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The knowledge produced by conservation scientists must be actionable in order to address urgent conservation challenges. To understand the process of creating actionable science, we interviewed 71 conservation scientists who had participated in 1 of 3 fellowship programs focused on training scientists to become agents of change. Using a grounded theory approach, we identified 16 activities that these researchers employed to make their scientific products more actionable. Some activities were more common than others and, arguably, more foundational. We organized these activities into 3 nested categories (motivations, strategies, and tactics). Using a co‐occurrence matrix, we found that most activities were positively correlated. These correlations allowed us to identify 5 approaches, framed as profiles, to actionable science: the discloser, focused on open access; the educator, focused on science communication; the networker, focused on user needs and building relationships; the collaborator, focused on boundary spanning; and the pluralist, focused on knowledge coproduction resulting in valuable outcomes for all parties. These profiles build on one another in a hierarchy determined by their complexity and level of engagement, their potential to support actionable science, and their proximity to ideal coproduction with knowledge users. Our results provide clear guidance for conservation scientists to generate actionable science to address the global biodiversity conservation challenge. [ABSTRACT FROM AUTHOR]

This study analyzes use of the terms 'engaged scholarship' and 'engaged research' in all 11 NCA journals to develop a grounded practical theory (GPT) of engaged communication research. We find that the practice of engaged scholarship is defined by tensions between role identity goals of scholar and practitioner; relational goals of expertise and partnership; and outcome goals of theory and practice. To manage these tensions, engaged scholars (1) discursively construct themselves in dual roles of academic-community member; (2) advocate for researcher reflexivity to manage power dynamics; and (3) privilege theory-practice integrative outcomes. Underlying these tactics, engaged scholars intimate moral and strategic arguments for the practice of engaged scholarship. We discuss the implications of these situated ideals for assessing 'what counts' as good scholarship among researchers working at the intersections of theory and practice. [ABSTRACT FROM AUTHOR]

Faculty members interested in creating creative scholarship face advancement obstacles due to few known tenure and promotion standards. This study involved qualitative semistructured interviews with U.S. communication and media creative faculty members producing scholarship spanning multiple mediums. Interviewed scholars primarily expressed their scholarship's contributions involved local community engagement. Yet creative scholars perceived departmental leadership preferred to rely on artistic and professional standards to evaluate the quality of their work rather than engaged criteria. Participants felt such criteria too narrowly constrained them and delegitimized the value of their work. The results provide evidence that creative scholars struggle when communicating their work's value and documenting their scholarship achievements. Guidance is provided through the formalization of a Creative Scholarship Pathways Framework conceptually made up of four evaluation concepts rooted in the engaged and creative scholarship literature: (1) collaboration, (2) outreach, (3) peer review, and (4) innovation. [ABSTRACT FROM AUTHOR]

The world saw the "human" side of universities during the Covid-19 pandemic as universities across the globe were at the forefront of efforts to control the spread of the Coronavirus, and to explore means of making the human population acquire immunity against the virulent disease. This article contends that, although this appeared as unusual, the universities were simply fulfilling their obligation to humanity because the raison d'être of universities includes being of service to society. Therefore, if they are unable to prevent crises from setting in, they should at least be at the forefront of efforts to combat the crises, and mitigate their effects on people. The article seeks to set the scene for the collection of articles that follow in this special issue of the South African Journal of Higher Education (SAJHE) on the theme of community engagement as a core function for universities. It argues that universities have social responsibility, and they should therefore serve as anchors of towns and regions; as engines of development in their respective geographical areas; and as champions of social causes. It presents and discusses the concepts and practices of community engagement that are critical to understanding the arguments and counterarguments in the articles that follow. These include the relationship between community engagement, on the one hand, and transformation of higher education as well as decolonisation of knowledge and ways of knowing, on the other. The article also reflects on the state of community engagement in universities in South Africa, and explains that it is mostly regarded as a stepchild because it is not valued, funded or supported in the same way as the other two core functions of teaching and learning, and research and innovation. The article also cautions against the use of rhetoric to romanticise community engagement when the projects on the ground leave much to be desired, and with not potential to make a difference to society. [ABSTRACT FROM AUTHOR]

In this paper, we address recent calls to increase the societal relevance of entrepreneurship research. We explore how entrepreneurship researchers and practitioners work together in the formulation of a research problem for impact. Leveraging process-tracing, we analyzed six entrepreneurship research projects, from early conceptualization to publication, all part of the Journal of Business Venturing Insights ' Entrepreneurship Rapid Response Research Initiative. We made two discoveries, as it pertains to the formulation of problems in entrepreneurship research. First, we found four critical change dimensions, along which a problem evolves throughout the research process: worthiness, divisibility, centrality, and specificity. Second, we found two equifinal problem formulation pathways in impact-oriented entrepreneurship research: inward-looking iterative and outward-looking joint problem formulation. These are marked by drivers of the research project, timing of involvement of the practitioner, and interactions between researchers and practitioners, which influence the sequence of the four change dimensions in problem formulation. Our study contributes by theorizing problem formulation as a process, not a point in time, and hence intertwined with solutions, making the process consequential. We also offer concrete implications for entrepreneurship scholars wanting to engage in research that impacts practice. [ABSTRACT FROM AUTHOR]

Higher education institutions (HEIs) have been going through far-reaching processes of transformation in terms of their missions in teaching, research, and societal impact. Contrary to their previous understanding and mission, Austrian universities are now increasingly required to contribute evidence from research and teaching to meet social challenges and to cooperate with community partners. This forces an understanding of HEIs as a driver for social innovation and requires educational leadership on multiple levels. Overall, campus community partnerships (CCPs) emerge as a dimension of a new culture of cooperation between HEIs and civil society which includes individual, organizational and inter-organizational learning. As, CCPs basically depend on the individual efforts, ambitions and networks of faculty members and educators we raise the questions, (1) who takes the lead for their initiation and maintenance, and (2) to which degree these partnerships have been institutionalized and supported so far. These questions are discussed in the framework of their significance for educational leadership for the establishment of suitable framework conditions for the promotion of social innovation for CCPs. These questions are particularly of interest for the German speaking countries like Austria, since CCPs in this context still have little tradition across the higher education sector. In this brief research report, results from a recent survey (2022; N = 107) concerning the initiation, support structures and formalization of CCPs in Austrian HEIs are presented, and conclusions for educational leadership principles for CCPs are discussed.

While many of the articles published in the Engaged Scholar Journal (ESJ) report on fieldwork, research, and collaborations, we do often have works devoted to teaching, pedagogy, and curriculum, and lessons from each of the pieces we publish can usually be transferred to teaching contexts.

The purpose of this qualitative study was to develop a deeper understanding of what it means to be an engaged scholar by examining reflexive narratives written by university researchers about their experiences conducting participative research. Writing reflexive narratives provided tools that permitted the researchers to parse the types of emotions and assumptions that may lead to unspoken and even unconscious bias in research. Implications for utilizing reflexive narratives in engaged scholarship research are discussed.

Ecological crises such as climate change challenge ecosystems and societies. They also concern us as scholars of media and communication. We should not stand by and watch ecological disaster from the sidelines. This article calls for more transformative communication and media scholarship. This implies research, teaching, and public engagement about how to transform societies toward just socioecological transformations through preserving ecosystems and catering for the needs of current and future generations across the globe. We show how much is already being done, as well as how much more we could do as a discipline to not only become carbon neutral but leave a positive imprint on the way societies respond to ecological challenges. [ABSTRACT FROM AUTHOR]

The twin reality of Africa as the world's demographically youngest and most rapidly urbanising continent should, by default, make it a hotspot for youth-centred urban research. And yet, the voices of young Africans remain grossly absent in public discourse, policy debates and mainstream research on issues that directly affect them. This lacuna propelled the conceptualisation of this themed volume, entitled Urban Youth -- Engaging young people and their futures in African cities. Showcasing submissions that not only push the envelope in terms of conceptual debates but also reflect in unconventional ways on experimental methods of co-production, this volume contributes to contemporary youth scholarship in three ways: firstly, by bringing together empirically rich, theoretically profound and collaborative scholarship from Africa; secondly, by showcasing cities in general and African cities in particular as productive, epistemological and relevant socio-political settings; and thirdly, by highlighting the importance of collaborative, multimodal research with youth that takes seriously their agency, aspirations and lived experiences, as much as the everyday structural challenges they face. To situate the volume, we first look briefly at common representations of young people, and particularly young Africans, within global media and policy discourses. To outline the broader knowledge project this volume connects to, we then discuss a few basic epistemological overlaps between the emerging fields of Global South Youth Studies and Southern urbanism. Introducing the rich array of creative, rigorous, experimental and propositional practices and research-based contributions that make up this themed volume constitutes the heart of this editorial. In conclusion, we argue that to secure our common urban future, it is pivotal to centre the voices of Africa's youth. For this, creative multimedia approaches to knowledge coproduction and representation will be needed, as will robust, multimodal Afro-centric partnerships. [ABSTRACT FROM AUTHOR]

Scientific publications predominantly focus on research outcomes. Increasingly, community partnerships and relationships are mentioned, especially in research conducted with Indigenous communities. In partnership-based research, Indigenous communities expect researchers to contribute in a multitude of ways that go beyond doing research. This article reports on a series of unforeseen, yet positive contributions realised in the Qanuinngitsiarutiksait study, undertaken between 2015 and 2021. These contributions are different from the main outcomes of the study. Salient unforeseen benefits included the strengthening of the Manitoba Inuit community through hosting community feasts, games, and virtual events; creating opportunities to increase the visibility of Inuit Elders at University public events; supporting the growth of the Manitoba Inuit Association in terms of staff, programmes, and presence at provincial policy tables; leveraging relationships towards the development of Inuit-centric primary healthcare services in Winnipeg; creating a method to identify Inuit in provincial administrative datasets which were used to track COVID-19 infection rates and ensure equity in access to testing and vaccines. As a result, the Manitoba Inuit Association’s visibility has increased, and Inuit Elders have become essential contributors of Indigenous knowledge at Manitoba-based events, as First Nations and Metis have been for decades. This transformation appears to be sustainable. [ABSTRACT FROM AUTHOR]

In the following exchange, Lynn Caldwell (member of the Engaged Scholar Journal Advisory Board, professor of theological ethics at St. Andrew’s College and sessional lecturer in Educational Foundations, Women’s and Gender Studies, at the University of Saskatchewan), and Carrianne Leung, Assistant Professor in creative writing, at the University of Guelph and writer of fiction, discuss radical generosity in the context of teaching in the Fine Arts. They remind us of how as engaged scholars, we carefully nurture generosity of thought, relations, and sharing in our work. They take that ethic one step further to show how radical generosity in the classroom rewards us with a well-informed society, and community of educators, activists, and change-makers.

The twin reality of Africa as the world’s demographically youngest and most rapidly urbanising continent should, by default, make it a hotspot for youth-centred urban research. And yet, the voices of young Africans remain grossly absent in public discourse, policy debates and mainstream research on issues that directly affect them. This lacuna propelled the conceptualisation of this themed volume, entitled Urban Youth – Engaging young people and their futures in African cities. Showcasing submissions that not only push the envelope in terms of conceptual debates but also reflect in unconventional ways on experimental methods of co-production, this volume contributes to contemporary youth scholarship in three ways: firstly, by bringing together empirically rich, theoretically profound and collaborative scholarship from Africa; secondly, by showcasing cities in general and African cities in particular as productive, epistemological and relevant socio- political settings; and thirdly, by highlighting the importance of collaborative, multimodal research with youth that takes seriously their agency, aspirations and lived experiences, as much as the everyday structural challenges they face. To situate the volume, we first look briefly at common representations of young people, and particularly young Africans, within global media and policy discourses. To outline the broader knowledge project this volume connects to, we then discuss a few basic epistemological overlaps between the emerging fields of Global South Youth Studies and Southern urbanism. Introducing the rich array of creative, rigorous, experimental and propositional practices and research- based contributions that make up this themed volume constitutes the heart of this editorial. In conclusion, we argue that to secure our common urban future, it is pivotal to centre the voices of Africa’s youth. For this, creative multimedia approaches to knowledge co- production and representation will be needed, as will robust, multimodal Afro-centric partnerships.

This article aimed to explore engaged scholarship project leaders’ rationales for starting their engaged scholarship project in communities. Community engagement (or engaged scholarship) has become a required part of the academia and increasingly becoming a scholarly endeavor. Academics in the education faculty at one university in South Africa were asked to voluntarily participate in a study exploring their rationales for starting their engaged scholarship projects. Semi-structured interviews were held with project leaders. Responses indicated four factors in rationales, firstly, the context selected for project were closely linked to project leader’s early experiences in education, secondly, project leaders selected subjects that were known for being problematic to teach, thirdly, the challenges within the context motivated project leaders to become involved and lastly, project leaders indicated that their motivation to remain involved in the project stemmed from wanting to develop the project further. The study was limited to project leaders in one faculty and only focused on rationales. Engaged scholarship projects are closely intertwined with personal backgrounds. It is recommended that community engagement project leaders reflect on their rationales to build more robust projects.

We present how rigor and relevance in project organizing research can be achieved by adopting the principles of engaged scholarship. We established a research collaboratory between scholars and practitioners to address a real-world practical problem in the UK infrastructure sector and supported the development of practitioner thinking on the leadership of major projects. We identify six specific dynamic capabilities required of UK infrastructure owners and operators and advance theory in owner capabilities for infrastructure development. By adopting this approach we revealed the potential of an engaged scholarship method to address real-world practical problems and advance theoretical knowledge thereby retaining rigor and achieving relevance.

Scientific publications predominantly focus on research outcomes. Increasingly, community partnerships and relationships are mentioned, especially in research conducted with Indigenous communities. In partnership-based research, Indigenous communities expect researchers to contribute in a multitude of ways that go beyond doing research. This article reports on a series of unforeseen, yet positive contributions realised in the Qanuinngitsiarutiksait study, undertaken between 2015 and 2021. These contributions are different from the main outcomes of the study. Salient unforeseen benefits included the strengthening of the Manitoba Inuit community through hosting community feasts, games, and virtual events; creating opportunities to increase the visibility of Inuit Elders at University public events; supporting the growth of the Manitoba Inuit Association in terms of staff, programmes, and presence at provincial policy tables; leveraging relationships towards the development of Inuit-centric primary healthcare services in Winnipeg; creating a method to identify Inuit in provincial administrative datasets which were used to track COVID-19 infection rates and ensure equity in access to testing and vaccines. As a result, the Manitoba Inuit Association’s visibility has increased, and Inuit Elders have become essential contributors of Indigenous knowledge at Manitoba-based events, as First Nations and Metis have been for decades. This transformation appears to be sustainable.

As part of the Measurement Approaches to Partnership Success study, we investigated the relationship between benefits and costs of participation in long-standing community-based participatory research (CBPR) partnerships using social exchange theory as a theoretical framework. Three major findings were identified: (a) the concept of benefits and costs operating as a ratio, where individual benefits must outweigh costs for participation, applies to early stages of CBPR partnership formation; (b) as CBPR partnerships develop, the benefits and costs of participation include each other's needs and the needs of the group as a whole; and (c) there is a shift in the relationship of benefits and costs over time in long-standing CBPR partnerships, in which partners no longer think in terms of costs but rather investments that contribute to mutual benefits. [ABSTRACT FROM AUTHOR]

Background: This case study examined the consequences of a literacy initiative designed to improve writing instruction for a high school under pressure to increase standardised test scores or face government oversight. Realities of underperforming schools, such as interruptions to instructional time, a focus on formulaic essay writing and decontextualised grammar skills, high teacher turnover, and a disproportionately large percentage of students with low ability levels, impact the implementation and sustainability of research‐based practices. Thus, we embarked on a school‐university partnership designed to overcome these barriers. We co‐constructed research to determine the effectiveness of an instructional framework designed by the school's instructional coach (a teacher educator hired by the school district responsible for enacting literacy reform and providing professional development) and her work with four ninth‐grade and tenth‐grade English teachers (Years 10 and 11) in the United States. This engaged scholarship process empowered teachers and the instructional coach to make changes in their approach to writing instruction. Methods: Our case study used the following data sources: teacher and student interviews, professional development and classroom observations, student writing attitude surveys and analyses of student writing. We utilised grounded theory to determine changes in classroom practice and students' academic growth. Results: Our study revealed strengths of the professional development regarding classroom management and student writing dispositions. Yet it also illuminated problems such as continued emphasis on reading instruction, limited opportunities for student choice and lack of writing strategies that transferred to composing extended text. Conclusion: These results raised critical questions, which aided the instructional coach in refining professional development for writing instruction. Highlights: What is already known about this topicBest practices in writing instruction emphasise the need for varied, authentic, relevant and purposeful writing for adolescents. Yet pressures of high‐stakes testing often result in rudimentary writing practices. Teachers in struggling schools are more closely monitored than those in schools which achieve adequate yearly progress. Teachers feel pressure to teach formulaic essay writing and decontextualised grammar skills.Single‐subject and small‐group research designs measured the impact of professional development and instructional initiatives on the writing proficiency of adolescent writers in the short term. These designs are predicated on literacy programmes where researchers provide writing intervention services with the goal of transforming teacher practice.Researchers note that the pressures of testing affect the sustainability of interventions designed to transform teacher practice. In other words, upon conclusion of professional development, teachers revert back to practices they believe will directly affect their students' performance on standardised assessments. What this paper addsThis study adds to research investigating how literacy initiatives utilising elements of engaged scholarship can enable sustainable teacher transformation concerning adolescent writing instruction. Engaged scholarship is collaborative, change‐oriented research that address a community‐identified need. We argue that the shift towards engaged scholarship allowed for a balancing of power, as all stakeholders had a say in the design of the research. Posing critical questions based on the results of our data helped the instructional coach see that more authentic and process‐oriented approaches were needed to increase test scores. This shift towards engaged scholarship allowed the instructional coach to participate more in the design of the research and permitted us to provide input that infused writing instruction into classrooms. This case study speaks to the larger context of how high‐stakes testing has affected writing instruction in 'struggling' secondary English programmes.Our study demonstrates why collaboration of teachers and researchers for meaningful impact (student achievement) is critical for 'underperforming' schools contending with the pressures of testing. Implications for theory, policy and practiceOur work highlights elements of literacy initiatives that help underperforming schools improve adolescent writing achievement. This study provides insights into partnerships that close the theory‐research gap to transform adolescent writing instruction for culturally and linguistically marginalised adolescents, students who have been traditionally disenfranchised by public education.This study also rejects the role of literacy researchers in school‐university partnerships as 'external' experts by inviting school partners to be researchers themselves. [ABSTRACT FROM AUTHOR]

Certain groups are more vulnerable to climate change than others and will likely feel its effects more severely. These groups include children, older adults, refugees, minoritized racial and ethnic groups, and people living in poverty. To safeguard vulnerable groups, their knowledge and perspectives need to be integrated into climate change adaptation planning. Institutions of higher education have many resources to contribute to this effort. To inform and promote engaged scholarship focusing on adaptation planning in collaboration with vulnerable groups, this research presents a case study evaluation of a project conducted by researchers at Antioch University New England with the older-adult community of Bridgeport, Connecticut. The evaluation explores attributes of the project that contributed to both positive outcomes and challenges. Key themes include the value of developing a primary partnership with a local organization, fostering an accessible and inclusive process, connecting subject matter with participants’ concerns, using an iterative process to build capacity, collaborating with multiple other local organizations, recognizing ongoing community efforts, and generating initial actions. This evaluation also explores potential transferability to other contexts.

This paper highlights a collaborative, intercollegiate vertical design charrette that illuminates the potential of short-term service opportunities. Interior design students from two major universities collaborated with a community partner over a 4-hour design charrette to produce preliminary design solutions for an expansion of the partner’s residential community farm that houses adults with special needs. Student participants were at varying points in their college careers, and the vertical nature of the charrette experience facilitated extensive peer-to-peer learning. Little research to date has documented the potential of design charrettes as service opportunities. This experience challenges the notion of traditional service-learning as a sustained experience and posits that short-term experiences combined with diverse stakeholder groups can create equally valuable outcomes for both student learners and community partners. Further, including students of all levels in the design program led to organic, student-driven knowledge building throughout the charrette. In this way, students benefited not only from the service aspect of the charrette experience but also from the opportunity to collaborate with peers from another institution, resulting in increased agency over their own learning.

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This article seeks to inform counselors, counseling students, and counselor educators about the professional applications of podcasting. It discusses the historical development and recent proliferation of podcasts, provides a basic overview of the medium's production process, highlights existing mental health-related podcasts, and integrates relevant literature from other professional disciplines to illustrate the clinical and educational utility of podcasts. [ABSTRACT FROM AUTHOR]

In this essay, we are arguing that the field of organizational change and development is positioned to face the challenges of researching change and changing for the next decade and beyond. The core values in the field—that researching change and enacting changing are collaborative ventures undertaken in the present tense where the outcome is actionable knowledge, and that it serves the practical ends of organizations and generates the knowledge of how organizations change—are of utmost relevant for the emerging workplace and organizations. Through differentiated consciousness interiority challenges the polarizations that beset the field (between science and practice) and provides an integrative process focused on the operations of human knowing. [ABSTRACT FROM AUTHOR]

Abstract Background Engaged scholarship includes the coproduction and use of research by partnerships that blend research, policy and/or practice perspectives. This way of doing research attempts to bridge-the-gap between knowledge and its application. Recent reviews have described practices that support engagement and involve the community in research and patients in healthcare but there is less known about how to engage individuals working to inform public policy. Aims and objectives The purpose of this research was to articulate the actions and context that support the coproduction and use of research to inform public policy decisions. The study focuses on partnerships between researchers and stakeholders working in public policy across different levels and sectors of government. Methods A scoping review methodology was used. Relevant articles were identified from six electronic bibliographic databases of peer-reviewed literature. Findings A total of 9904 articles were screened and 375 full-text articles were assessed for eligibility. The included 11 studies were from research partnerships internationally and described actions and contextual factors contributing to the coproduction and use of research to inform public policy. Key actions included facilitating frequent interactions with public policy stakeholders, joint planning for research, and collaboration to execute data collection and analysis. Contextual factors included clarity in responsibilities, prior relationships, and mutual respect for partner priorities and perspectives. Conclusions Key actions and contextual factors were identified in this review and warrant further study to strengthen research–policy partnerships and their outcomes.

Abstract Background Research funders in Canada and abroad have made substantial investments in supporting collaborative research approaches to generating and translating knowledge as it is believed to increase knowledge use. Canadian health research funders have advocated for the use of integrated knowledge translation (IKT) in health research, however, there is limited research around how IKT compares to other collaborative research approaches. Our objective was to better understand how IKT compares with engaged scholarship, Mode 2 research, co-production and participatory research by identifying the differences and similarities among them in order to provide conceptual clarity and reduce researcher and knowledge user confusion about these common approaches. Methods We employed a qualitative descriptive method using interview data to better understand experts’ perspectives and experiences on collaborative research approaches. Participants’ responses were analysed through thematic analysis to elicit core themes. The analysis was centred around the concept of IKT, as it is the most recent approach; IKT was then compared and contrasted with engaged scholarship, Mode 2 research, co-production and participatory research. As this was an iterative process, data triangulation and member-checking were conducted with participants to ensure accuracy of the emergent themes and analysis process. Results Differences were noted in the orientation (i.e. original purpose), historical roots (i.e. disciplinary origin) and partnership/engagement (i.e. role of partners etc.). Similarities among the approaches included (1) true partnerships rather than simple engagement, (2) focus on essential components and processes rather than labels, (3) collaborative research orientations rather than research methods, (4) core values and principles, and (5) extensive time and financial investment. Core values and principles among the approaches included co-creation, reciprocity, trust, fostering relationships, respect, co-learning, active participation, and shared decision-making in the generation and application of knowledge. All approaches require extensive time and financial investment to develop and maintain true partnerships. Conclusions This qualitative study is the first to systematically synthesise experts’ perspectives and experiences in a comparison of collaborative research approaches. This work contributes to developing a shared understanding of collaborative research approaches to facilitate conceptual clarity in use, reporting, indexing and communication among researchers, trainees, knowledge users and stakeholders to advance IKT and implementation science.