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One of the tasks required of most statistics researchers and academic faculty is to publish their innovative ideas in the peer‐reviewed literature. In this paper, we provide guidance about the different stages of the process as experienced authors and offer advice from those who hold the decision about the success or failure of these papers, namely the editors of applied statistics journals. The paper is organized into four sections focusing on the different stages of publishing: (1) Planning what to write about, where to submit and how to organize the paper; (2) The process of writing the paper; (3) Interpreting and responding to peer‐reviews from the journal editors and referees to prepare for resubmission; and (4) General comments about the publication process, including collaboration and mentoring. Each section starts with fundamentals provided by the moderators (C.A.C. and L.L.) on key aspects to consider on each topic and then is followed with discussion from some current and past editors of impactful journals in the field of applied statistics. Our hope is that this collection of insights may help accelerate learning about the process for young researchers and help all researchers to understand some of the important often‐unspoken aspects of the process. [ABSTRACT FROM AUTHOR]

The complexity of industrial challenges is emerging together with the exponentially developing information and communication technologies (ICT) that provide several implementation approaches for systems engineering. It is difficult for a single company to follow technological development and remain a pioneer in every topic. Still, the industrial challenges require experts in each technology. Therefore, collaboration among technology providers is an opportunity to gather all resources and competences needed for full delivery. A joint offering (JO) is a solution, that is, co‐created in collaboration between two or more actors that usually have complementary technological skills or value‐creation logics. A JO has several doubts relating to the use case (UC) in hand, the feasibility of the joint solution to be co‐created, the resources and skills needed to deliver the joint solution, the partners, the business value creation, the elements of the contract and the ownership of the outcome, just to mention a few. The Joint Offering Evaluation Framework (JOEF) uncovers these issues and supports decision‐making before the development of a JO starts. The JOEF comprises the Joint Offering Playbook and the Business Value Toolset (BVT). The Playbook offers seven viewpoints with checklists and tools for IT solution providers considering collaboration and co‐creation for a solution that they cannot deliver or sell alone. The BVT evaluates and illustrates the business value of a JO from the viewpoints of both creation and delivery, together with value capture and assessment. The JOEF was piloted with a digital twin (DT) UC from the pulp and paper industry. [ABSTRACT FROM AUTHOR]

As the field of ecology evolves, analyses synthesizing trends in key topics addressed over the decades can provide historical context for the development of novel theories and methods, identify "hot topics" over time, and guide future research directions. Such syntheses in a field that aims to diversify can also help quantify efforts to increase representation and authorship by underrepresented groups in STEM. To identify hot topics in ecology, we analyzed key themes in the top‐cited ecology papers in three two‐decade timeframes spanning 1960–2019. We also analyzed authorship trends (gender identity and nationality) in the top‐cited papers. We documented a shift from descriptive studies in single biological systems in the 1960–1970, to more synthesis‐based papers and studies discussing human impacts on the environment in the 1980–1990, while the 2000s were dominated by novel quantitative and macroecological approaches. The top‐cited papers were overwhelmingly from the United States and Europe, highlighting the need to make studies from across the globe more visible and accessible in the ecological literature. Finally, we detected a trend for more papers led by women authors, but a decline in papers with women last authors, indicating a need to retain women in leadership positions. Overall, our hot topics analysis highlights the expanding breadth and quantitative nature of ecology, but illustrates barriers to diversity in the perspectives represented in the top‐cited papers. [ABSTRACT FROM AUTHOR]

We have entered a paradigm-changing era in the way chemists innovate. Many fields, such as automotive engineering and particle physics, rely today on accurate simulation before experimentation. In recent years, chemistry has entered a new phase of chemical solution design powered by a rich set of physics-based and augmented intelligence capabilities. This talk will present select case studies illustrating some of our latest physics-based simulation technology for developing and optimizing OLED materials. We will also introduce an enterprise informatics platform (LiveDesignTM) focused on chemical discovery, enabling multidisciplinary teams to amplify their development cycle with collaboration on a global scale. [ABSTRACT FROM AUTHOR]

Collaboration is strongly promoted as an effective means for cities to respond to climate change. While collaboration is perceived to offer opportunities to progress climate action in cities, little is known about how collaboration can enable low‐carbon transformation in practice. Furthermore, while collaboration is largely framed as a positive endeavour, there is a need to more carefully explore the challenges and barriers that may arise. This paper explores the aims, processes, and outcomes of collaboration within urban climate governance. Drawing on a policy review and semi‐structured interviews, we present empirical findings from the case study of Hong Kong. This paper identifies three types of collaboration that are structured by regulations, oriented to policy goals, and emerge as everyday practices within the governance of climate change and the energy system. The forms of collaboration challenge the assumptions that collaboration always brings positive outcomes in mobilising action for climate change. While collaboration opens up different modes of governance within cities, the paper highlights significant barriers in terms of the diverse roles of actors, ongoing power imbalances, and shifting governance spaces for intervention. Given the prevailing interest in working together, it is critical to review carefully how collaboration facilitates cities to achieve their climate goals and create momentum for action. The paper explores the opportunities and challenges of collaborative climate governance. It draws on a case study of Hong Kong and identifies three modes of collaborative climate and energy governance: regulatory, consensual, and participatory. The paper challenges the assumption that collaboration brings positive outcomes for action on climate change and offers new insights into potential barriers for climate action in cities. [ABSTRACT FROM AUTHOR]

Introduction Objective Design Findings Discussion Conclusions Disparities in the health of Indigenous people and in the health of rural populations are well described. University Departments of Rural Health (UDRHs) in Australia are federally funded under a program to address ongoing challenges with health workforce distribution for rural and remote areas. They have a significant role in research in regional, rural and remote areas, including research related to Indigenous health. However, a comprehensive analysis of their contributions to original Indigenous health related to Indigenous health is lacking.This study examines the contributions of UDRHs to Indigenous issues through analysis of publications of UDRHs focused on Indigenous health during the period 2010–2021.This paper examines a database of UDRH Indigenous‐related publications from 2010 to 2021.A total of 493 publications to which UDRHs contributed were analysed, including 354 original research articles. Health services research was the most common category, followed by epidemiology and papers exploring Indigenous culture and health. While health services research substantially increased over the period, the numbers of original research papers specifically focused on Indigenous workforce issues, whether related to Indigenous people, students or existing workforce was relatively small.This broad overview shows the nature and trends in Indigenous health research by UDRHs and makes evident a substantial contribution to Indigenous health research, reflecting their commitment to improving the health and well‐being of Indigenous communities.The analysis can help direct future efforts, and future analyses should delve deeper into the impact of this research and further engage Indigenous researchers. [ABSTRACT FROM AUTHOR]

Creating effective teamwork between humans and robots involves not only addressing their performance as a team but also sustaining the quality and sense of unity among teammates, also known as cohesion. This paper explores the research problem of: how can we endow robotic teammates with social capabilities to improve the cohesive alliance with humans? By defining the concept of a human–robot cohesive alliance in the light of the multidimensional construct of cohesion from the social sciences, we propose to address this problem through the idea of multifaceted human–robot cohesion. We present our preliminary effort from previous works to examine each of the five dimensions of cohesion: social, collective, emotional, structural, and task. We finish the paper with a discussion on how human–robot cohesion contributes to the key questions and ongoing challenges of creating robotic teammates. Overall, cohesion in human–robot teams might be a key factor to propel team performance and it should be considered in the design, development, and evaluation of robotic teammates. This paper defines the concept of a human–robot cohesive alliance in light of the multidimensional construct of cohesion from the social sciences, i.e. social, collective, emotional, structural and task. It proposes a new framework to design, develop and evaluate robotic teammates with social capabilities to improve the cohesive alliance with humans. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusion PLAIN LANGUAGE SUMMARY In childhood intervention, parent–therapist collaboration is central to the family‐centred approach. Despite long‐standing discussion in occupational therapy literature, the field faces challenges, including inconsistent terminology and difficulties in translating theory into practice. This paper represents the first part of a comprehensive scoping review study aimed at developing foundational concepts for collaborative practices with parents in occupational therapy for children. Therefore, this paper focusses on mapping existing practices, types, and approaches articulated in the literature.We searched English‐language sources published worldwide from 1998 to 2022 discussing collaborative practices with parents in occupational therapy for children aged 0–10 with any diagnosis, including multidisciplinary practices. Seven databases were searched. Data from peer‐reviewed indexed literature, theses and dissertations, and book chapters were extracted and analysed through basic numerical and descriptive analyses before being synthesised into similar categories. The Joanna Briggs Institute Manual and the Preferred Reporting Items for Systematic reviews and Meta‐Analysis—extension for Scoping Reviews were used.The scoping review yielded 299 papers. Parent–therapist collaboration was prominent in clinics, family homes, schools, and hospitals, particularly during therapy implementation, goal setting, and planning. Most reported practice types included ‘interventions with parent engagement’, ‘parent‐directed interventions’, and ‘parent education’. ‘Family‐centred’, ‘occupational‐focussed’, and ‘client–therapist collaborative’ approaches were frequently mentioned. There were inconsistencies in the terms used to describe collaborative practice characteristics.Over the past 24 years, the collaborative practice literature has expanded and evolved, with parent–therapist collaboration observed across various occupational therapy settings. Inconsistencies in this collaboration across different therapeutic stages were revealed, which could impact intervention success and sustainability. Further research is needed to explore parent–therapist collaboration mechanisms within and across stages. This scoping review also underscores the need for a common framework to guide practice and research.This literature review explores how occupational therapists and parents work together in childhood intervention. Collaboration is essential for understanding and meeting children's needs within their family and community settings. However, occupational therapists and parents face challenges in applying family‐centred practices and using a common language to bridge theory with practice. To address these challenges, we examined 299 papers published between 1998 and 2022 to understand how collaborative practices with parents have been described in the literature. Our review revealed that therapists and parents collaborate across various settings, such as clinics, schools, homes, and hospitals, mainly during therapy sessions, goal setting, and planning interventions. Collaborative practices take different forms. For instance, therapists often encourage parents to actively engage and take the lead in therapy, requiring therapists to recognise and respect parents' priorities and learning preferences. They often develop strategies together to support the child within family routines. While we found several studies on therapist–parent collaboration, the review outlined inconsistencies in how this practice was described and applied, which could affect its success. Therefore, more research is needed to understand the best ways in which collaboration can occur at each stage of therapy. The need for a core guideline for collaborative practice with parents in occupational therapy was also observed. While therapist–parent collaboration is used in occupational therapy for children, there is a clear need to minimise inconsistencies and gaps found in the literature, as well as to ensure a common language to promote intervention quality and success. [ABSTRACT FROM AUTHOR]

Background: Informal care features high on the policy agenda of many countries to deal with workforce shortages. As a consequence, care provision increasingly takes place in the care triad of care recipients, informal caregivers and care professionals. How collaboration between care partners takes shape depends on how the different partners perceive this collaboration. This paper aims to investigate the relative importance of the different aspects of collaboration from the perspectives of care recipients, informal caregivers and care professionals in the context of the care for older persons in The Netherlands. Methods: Using Q‐methodology, 32 participants ranked 28 statements that reflect different aspects of collaboration in the care triad and explained their ranking during a follow‐up interview. Participants comprised 9 older persons, 10 informal caregivers and 13 care professionals. Data were analysed using by‐person factor analysis to identify common patterns in the rankings of the statements. Emerging patterns were interpreted and described as views on collaboration using aggregated rankings and qualitative data from the interviews. Results: Five distinct views on collaboration were found: (1) Emphasizing warm collaboration, (2) trusting care professional's expertise, (3) open and compassionate care professionals, (4) responsive decision‐making by autonomous care professionals and (5) prioritizing care recipient's and informal caregiver's interests. Care recipients and/or informal caregivers were associated with views 1, 3 and, 5, whereas care professionals were associated with all five views. Conclusions: Our study highlights the importance of recognizing the potential diversity of views between and within different partner groups in care triads. Governmental and organizational policy makers, as well as healthcare professionals who aim to increase or support the involvement of informal caregivers, should take this heterogeneity into consideration. Patient or Public Contribution: An advisory board of older persons (care recipients and informal caregivers) was involved in the recruitment of the participants, the formulation of the statements and the reflection on the findings of the study and potential implications. [ABSTRACT FROM AUTHOR]

This paper aims to improve knowledge about the main factors influencing firm environmental commitment, by examining empirically the relationship between public support for R&D for small and medium enterprises (SMEs) and their investment in environmental protection. The empirical analysis was developed using a sample of 1594 Spanish firms, and a binary logistic regression to evaluate the existence of dependency relationships between the analyzed variables. The results show that those companies receiving direct funding from local public entities and those collaborating with research centers and universities, invest more in environmental actions to protect the natural ecosystem. The paper contributes to the academic literature by analyzing the main factors that influence the SMEs environmental commitment. Moreover, showing practitioners and policy makers the effectiveness of different types of financial support depending on the origin of the funds and the form of action taken; showing managers the advantages of collaborating with public administrations, as well as with other research organizations, to obtain better ECSR results. [ABSTRACT FROM AUTHOR]

Problem: An important aspect of the work that takes place in and across our Aboriginal Health and Ageing research group is about building partnerships between Aboriginal and Torres Strait Islander peoples and non‐Indigenous people. Partnerships are created between colleagues and co‐researchers as well as with community Elders, Aboriginal community‐controlled organisations, community groups and associations and individuals. Setting: To fully realise this has required an introspective look at the way we function as a team of Aboriginal researchers and non‐Indigenous researchers working together. It has challenged us to explore and determine our shared visions and shared outcomes and to develop strong, enduring and authentic partnerships by putting culture at the centre of everything we do. Key measures for improvement: This wisdom‐led approach has fostered the development of a shared narrative about research WITH Aboriginal and Torres Strait Islander communities and a shared language of research collaboration. Strategies and effects of change: This paper aims to provide an opportunity to reflect on the key elements of co‐design which have underpinned our work together across cultures both within team and within community. Lessons learnt This paper will provide lived examples of the co‐design and co‐creation process utilised by our team in working with community. It will further share a model which underpins these experiences. It provides a framework to refer to and reflect upon, which commits to working with shared respect, shared meaning, shared knowledge and an enriched experience of collaboratively working and walking and learning together. [ABSTRACT FROM AUTHOR]

This is Paper 1 in a 27‐paper series on the history of the development of the Woodward‐Hoffmann rules, also known as the Principle of Conservation of Orbital Symmetry. In addition to presenting an outline of this series, this manuscript provides a short overview of the chemical problem eventually solved by the Woodward‐Hoffmann rules. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results Discussion Conclusion Stakeholders working on the COVID‐19 pandemic response needed access to evidence, requiring a systematic approach to identify and disseminate relevant research.Outline the stages of development of a COVID‐19 Literature Digest; demonstrate the impact the Digest had on decision‐making and knowledge gain; identify the lessons learned.A standardised process was developed to identify and select papers. The main sources for content were PubMed, bioRxiv and medRxiv. A shared EndNote library was used to deduplicate and organise papers. Three user surveys obtained feedback from subscribers to determine if the Digest remained valuable, and explore the benefits to individuals.40–60 papers were summarised each week. 211 Digests were produced from March 2020 to March 2022, with around 10,000 papers included altogether. Survey results suggest benefits of the Digest were gaining new knowledge, saving time and contributing to evidence‐based decision making.Digest procedures constantly evolved and were adapted in response to survey feedback. Lessons identified: learn from failure, communication is key, measure your impact, work collaboratively, reflect and be flexible.The Digest was successfully produced within the limits of available resource. The learning from this Digest will inform evidence monitoring, selection and dissemination for future health crises. [ABSTRACT FROM AUTHOR]

In this paper, we explore a concept of exercise design within emergency management competence development. The paper presents recommendations for exercise design aspects that may be suitable for gaining collaboration skills and knowledge that responders need in unknown events of high complexity. This study explores the practice of tabletop exercises with complex scenarios that engage participants to discover organizational roles and responsibility division in collaborative action. Empirically, we base our analysis on maritime search and rescue nuclear preparedness exercises in the Arctic seas. We focus on elements that are essential for learners to increase their knowledge of operational complexity and collaborative performance, including understanding one's own and others' roles and responsibilities, formation of interagency teams, their boundaries and interaction between authorities and levels, mutual recognition of risks and learning about resource capacities and their limitations. The study draws conclusions on aspects that are critical for designing emergency management tabletop exercises, in particularly discussions in mixed groups for interpretative learning; own practice reflection for integrative learning; formulating general collaborative competence objectives, and complexity and realism of scenarios. [ABSTRACT FROM AUTHOR]

This special section, titled "From the Field to the Screen: Reflexivity and collaboration in Visual and Multimodal Contemporary Practices," presents a collection of papers that explore the challenges, opportunities, and ethical considerations inherent in reflexive and collaborative practices within ethnographic visual and multimodal research. Drawing from diverse methodologies and approaches, the papers delve into topics such as autobiographical storytelling, virtual reality, sensory experiences, and archival‐based filmmaking. Through critical reflections and case studies, the section aims to provoke dialogue and reflection on the complex intersections of reflexivity and collaboration in visual anthropology. It addresses the challenges and pitfalls of producing visual and multimodal ethnographic data beyond film through a multilayered analysis that conveys ethical, aesthetic, and methodological implications. Each paper invites readers to engage with innovative methods and perspectives that complicate research processes—from design to dissemination—contributing to contemporary debates in visual and multimodal anthropology with implications for audiences beyond the discipline. [ABSTRACT FROM AUTHOR]

Socio‐ecological research collaborations between artists, natural and social scientists, and with the humanities more broadly, have increased significantly in recent years. This has been aided by increased investment by funding bodies such as UK Research and Innovation and others internationally in projects designed to encourage cross‐disciplinary partnerships.Within socio‐ecological research and beyond it, despite some success stories, there is still a lack of awareness in 'the sciences' regarding how 'the arts' undertake their own forms of enquiry into the world. Further, different terminology and language used by different disciplines can cause confusion and misunderstanding, potentially leading to a reluctance to work collaboratively.In this paper, we discuss diversity within the arts as a discipline and seek to clarify various terminologies being used in both the arts and sciences to characterise joint working in research projects.Drawing on a series of semi‐structured interviews and a workshop with artists and natural and social scientists with experience of collaboration in socio‐ecological research, we compare understandings and expectations and reflect on the implications for funding bodies, institutions, artists and scientists which are widely applicable across different research contexts. Read the free Plain Language Summary for this article on the Journal blog. Read the free Plain Language Summary for this article on the Journal blog. [ABSTRACT FROM AUTHOR]

Interdisciplinary teams are on the rise as scientists attempt to address complex environmental issues. While the benefits of team science approaches are clear, researchers often struggle with its implementation, particularly for new team members. The challenges of large projects often weigh on the most vulnerable members of a team: trainees, including undergraduate students, graduate students, and post‐doctoral researchers. Trainees on big projects have to navigate their role on the team, with learning project policies, procedures, and goals, all while also training in key scientific tasks such as co‐authoring papers. To address these challenges, we created and participated in a project‐specific, graduate‐level team science course. The purposes of this course were to: (1) introduce students to the goals of the project, (2) build trainees' understanding of how big projects operate, and (3) allow trainees to explore how their research interests dovetailed with the overall project. Additionally, trainees received training regarding: (1) diversity, equity & inclusion, (2) giving and receiving feedback, and (3) effective communication. Onboarding through the team science course cultivated psychological safety and a collaborative student community across disciplines and institutions. Thus, we recommend a team science course for onboarding students to big projects to help students establish the skills necessary for collaborative research. Project‐based team science classes can benefit student advancement, enhance the productivity of the project, and accelerate the discovery of solutions to ecological issues by building community, establishing a shared project vocabulary, and building a workforce with collaborative skills to better answer ecological research questions. [ABSTRACT FROM AUTHOR]

Background: Collaboration between therapists and parents of children with developmental disabilities is a key element of family‐centred care. In practice, collaboration appears to be challenging for both parents and therapists. This systematic review aims to make explicit how therapists can optimise their collaboration with parents of young children with developmental disabilities, according to the perspectives of parents and therapists. Methods: A systematic review was conducted using the following databases: Medline (PubMed), CINAHL (OVID) and PsychINFO (OVID). Those papers were selected, which focused on collaboration using a two‐way interaction between therapists and parents, exploring the perspectives of therapists and/or parents of children between 2 and 6 years. Papers needed to be published in English or Dutch between 1998 and July 2021. Included papers were synthesised using a qualitative analysis approach by two researchers independently. Results sections were analysed line‐by‐line, and codes were formulated and discussed by all authors. Codes were aggregated, resulting in a synthesis of specific collaboration strategies in combined strategy clusters. Results: The search generated 3439 records. In total, 24 papers were selected. Data synthesis resulted in an overview of specific strategies organised into five clusters: (1) continuously invest time in your collaboration with parents, (2) be aware of your important role in the collaboration with parents, (3) tailor your approach, (4) get to know the family and (5) empower parents to become a collaborative partner. Conclusions: This systematic review resulted in an overview of concrete strategies for therapists to use in their collaboration with parents of children with developmental disabilities. The strategies formulated enable therapists to consciously decide how to optimise their collaboration with each individual parent. Making these strategies explicit facilitates change of practice from therapist‐led and child‐centred towards family‐centred care. [ABSTRACT FROM AUTHOR]

Site selection processes whereby companies choose a location for an expansion or relocation have changed substantially over the past several decades. One key shift has been the emergence of collaboration among both individual economic developers and cooperation among the communities they represent. The rise in collaborative practices has also been increasingly reflected in the contemporary economic development literature outside the discipline of geography. The aim of this paper is to provide an overview of economic development studies of collaboration and then to suggest ways that geographers might use concepts from that scholarship to inform and extend the limited number of studies exploring site selection practices. The paper begins by offering a context for the emergence of collaboration trends by highlighting the ways that information asymmetry in site selection processes create a demand for greater collaboration among industry practitioners. It then turns to an overview of the burgeoning literature on collaboration that has evolved over the last decade in the interdisciplinary scholarship on economic development. Next, the paper shifts to a discussion of the ways that geographers might use the literature on collaboration to inform studies of site selection, specifically focusing on geographic scale and research on site selection consultants as possible areas for future investigation. The article concludes by arguing that studying collaboration in the context of geographies of site selection holds the potential for greater insights into the broader outcomes of economic development. [ABSTRACT FROM AUTHOR]

Companies are increasingly focused on driving the adoption of nature‐based solutions across their organizations. Yet, implementing nature‐based solutions within existing regulatory frameworks poses a unique set of challenges. In this paper, we present three nature‐based solution case studies from The Dow Chemical Company and The Nature Conservancy's nearly 10‐year collaboration. In the first case study, we focus on the potential benefits of reforestation to support the state's air quality improvement efforts. Ultimately, federal and state authorities did not approve of the reforestation project. Following this early setback, the collaboration team developed a suite of science‐based tools that could be used to better advocate for government approval for the implementation of nature‐based solutions. In the second case study, we highlight how one of these tools, the Ecosystem Services Identification & Inventory Tool, was used to improve communications about the benefits of nature‐based solutions with regulatory agencies. In this case, Dow ultimately received approval for the restoration of a wetland to remediate an existing ash pond. Finally, the third case study highlights how engaging the right expertise through collaboration between the private sector and conservationists can improve land management strategies. Overall, this paper emphasizes the importance of robust conservation science, tools and expertise, and thoughtful collaboration as necessary means of driving the adoption of nature‐based solutions both within a company and by its regulating entities. Integr Environ Assess Manag 2022;18:74–81. © 2021 SETAC KEY POINTS: This paper emphasizes the importance of robust conservation science, tools and expertise, and thoughtful collaboration as necessary means of driving the adoption of nature‐based solutions both within a company and by their regulating entities. [ABSTRACT FROM AUTHOR]

In this paper, I examine how collaboration can yield new insights into inquiries of legal geography and transform the ways that legal work is carried out. Drawing on feminist methodologies, I put forward feminist legal collaboration – a method and praxis – through which legal geographers can address the everyday manifestations and contestations of power in relation to law and space, while at the same time build alliances with people whose (legal) rights are currently contested. I reflect on my experiences of doing everyday collaborative work with legal practitioners, activists, and forced migrants at community centres in Denmark. Through two empirical examples of legal collaboration, I show how collaboration offers insights into migration law and legal procedures that are impossible to gain from just reading the law. The process of collaborating can teach us about the politics in law and reveal political possibilities within these socio‐legal spaces. We might think of feminist legal collaboration as a method and praxis that takes place through direct engagement with the law and legal practices in order to co‐produce knowledge and radically reconfigure existing approaches to legal counselling. The feminist legal collaborative approach, which I put forward here, is not limited to research on the legal geographies of (forced) migration. Rather, I imagine that feminist legal collaboration can be used in relation to different legal issues, grounded in the local empirical context(s) and attending to the needs and injustices on the ground. This paper examines how feminist collaboration as a method and praxis can contribute new insights into the field of legal geographies. [ABSTRACT FROM AUTHOR]

East African universities are confronted with new opportunities and challenges in responding to societal demands while also handling a growing number of students. Thus, they face challenges in offering quality education due to limited learning resources; outdated pedagogical approaches and teaching and learning practices; and inadequate skills in information and communication technology (ICT). This study is part of an effort to transform university education towards better responding to these educational challenges by providing insights into the existing traditions, practices and resources. The research is an explorative qualitative investigation of students' study practices, emphasising the role and use of ICT: How do students employ ICT in their study practices and what challenges do they face in doing so? The investigation is based on activity theory and the idea that an activity analytically may be divided into three levels: the overall motive, specific goals and the conditions for achieving these goals. This hierarchical structure inspired the data collection approach. Three workshops were conducted with 11 students from three different programmes: computer science (BSc + MSc), business and development studies (BA) and education (BA + MA). The workshops focused on (1) tools and spaces, (2) tasks and collaboration, and (3) aims and visions, reflecting the activity hierarchy. Data were generated using photovoice, presentations and discussions based on the students' photos. The paper applies thematic analysis to identify some of the main issues within each level of analysis: the importance of access to WiFi and electricity; smartphones as the most frequently used tools by students. Tasks are primarily curriculum directed, and different forms of productive collaboration are used; students are dedicated to pursuing their professional careers, but personal strategies and care for the community also feature in their overall aims and visions. This study shows that transforming education entails more than developing strategies and implementing new tools; it involves creating insights into existing practices and giving voice to all stakeholders, including students. Practitioner notesWhat is already known about this topic The pedagogical approach in higher education must change to enhance the employability of university graduates.Implementing change using ICT is rather difficult and requires a systematic and participatory approach.Higher education institutions in the Global South are resource constrained in delivering quality education.What this paper adds An in‐depth understanding of the actual conditions of students' study practices.Practical problems, such as access to WiFi, power and other tools, have an organising impact on students' actual study practices and when and where these practices occur.Using activity theory and photovoice to organise and engage students in providing insights into their study practices.Implications for practice and/or policy Transforming education requires a profound understanding of students' study practices.Access to power and WiFi are basic tools, not add‐ons—that is, not things which are 'nice to have' but 'must‐haves'.The research findings can be used to involve and engage all stakeholders in change processes. [ABSTRACT FROM AUTHOR]

This paper presents an implementation of Connected Spaces (CxS)—an ambient help seeking interface designed and developed for a project‐based computing classroom. We use actor network theory (ANT) to provide an underutilized posthumanist lens to understand the creation of collaborative connections in this Computational Action‐based implementation. Posthumanism offers an emerging and critical extension to sociocultural perspectives on understanding learning, by pushing us to decenter the human, and consider the active roles that human and non‐human entities play in learning environments by actively shaping each other. We analyse how students in this class adjusted their help‐seeking and collaborative habits following the introduction of CxS, a tool designed to foster (more inter‐group) collaboration. ANT proposes generalized symmetry—a principle of considering human, non‐human and more than human entities with equivalent and comparable agency, leading to describing phenomena as networks of actors in different evolving relationships with each other. Analysing collaborative interactions as fostered by CxS using an ANT approach supports design‐based research—an iterative design revision process highlighting understandings about design as well as learning—by providing a temporal and informative lens into the relationship between actors and tools within the environment. Our key findings include a framing of technologies in classrooms as bridging agentic gaps between students and becoming actors engaging in different behaviours; learners enacting new agencies through technologies (for instance a more comfortable non‐intrusive help seeker), and the need for voicing and teachers to connect help networks in CxS equipped classrooms. Practitioner notesWhat is already known about this topic Collaborative learning is a valuable skill and practice; opportunities to mentor others are critical in empowering minoritized learners, especially in STEM and computing disciplines.School norms solidify a power and expertise hierarchy between teachers and learners and fail to productively support learners in learning from each other.Additionally, lack of awareness about peers' knowledge is a common hindrance in students knowing who to ask for help and how.What this paper adds An example of a designed interface called Connected Spaces with potential to foster more inter‐student collaboration, especially outside of mandated within‐group collaboration—in the form of cross‐group help seeking and help giving.A design based research study using actor network theory highlighting the limitations of Connected Spaces in sparking notable behaviour change among students by itself but being retooled as a teacher support tool in enabling cross‐group collaborations.Presenting conceptions of collaboration through technologies as bridging agentic gaps and acting with new agencies in performing help‐seeking related actions.Provoking the idea of testing emerging technologies in classrooms along with sharing our analyses and reflections with the classroom as a key idea in computing education—surfacing the gap between designed intentions and the different kinds of extra social work needed in the on‐ground success of different technologies.Implications for practice and/or policy Designers and researchers should create and test more interfaces alongside teachers across different classrooms and contexts aimed at supporting different kinds of voluntary collaborative interactions.Curricula, standards and school practices should further center providing students with opportunities to engage as mentors and build communities of learning across disciplines to empower minoritized students.Researchers engaging in design based research should consider using more posthumanist lenses to examine educational technologies and how they affect change in learning environments. [ABSTRACT FROM AUTHOR]

This exploratory paper highlights how problem‐based learning (PBL) provided the pedagogical framework used to design and interpret learning analytics from Crystal Island: EcoJourneys, a collaborative game‐based learning environment centred on supporting science inquiry. In Crystal Island: EcoJourneys, students work in teams of four, investigate the problem individually and then utilize a brainstorming board, an in‐game PBL whiteboard that structured the collaborative inquiry process. The paper addresses a central question: how can PBL support the interpretation of the observed patterns in individual actions and collaborative interactions in the collaborative game‐based learning environment? Drawing on a mixed method approach, we first analyzed students' pre‐ and post‐test results to determine if there were learning gains. We then used principal component analysis (PCA) to describe the patterns in game interaction data and clustered students based on the PCA. Based on the pre‐ and post‐test results and PCA clusters, we used interaction analysis to understand how collaborative interactions unfolded across selected groups. Results showed that students learned the targeted content after engaging with the game‐based learning environment. Clusters based on the PCA revealed four main ways of engaging in the game‐based learning environment: students engaged in low to moderate self‐directed actions with (1) high and (2) moderate collaborative sense‐making actions, (3) low self‐directed with low collaborative sense‐making actions and (4) high self‐directed actions with low collaborative sense‐making actions. Qualitative interaction analysis revealed that a key difference among four groups in each cluster was the nature of verbal student discourse: students in the low to moderate self‐directed and high collaborative sense‐making cluster actively initiated discussions and integrated information they learned to the problem, whereas students in the other clusters required more support. These findings have implications for designing adaptive support that responds to students' interactions with in‐game activities. Practitioner notesWhat is already known about this topicLearning analytic methods have been effective for understanding student learning interactions for the purposes of assessment, profiling student behaviour and the effectiveness of interventions.However, the interpretation of analytics from these diverse data sets are not always grounded in theory and challenges of interpreting student data are further compounded in collaborative inquiry settings, where students work in groups to solve a problem.What this paper addsProblem‐based learning as a pedagogical framework allowed for the design to focus on individual and collaborative actions in a game‐based learning environment and, in turn, informed the interpretation of game‐based analytics as it relates to student's self‐directed learning in their individual investigations and collaborative inquiry discussions.The combination of principal component analysis and qualitative interaction analysis was critical in understanding the nuances of student collaborative inquiry.Implications for practice and/or policySelf‐directed actions in individual investigations are critical steps to collaborative inquiry. However, students may need to be encouraged to engage in these actions.Clustering student data can inform which scaffolds can be delivered to support both self‐directed learning and collaborative inquiry interactions.All students can engage in knowledge‐integration discourse, but some students may need more direct support from teachers to achieve this. [ABSTRACT FROM AUTHOR]

Transitioning from linear to circular production systems requires interactions that include cross‐sectoral collaboration in networks. Understanding the role of collaboration within these networks can support the transition to a circular economy. To understand cross‐sectoral collaborative endeavors, this paper develops a collaboration framework for circular economy by combining and interlinking three theories: the relational view, open innovation, and dynamic capabilities. The framework is applied to the Circle‐House‐Project, a cross‐sectoral collaborative project aimed at scaling circular economy in the Danish construction sector. The explorative data included desk research and 15 semistructured interviews with expert project partners. The findings were transcribed, structured, coded, condensed, and categorized to provide an illustrative case based on a lighthouse project in the construction sector, affording a novel understanding of how cross‐sectoral collaboration can support advancing circular economy practices by developing knowledge‐sharing routines and ecocentric dynamic capabilities. The paper provides insights for academics and practitioners from a broad field by combining diverse interdisciplinary perspectives to unlock the potential of cross‐sectoral collaboration for advancing circular economy. [ABSTRACT FROM AUTHOR]

This paper examines the challenges posed to third sector organizations by major external crises that from time to time beset national and global communities. In so doing, it unpacks the multiple characteristics and complexities of concepts and related issues involved in organizational crisis management and resilience. This reveals the importance of shared sensemaking, issue identification, response types and implementation, organizational coping and adaptation, exploiting strategic opportunities, and conditioners of organizational resilience. Related insights are drawn from selected empirical studies involving non‐profit organizational crisis responses to a range of major crisis events. Accountability and management control implications are induced, and a relevant ongoing agenda for accounting research is presented. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusion In occupational therapy for children, collaborative practice with parents is crucial for meaningful family‐centred interventions, yet it remains undefined and inconsistently addressed. This study aimed to establish foundational concepts for collaborative practice with parents in occupational therapy for children in progressing the field with a universal description.This paper encompasses the second dataset of a larger scoping review and a preliminary validation of findings by an advisory panel. Data were gathered from indexed sources on collaborative practice with parents in occupational therapy for children (ages 0–10) using MedLine, PsychInfo, ERIC, Embase, OTSeeker, Scopus, and ProQuest Central. Data were extracted, charted, and descriptively analysed by paired independent reviewers. The Joanna Briggs Institute Manual and the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis—extension for Scoping Reviews were used. A draft definition of collaborative practices, developed based on preliminary review findings and an operational definition, was validated by an advisory panel of 13 experienced Australian occupational therapists, whose input was integrated into a final, comprehensive description of collaborative practice.The scoping review encompassed 299 sources, revealing three major components of collaborative practice: ‘collaborative practice aims’, ‘parent–therapist partnership’, and ‘strategies for collaboration’. The advisory panel endorsed the draft definition, confirmed its professional relevance, and suggested some modifications.The major outcome of this study is an evidence‐based and discipline‐specific preliminary description of collaborative practice with parents in occupational therapy for children. This description provides a common language and foundational concepts for the future development of a collaborative practice framework to guide practice and research. Future studies can explore specific components, exploring their mechanisms and significance. Further expanded validation is required, incorporating the perspectives of a wider community of occupational therapists and families to enhance the description's applicability. [ABSTRACT FROM AUTHOR]

Collaborative biostatistics units within universities and academic medical centres operate under a wide range of different funding models; common to many of these models is the challenge of allocating time to activities that are not linked to a specific research project, such as professional development, mentorship and administrative tasks. The purpose of this paper is to describe a proposed model for 'flexible funding', that is, funding that is not linked to a specific research project, within a collaborative biostatistics unit and to detail the benefits and challenges associated with the proposed model. We present results from a qualitative study representing the perspectives of collaborative biostatisticians working under the proposed flexible funding model. In addition to providing examples of activities undertaken as part of time allocated to flexible funding, the qualitative results reveal several benefits of flexible funding both for a collaborative biostatistician (e.g., job satisfaction and professional development) and for the collaborative biostatistics unit as a whole (e.g., retention, process improvement, and leadership). [ABSTRACT FROM AUTHOR]

This paper examines data in the public sphere on the global scope of geography's UK Research and Innovation (UKRI) Global Challenges Research Fund (GCRF) projects. Building on decolonial critiques of development research, I argue that geography should frame "the global" of global research as a sphere of ethical choices in research design and practice. The distribution of funded projects in the UKRI Gateway data suggests geographers succeed where they extend on the more worthy aspects of the discipline's Area Studies legacy. The discipline's engagements with early career researchers, international colleagues, and the development sector, however, have potentially been reshaped by the GCRF and thus need closer examination. While the UK government has brought the GCRF programme to a close, further work on these themes should inform the next iteration of global research. The ethical choices that make research global will remain fundamental to equitable design and impact in global development projects, thus scholars in development geography should prepare to make their projects more transparent and accountable. [ABSTRACT FROM AUTHOR]

First Nations peoples are revitalising diverse cultural fire practices and knowledge. Institutional and societal recognition of these practices is growing. Yet there has been little academic research on these fire practices in south‐east Australia, let alone research led by Aboriginal people. We are a group of Indigenous and settler academics, practitioners, and experts focused on cultural fire management in the Victorian Loddon Mallee region. Using interviews and workshops, we facilitated knowledge sharing and discussion. In this paper, we describe three practice‐oriented principles to develop and maintain collaborations across Aboriginal groups, researchers, and government in the Indigenous‐led revitalisation of fire on Country: relationships (creating reciprocity and trust), Country (working with place and people), and power (acknowledging structures and values). Collaborations based on these principles will be unique to each temporal, social, cultural, and geographic context. Considering our findings, we acknowledge the challenges that exist and the opportunities that emerge to constructively hold space to grow genuinely collaborative research that creates change. We suggest that the principles we identify can be applied by anyone wanting to form genuine collaborations around the world as the need for social–ecological justice grows. [ABSTRACT FROM AUTHOR]

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As the field of data science evolves with advancing technology and methods for working with data, so do the opportunities for re‐conceptualizing how we teach undergraduate statistics and data science courses for majors and non‐majors alike. In this paper, we focus on three crucial components for this re‐conceptualization: Developing research questions, professional ethics, and team collaborations. We share vignettes from two teams of undergraduate statistics or data science majors at two different stages of their development (novice and expert) while they worked on a DataFest data challenge. These vignettes shed light on opportunities for re‐conceptualizing introductory courses to give more attention to issues of the process of developing focused research questions when given a complex data set, professional ethics and bias, and how to collaborate effectively with others. We provide some implications for teaching and learning as well as an example activity for educators to use in their courses. [ABSTRACT FROM AUTHOR]

Evidence in perioperative care is insufficient. There is an urgent need for large perioperative research programmes, including pragmatic randomised trials, testing daily clinical treatments and unanswered question, thereby providing solid evidence for effects of interventions given to a large and growing number of patients undergoing surgery and anaesthesia. This may be achieved through large collaborations. Collaboration for Evidence‐based Practice and Research in Anaesthesia (CEPRA) is a novel collaborative research network founded to pursue evidence‐based answers to major clinical questions in perioperative medicine. The aims of CEPRA are to (1) improve clinical treatment and outcomes and optimise the use of resources for patients undergoing anaesthesia and perioperative care, and (2) disseminate results and inform caretakers, patients and relatives, and policymakers of evidence‐based treatments in anaesthesia and perioperative medicine. CEPRA is inclusive in its concept. We aim to extend our collaboration with all relevant clinical collaborators and patient associations and representatives. Although initiated in Denmark, CEPRA seeks to develop an international network infrastructure, for example, with other Nordic countries. The work of CEPRA will follow the highest methodological standards. The organisation aims to structure and optimise any element of the research collaboration to reduce economic costs and harness benefits from well‐functioning research infrastructure. This includes successive continuation of trials, harmonisation of outcomes, and alignment of data management systems. This paper presents the initiation and visions of the CEPRA network. CEPRA aims to be inclusive, patient‐focused, methodologically sound, and to optimise all aspects of research logistics. This will translate into faster research conduct, reliable results, and accelerated clinical implementation of results, thereby benefiting millions of patients whilst being cost and labour‐saving. [ABSTRACT FROM AUTHOR]

This commentary is offered in response to the British Educational Research Association (BERA)'s commissioned report on close‐to‐practice research. In conducting a rapid evidence assessment coupled with a small number of qualitative interviews, the report represents an overly dichotomised and partial approach to understanding the relationships between research and practice, and the nature of knowledge generated within such relationships. Specifically, the report fails to adequately address the central importance of collaboration to the generation of knowledge and assumes that knowledge is either academic research or practitioner enquiry, without considering a more integrated, co‐constructed 'third space'. I argue that practice‐focused research should be fundamentally concerned with making an impact on practice and, therefore, effective collaboration between research and practice necessarily entails grappling with issues of power and democratisation. These are values that underpin and shape research in important ways that must be considered in conceptualisations of methodological quality. I also raise questions about the transparency and quality of decision‐making in the close‐to‐practice BERA report, including whether the six papers identified as 'high quality' by the authors would meet their own definition. Their report is not definitive, but rather a catalyst for further discussion. I offer suggestions for some practical steps for how BERA could work to provide a more holistic framing for this vital field of inquiry. [ABSTRACT FROM AUTHOR]

Children's testimonial learning often occurs in epistemic collaborations with others. In this paper, we will discuss ways in which cultural learning emerges in social and interpersonal contexts, and is intrinsically supported and guided by children's collaborative capacities. Much work in cultural learning has focused on children's examination of speaker and model characteristics, but more recent research has investigated the interactive aspects of testimonial exchanges. We will review evidence that children (1) participate in the interpersonal commitments that are shared in testimonial transactions by way of direct address and epistemic buck passing, (2) participate in social groups that affect their selective learning in nuanced ways, and (3) may detect epistemic harms by listeners who refuse to believe sincere and accurate speakers. Implications for conceptualizing children's testimonial learning as an interactive mechanism of collaboration will be discussed. Children's testimonial learning often occurs in epistemic collaborations with others, which enable distinct forms of trust to operate that grant them access to information about the world. By examining children's conversational practices, their group‐based biases and assumptions, and their sensitivity to epistemic harms, we suggest that children evaluate speakers in terms of their epistemic credentials and social characteristics while at the same time holding them interpersonally responsible for their claims. [ABSTRACT FROM AUTHOR]

In this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture. Our analysis recognises the struggle for research‐informed professional judgement in the decision‐making and actions of educators that are situated in schools. A professional learning project is analysed to position teachers and teacher educators as practitioner researchers. In this respect, Stenhouse's work provides an analytical framework that is both a lens through which to interpret the nature of collaborations, as well as a methodology that allows us to understand the way in which we navigate the gap between educators' aspirations and the curriculum design and teaching within the project. The collaborative design research project was stimulated by an aspiration to make trigonometry accessible to low prior attaining pupils in a secondary mathematics classroom. This provides a stimulus for understanding the conditions that enable collaborative lesson inquiry and to question whether it can provoke raised aspirations for young people in inclusive classrooms. This allows us to understand the work of teachers as researchers and research users in an increasingly messy teacher education context. We interrogate the potentially problematic connection between research and practice within collaborative inquiry, as we understand how we enable research that is “held accountable for its relevance to practice” because “that relevance can only be validated by practitioners” (Stenhouse, 1988, p. 49). [ABSTRACT FROM AUTHOR]

Contaminated source water for cities contributes to negative human health impacts and rising water treatment costs. Nutrient pollution is the primary source of surface water quality impairment in the United States and agriculture is the largest source of nutrient pollution (specifically nitrogen or nitrate) entering waterways. Solutions to source water contamination have historically centered on nutrient removal at the drinking water plant, which often requires additional investment. Pollution prevention through watershed management may be more cost-effective in some contexts and has greater co-benefits, and some drinking water managers and agricultural stakeholders have collaborated to create successful prevention programs. However, drinking water managers must balance several service requirements and regulatory standards, and may lack the resources or capacity needed to effectively engage in or initiate regional collaborations. This paper serves as an introduction to nutrient contamination of source waters and protection measures in the United States and provides a discussion of watershed-scale collaboration, particularly the engagement of municipal drinking water managers. This article is categorized under: Human Water > Water Governance Water and Life > Conservation, Management, and Awareness Science of Water > Water Quality [ABSTRACT FROM AUTHOR]

Implementing the circular economy (CE) requires novel forms of stakeholder collaboration. While the contemporary literature on stakeholder theory is commonly characterized as "pro‐business‐oriented," it remains ambiguous on how precisely stakeholder collaborations may pave the way for a systemic CE transition. By applying a qualitative‐empirical research approach utilizing semi‐structured interviews, this paper identifies three types of stakeholder governance for CE collaborations—(i) company‐centric governance, (ii) industry‐oriented governance, and (iii) cross‐industry‐oriented governance. Our contribution to stakeholder theory lies in examining how a systemic CE transition may bridge "the stakeholder‐system divide." We emphasize the unique role of innovative governance in ensuring the success of stakeholder relationships while highlighting how systemic changes of the business environment may give an impetus to stakeholder collaborations. We contribute to the CE literature by gaining the following insights into stakeholder collaborations in the European chemicals and plastics industry: (a) successful collaborations typically feature a variety of different stakeholders maintaining close mutual interactions; (b) a systemic CE transition calls for managerial strategies that are collectively governance‐oriented rather than company‐centric. This article thus sheds light on the criticality of stakeholder collaborations and collective‐oriented governance strategies in fostering CE practices within the European chemicals and plastics industry highlighting that stakeholder collaborations for a CE need to be extended beyond immediate industrial and sectoral boundaries. [ABSTRACT FROM AUTHOR]

School psychologists are key school‐based personnel when responding to suicidal thoughts and behaviors. The present paper explored the experiences and attitudes of school psychologists, with a special focus on collaborating during suicide intervention activities. Using a descriptive phenomenological approach, a purposive sample procedure identified 10 school psychologists. Data were collected via in‐person, semi‐structured interviews. Most participants were female (n = 9) and all were practicing within the school setting and had delivered suicide intervention activities. Experiences described through interviews suggested collaboration while responding to suicide was a common activity that enhances the quality of services, external collaboration—though beneficial for students—can be a barrier to the provision of services, school psychologists cope through collaboration, and suicide intervention services would benefit from increased collaboration. Implications for practice include working to develop stable partnerships with external stakeholders and increasing collaboration during suicide assessment and response. Practitioner Points: School psychologists frequently collaborate when completing suicide intervention activities.Collaboration with other agencies is beneficial, but difficulty communicating across systems presents a barrier to suicide intervention services.School psychologists frequently cope with suicide intervention activities through collaboration with other school‐based mental health providers. [ABSTRACT FROM AUTHOR]

This paper argues for a new social contract in the United States which will establish the mutual expectations and obligations that workers, employers and their communities have regarding work and employment relationships. It reports suggestions by participants in a recent online MITx course on 'Shaping the Future of Work'. The participants in the course assigned high priority to business leaders working collaboratively with employees to improve organizational performance and provide workers with a significant voice in corporate governance. They urged unions to be effective in representing workers' interests, not in an adversarial but in a partnership manner. They advocated that government should balance power in society and reform labor laws to provide workers with a wider range of voice and representation. The paper suggests steps which the new Administration should take to achieve these goals, in order to establish a new social contract and heal deep divisions in American society. [ABSTRACT FROM AUTHOR]

Background: Collaborative practice between therapists and parents is a key element of family‐centred care and is essential if we want to address family priorities and needs in interventions. However, collaborative practice is challenging for speech and language therapists (SLTs) and parents. To facilitate collaboration, collaborative practices need to be implemented into speech and language therapy for young children with developmental language disorders (DLD) and their families. Actual change and implementation of collaboration in practice will be successful only when it corresponds with patients' needs, in our case the needs of parents of young children with DLD. Aims: To explore parents' needs in their collaboration with SLTs during therapy for their young child with DLD. Methods & Procedures: Parents of children with (a risk of) DLD in the age of 2–6 years were eligible for participation. We recruited parents via SLTs. Twelve parents of children with DLD participated in semi‐structured interviews about their needs in collaboration with SLTs. We used a phenomenological approach focusing on parents' lived experiences. We transcribed the interviews verbatim. All interviews were read/listened to and discussed by our parent panel, multiple researchers and the interviewer. Two researchers independently analysed the data using the reflective thematic analysis of Braun and Clarke. Outcomes & Results: The analysis of the interviews resulted in six themes: (1) knowing what to expect, (2) knowing how to contribute, (3) feeling capable of supporting the child, (4) trusting the therapist, (5) alignment with parents and children's needs, preferences and priorities and (6) time and space for asking questions and sharing information. Conclusions & Implications: Parents want SLTs to invest time in collaborating with them. Parents need SLTs to empower them to become a collaborative partner and enable them to support their child in daily life. Parents need knowledge about the therapy process and diagnosis and skills in how to support their child's language development. Also, they need emotional support to feel secure enough to support their child, to ask questions to therapists and to bring up their own thoughts and opinions in therapy. Parents' needs are in line with collaborative working as described in literature, which underlines the importance of implementing collaborative working in speech and language therapy for young children with DLD. WHAT THIS PAPER ADDS: What is already known on the subject: Several reviews have explored parents' perspectives on speech and language therapy. Results reveal parents' experiences with speech and language therapy in general, and parents' perspectives on specific topics such as shared decision‐making and parents/therapists roles in therapy. What this study adds: This study adds insights into parents' needs to ensure collaboration with speech and language therapists (SLTs). Parents of young children with developmental language disorders (DLD) need SLTs to invest time to create optimal collaboration. It is important for parents to have enough knowledge about DLD and the SLT process, skills and confidence in how to support their child and opportunities to share thoughts and questions with SLTs. Our results underline the importance of parents being empowered by SLTs to become a collaborative partner. What are the clinical implications of this work?: When children are referred to speech and language therapy, parents often venture into an unknown journey. They need support from SLTs to become a collaborative partner in speech and language therapy. Parents need SLTs to invest time in sharing knowledge, skills and power and align therapy to parents' and child's needs, preferences, priorities and expectations. [ABSTRACT FROM AUTHOR]

Collaborative research papers are widely acknowledged to be more impactful than single‐authored studies in higher education amidst subject area known to alter citation counts. While preceding studies have mostly recognised these two as the antecedents of research impact separately, it needs to be clarified whether the interaction of research area and type of collaboration causes any moderation. Comprehensive knowledge of differences in impact caused by a certain combination of type and area is important because, if citation impact is associated only with a particular combination, the impact‐based research stimulation programs without regard to combination consequences may be cost‐ineffective if not self‐destructing. This study investigates how research collaborations in academia impact the productivity and impact of university faculty. The focus is on the impact variation due to the type of academic collaboration (internal, domestic, international) and the research area. For the empirical test of this study, publicly open data from 1368 faculty in one of the leading Russian higher education institutions—HSE University. Results have two‐fold nature. STEM (Science, Technology, Engineering and Math) researchers are more likely to collaborate with domestic co‐authors. This result accentuates the specifics of the academic traditions in the research areas highly recognised for having a long and successful history and worldwide impact on science. The collaborations built on international coauthorship are associated with higher publication visibility rates for researchers from emerging fields in Russia, like those in social sciences and humanities, whereas institutional collaborations are found to be positively related to the share of cited documents. This article sheds light on the differences in academic collaboration mechanisms influencing research productivity and impact in two distinct research areas. It invites revisiting policies stimulating collaborative activities in universities, demonstrating their potentially discrepant consequences. The study's substantial contribution also refers to the use of panel data on personal attributes, research productivity and impact, which is a rare case for research collaboration studies. [ABSTRACT FROM AUTHOR]

Summary: The importance of the team, its internal dynamics, and its performance are widely recognized within the software engineering community. While popular frameworks identify wholeness, stability over time, and smallness as important factors, they offer little guidance on how to form teams that achieve these three characteristics. The objective of this study is to investigate how these team characteristics interact in large‐scale software development contexts, particularly focusing on the impact of stable and dynamic teaming approaches. This was done through a multivocal study of literature, followed by individual semi‐structured interviews with 19 engineers from two companies and validation workshops with an additional two companies from unrelated industry segments. The study results show that the question of stable versus dynamic approaches to forming software engineering teams is largely unaddressed in industry, with stable teams representing a habitual default option. Meanwhile, both stable and dynamic teams clearly have respective strengths and weaknesses, calling for careful consideration of the most suitable approach in any given situation. To support such consideration, this paper presents a model of how team stability, wholeness, and smallness interact. This model is found relevant, accurate, generalizable, and useful by practitioners. [ABSTRACT FROM AUTHOR]

Solutions to global problems such as climate change and biodiversity loss require educational frameworks and accompanying teaching resources that are theory‐based, interdisciplinary, and accessible to broad undergraduate and graduate student audiences. Ecological resilience theory (ERT) is a framework with established interdisciplinary application to complex global problems, but despite an emphasis on the utility of resilience in national higher education frameworks, we found that many current ecology textbooks incorporate multiple definitions and highly variable amounts of discussion on core resilience concepts. To facilitate the use of innovative teaching resources in ERT in universities, this paper describes four free multimedia tools and templates that align with national education frameworks and are available for innovation and development by educators interested in ERT. The products are (1) content modules on core terms and concepts of ERT, (2) a classroom game and discussion, (3) interactive case studies, and (4) a complementary podcast based on resilience concepts and interviews with resilience experts to supplement formal classroom education. We contextualize the opportunities of ERT and thinking for students in university classrooms, as well as the benefits of involving graduate students and encouraging their initiative with this type of project. We conclude with a brief discussion of future opportunities for these types of educational resources. Our intent is that these resources be available for educators and researchers to facilitate interdisciplinarity, collaboration, and innovation to address complex global problems from a core educational framework of ERT. [ABSTRACT FROM AUTHOR]

Collaborative conservation brings diverse stakeholders together to sustain healthy landscapes and strengthen communities. Organizations fostering collaborative conservation depend on philanthropy to advance collaborative conservation, while philanthropic organizations depend on these organizations to advance their missions. Both face challenges engaging with each other as they work toward shared goals, yet open dialogue about how funders and practitioners work together is rare. The authors of this paper represent equal numbers of funders and practitioners who, together, identified eight best practices that are practical, effective actions funders and practitioners can take to better achieve shared conservation goals. These eight best practices are: (1) collaborate, (2) nurture relationships, (3) invest in capacity, (4) plan well, implement well, (5) engage diversity, (6) support entrepreneurial spirit, (7) reduce burdens, and (8) tell our story. By centering around collaboration, relationships, and diversity, these best practices exemplify several growing and valuable trends in philanthropy that support collaborative conservation. [ABSTRACT FROM AUTHOR]

Traditional discussions involving 'basic' and 'applied' behavioral research often focus on the differences, or gaps, between these areas. They take place in different environments, use different methods, ask different questions, and have different objectives. Applied animal behavior is no exception. Focusing on the differences in these areas is to the detriment of a cohesive and complete understanding of animal behavior. This paper instead focuses on the similarities between these two sides, and presents them as a matter of scale. A series of real‐life examples experienced by the authors is used to highlight how the skills and knowledge of both the applied and the basic sides are valuable and necessary to not only further both fields independently, but to develop a comprehensive understanding of animal behavior. [ABSTRACT FROM AUTHOR]

Background: The scope of this priority‐setting process is communication and collaboration in transitional care for patients with acute stroke. Actively involving persons with stroke and their family caregivers is important both in transitional care and when setting priorities for research. Established priority‐setting methods are time‐consuming and require extensive resources. They are therefore not feasible in small‐scale research. This article describes a pragmatic priority‐setting process to identify a prioritized top 10 list of research needs regarding transitional care for patients with acute stroke. Methods: A pragmatic priority‐setting approach inspired by the James Lind Alliance was developed. It involves establishing a user group, identifying the research needs through an online survey, analysing and checking the research needs against systematic reviews, culminating in an online prioritization of the top 10 list. Results: The process was completed in 7 months. A total of 122 patients, family caregivers, health personnel and caseworkers submitted 484 research needs, and 19 users prioritized the top 10 list. The list includes the categories 'patients and caregivers' needs and health literacy', 'health personnel's common understanding', 'information flow between health personnel and patients and caregivers', 'available interventions and follow‐up of patients and caregivers', 'interaction and collaboration between health personnel and caseworkers across hospital and primary healthcare' and 'disabilities after stroke'. Conclusion: This paper outlines a pragmatic approach to identifying and prioritizing users' research needs that was completed in 7 months. The top 10 list resulting from this priority setting process can guide future research relating to communication and collaboration during the transition from hospital to the community for patients with stroke. Patient and Public Contribution: Members of three stroke organizations participated in the advisory group. They gave feedback on the scope and the process, distributed the surveys and prioritized the top 10 list. Persons with stroke and their caregivers submitted research needs in the survey. [ABSTRACT FROM AUTHOR]

Gaining benefits of Digital Engineering is not only about implementing digital technologies. An ecosystem for innovation is a system of systems in its own right, only partly engineered, subject to risks and challenges of evolving socio‐technical systems. This paper summarizes an aid to planning, analyzing, implementing, and improving innovation ecosystems. Represented as a configurable model‐based Reference pattern used by collaborating INCOSE working groups, it was initially applied in targeted INCOSE case studies, and subsequently elaborated and applied to diverse commercial and defense ecosystems. Explicating the recurrent theme of Consistency Management underlying all historical engineering, it is revealing of Digital Engineering's special promise, and enhances understanding of historical as well as future engineering and life cycle management. It includes preparation of human and technical resources to effectively consume and exploit digital information assets, not just create them, capability enhancements over incremental release trains, and evolutionary steering using feedback and group learning. [ABSTRACT FROM AUTHOR]

Purpose/Objectives: Clinical educational challenges led to the Griffith University School of Dentistry and Oral Health (DOH) introducing interprofessional team‐based treatment planning (TBTP). This paper evaluates the interprofessional contribution made to student clinical learning and experience among dentistry, oral health therapy, dental prosthetics, and dental technology students. Methods: A mixed methodology approach targeting 845 students collected data annually employing a prevalidated online instrument from 2012 to 2014 to answer the question: "What is the contribution of interprofessional student team‐based processes on students' perceptions of interprofessional practice at DOH?" Results: A representative study sample with a 64.4% response rate (N = 544) reported TBTP creating a supportive environment for interprofessional clinical learning. Significant improvements in learning shared across disciplines indicated improvements in mutual respect, understanding roles, and constructive communication enhancing teamwork. There were increasing significant correlations between shared learning and positive clinical experiences from 2012 (r =.642, p <.000) to 2013 (r =.678, p <.000) and 2014 (r =.719, p <.000). A combination of TBTP predictors accounted for 53% of the variance in clinical learning and experience in 2014 compared to 40% in 2012. Conclusion: Learning with other students, developing teamwork abilities, improved communication skills, and respect for other oral health professions were aspects of TBTP that positively impacted clinical learning and practice at DOH. Further study would assist to determine specific elements that made the greatest contribution to student learning experiences. [ABSTRACT FROM AUTHOR]