners at the Center: Catalyzing Research on Problems of Practice in Realistic Settings. Digital Promise, December 2022. http://dx.doi.org/10.51388/20.500.12265/164.

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SEERNet’s goal is to enable alignment of research on digital learning platforms to the Institute of Education Sciences’ Standards for Excellence in Education Research (SEER) and thereby make research more rigorous, transparent, actionable, inclusive, and focused on consequential impacts. While researchers have long aspired to study problems of value to the field, the conception of research questions rarely is in partnership with practitioners. Without voices from the field, researchers do not have the deep understanding of educator, student, and system needs that are essential for ensuring research will impact decision-making. This paper will discuss a national call for involving practitioners in research question design, strategies for partnerships with practitioners, and SEERNet’s guiding principles for practitioner engagement. It will also introduce how needs and research question ideas were developed through SEERNet’s Office Hours.

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Pautz Stephenson, Stefani, Rebecca Banks, and Merijke Coenraad. Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future. Digital Promise, June 2022. http://dx.doi.org/10.51388/20.500.12265/158.

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A new participatory research model, Research-Practice-Industry Partnerships (RPIP), presents a unique value proposition. Design processes have typically placed professional designers, not the end users, at the center of the work. RPIPs create an intentional feedback loop that transforms the knowledge, action, or goals of all involved parties (Baker et al., 2022). RPIP aims to create better designs for scalable technologies that both meet the needs of educators and incorporate research from the learning sciences. This yields a product more likely to be used, used appropriately, and have the desired impact for learners. Digital Promise partnered with edtech startup Merlyn Mind and the University of California, Irvine (UCI) in an RPIP. This white paper describes our engagement and suggests that this model can yield positive impacts and new learning for all participants. Surveys and interviews with participants showed that engagement was mutually valued among all parties, practitioners learned more about AI and edtech in general, and Merlyn Mind staff learned more about working with schools and educators. Practitioners also benefited from the networking and collaboration that participation in the RPIP brought and felt it helped them grow professionally.

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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.

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Willis, Larkin, Aneesha Badrinarayan, and Monica Martinez. Quality criteria for systems of performance assessment for school, district, and network leaders. Learning Policy Institute, November 2022. http://dx.doi.org/10.54300/439.730.

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The Quality Criteria for Systems of Performance Assessment capture a set of research-based expectations for what it takes to support high-quality performance assessment systems within k–12 schools, districts, and networks. The Quality Criteria are based on a review of relevant literature and have been vetted by a panel of academic scholars and practitioner-experts.

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Nassar, Sylvia C., and Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.

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Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.

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Lawrence, Sara, Michael Q. Hogan, and Elizabeth Brown. Planning for an Innovation District: Questions for Practitioners to Consider. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0059.1902.

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Innovation districts are physical spaces that serve to strengthen the foundations and institutions of an innovation ecosystem. The design, implementation, and management of formalized innovation districts is a new practice area. Research draws upon the experience of concentrated areas of innovation that occurred organically, such as Boston’s Route 128, as well as intentional projects to bring together innovators in large science and technology parks, such as North Carolina’s Research Triangle Park. Existing research focuses on how to define and design innovation districts and evaluate their impact, as well as general policy considerations. In this paper, we review the definitions and benefits of an innovation district, reviewing the existing empirical research on their impacts. We then propose a series of questions to guide practitioners in addressing the economic, physical, social, and governance elements of an innovation district. Finally, we outline some of the challenges in creating an innovation district and ways to measure progress, to allow practitioners to get ahead of potential issues in the future. This paper is intended to help policymakers and practitioners working in innovation and economic development translate the concepts of innovation ecosystems into actionable next steps for planning innovation districts in their communities.

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Kemoklidze, Nino. The Humanitarian Coordination Architecture: Towards a New Hybrid Approach? Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/k4d.2022.061.

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Humanitarian coordination as an area of scholarly research has grown exponentially over the past decade and can be considered “a well-established and mature topic” now (Jahre and Jensen, 2021, 586).The global humanitarian coordination architecture seems to have more backing in terms of resources and support as well as knowledge and experience, than ever before. Despite this, on the ground, the humanitarian relief system continues to face challenges in the increasingly difficult operating environments whether it is protracted conflicts or other emergency situations causing mass displacement of populations (Healy and Tiller, 2014, p.4). This rapid review explores the following questions: how (if at all), has the current system adapted to these highly restricted operating environments? More specifically, is the current cluster system still relevant in such cases or can it be adapted for better use? And is there evidence to support that area-based approaches might be better suited to conduct adequate humanitarian coordination and planning? The evidence gathered in this report is based on a mixture of academic, policy, and practitioner-based literature.

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Venkateswaran, Nitya, Jay Feldman, Stephanie Hawkins, Megan A. Lewis, Janelle Armstrong-Brown, Megan Comfort, Ashley Lowe, and Daniela Pineda. Bringing an Equity-Centered Framework to Research: Transforming the Researcher, Research Content, and Practice of Research. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0085.2301.

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Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International’s framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.

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Haider, Huma. Humanitarian Access Issues Linked to Peace Processes: Advantages, Disadvantages and Examples. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/k4d.2022.057.

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Political mediators and humanitarian negotiators both seek to stabilise a conflict situation. However, the goal of political mediators is to build a political consensus to address the causes of the conflict, while the goal of humanitarian negotiators is to address the immediate humanitarian consequences: specifically access to aid and protection of vulnerable populations. This report provides a general overview of potential advantages, disadvantages, risks and challenges of linking humanitarian issues to ceasefires and peace processes, based on a range of academic and practitioner literature. This is followed by a case study of Syria, where there is some emergent academic literature that looks at the incorporation of humanitarian access issues in ceasefires and peace processes—and outcomes for civilians, in terms of protection and access to aid. It also takes a brief look at civilian monitoring and recent humanitarian ceasefires in the case of the COVID-19 pandemic. Examples and evidence of humanitarian issues linked to ceasefires and peace processes—and the impacts on protection of civilians and humanitarian access—is extremely sparse. This is stated in the literature itself, which covers varying aspects of this research.

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