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Can meaningful connections between academics, consultants, and practitioners of workplace democracy be created to bring about critically inspired change? This article presents an exploration of our experiment in producing a practical and engaged form of Critical Management Studies (CMS) through a case study of a 2-day event. The event brought together academics, consultants, and practitioners of workplace democracy to examine the possibilities and challenges of creating meaningful connections between these groups. It served as a platform for investigating and reflecting on the efforts made to bridge the gap between academia and practice in CMS. Drawing on pre-event documents, recordings of the event and interviews with participants after the event, we provide an account of academics out of their comfort zone struggling to feel authentic and useful; suspicion and uneasiness between groups leading to inter and intra group struggles; and lingering difficulties around power and control. Our event suggests that CMS scholars seeking more practical engagement should pursue a: (i) deliberative research perspective of co-production alongside multiple stakeholders (academics, consultants, and practitioners) to practically seek to bring about change; (ii) democratization of the research process so that the democratic intentions of the research outcomes are built into the research process; (iii) fluid research position breaking down and blurring of boundaries between academics and practitioners to increase the possibilities for creating meaningful connections. [ABSTRACT FROM AUTHOR]

Writing differently presents numerous challenges, impossibilities, and anxieties. While literature underscores the significance of cultivating new writing forms, the actual experience of writing differently remains obscure. This paper seeks to better understand how alternative forms of writing can be enacted. More specifically, it aims to explore how writing differently affects the process of becoming an academiX, by analyzing our collective and individual experiences within Compo·X, a collective of PhD students. We perceive our doctoral experience as a liminal one, a transitional phase that reshapes our identities. We illustrate how our distinct writing practices facilitated the development of a shared identity and an environment for growth in academic world often known for its lack of inclusivity. At the end, we show how writing differently and collective writing helped us to swim against the tide and served as a platform for micro-revolutions within us and academia’s competitive and normative culture and organization. [ABSTRACT FROM AUTHOR]

This article explores the concept of "public scholarship" and its different models, specifically the "public intellectual" and the "engaged scholar." The author reflects on their own research trajectory, moving from theory to practice to engagement, and argues that engaged scholarship is more accountable to the demands of justice. The article also discusses the barriers to engaged scholarship and suggests that the "engaged university" should center the work of activist scholars and their community partners. The author acknowledges the importance of diverse perspectives and the need to learn from research traditions that have paved the way. The text discusses the difference between public intellectuals and engaged scholars in the context of advancing justice. Public intellectuals speak to a broad audience but do not interact with specific public stakeholders or contribute to social change. Engaged scholars, on the other hand, work directly with non-academic interest groups to co-produce knowledge that leads to social change. The text emphasizes the importance of community-based research and the need to prioritize the learning of long-time community-based scholars to ensure the integrity and accountability of engaged scholarship. The author also reflects on their own academic trajectory and the limitations of theory in effecting change, highlighting the importance of understanding how scholarship participates in the material matrices of public life. This article discusses the importance of engaged scholarship, which involves collaborating with non-academic partners in the research process. The author shares their experience working on a project funded by the California Department of Cannabis Control to study the impact of cannabis cultivation on Tribal sacred sites and cultural resources. They [Extracted from the article]

Abstract Co-ownership of major projects increases organizational complexity but remains underexplored in project studies. This article examines these complexities, employing an engaged scholarship approach with a group of practitioners facing a significant challenge regarding collaborative governance of a major project. This approach enables us to develop a framework for major projects, which includes four types of collaborative governance mechanism: sensemaking, structural, procedural, and relational. Our work has implications for interorganizational design, suggesting that a project management office (PMO) could play a leadership and integrative role in collaborative governance. [ABSTRACT FROM AUTHOR]

What do "white" migration researchers, such as myself, need to learn from over-researched (undocumented) migrant youth and indigenous communities that consider research a dirty word? And how do such assertions not lead to an impasse, but can actually enable scholars to conduct ethical and reflexive research that directly engages and benefits migrant communities throughout the research process? These are the central questions I seek to take up in this article by critically reflecting on my engaged research with undocumented migrant youth (activists) in Los Angeles and the Netherlands. Building on epistemological and ethical considerations and practices from participatory action research, co-creative research, and arts-based research, this article argues for four essential shifts in our modes of knowledge production, which are then empirically illustrated through a critical examination of my own research. These four shifts are: (1) a move from epistemic violence and injustice to epistemic justice, (2) a move from damage-centred to desire-based research, (3) a move from singular to comprehensive narratives, and (4) a move from extractavist to engaged research. [ABSTRACT FROM AUTHOR]

Service-learning (SL) has gained global popularity for promoting students' civic engagement and democratic and pluralistic values and impacting faculty and communities. It relies on foundational pillars (the 4 Rs): respect, reciprocity, relevance, and reflexivity. While the drivers of faculty motivation have received attention from researchers, a gap remains in understanding what sustains their motivation and engagement over time. This study aims to address this gap by exploring the perspectives of a group of European scholars through the lens of Self-Determination Theory. A hybrid thematic analysis was employed to analyze the 22 semi-structured interviews collected in 14 European countries. The findings reveal that SL exerts a transformative influence on the community, students, faculty, and higher education institutions, nurturing a heightened sense of competence among faculty members. Institutionalization is a pivotal factor in sustaining and rewarding engaged faculty scholarship, enabling autonomy in academic roles, and aligning personal values with institutional endeavors. Finally, the community experience within SL fosters positive connections with colleagues and communities at local, national, and international levels. As a result, this study introduces a fifth foundational pillar, extending the existing 4 Rs model: relatedness. Future research directions and implications are proposed. [ABSTRACT FROM AUTHOR]

This article discusses the decolonisation of (theological) education in Africa, with special emphasis on South Africa. Colonialism is a complex power system that subjugated space, human beings and the minds of the colonised. Decolonisation has a responsibility to remove colonial governance, liberate the colonised being and decentre the colonial knowledge and recentre the indigenous knowledge of the native people. Furthermore, the most difficult form of decolonisation is the decolonisation of the mind because colonialism in this context tends to manifest itself into other forms of social structure. This study suggests that there is a need to relearn the meaning of decolonisation and its implications, as there are some students and academics who still do not know much about decolonisation, and this hinders the process. Furthermore, theological education needs to use engaged scholarship and community-based practical research (CBPR) methods as tools to facilitate decolonisation of theological education, as present studies indicate that the Christian religion is failing to make an impact in many African communities. Lastly, this article highlights markers of decolonised (theological) education in Africa. This article has two objectives. The first objective is to highlight markers of decolonised theological education. The second objective is to give special emphasis to the role of engaged scholarship and CBPR in the decolonisation of theological education. This article will use a literature review approach and highlight examples of the decolonisation of (theological) education. The decolonisation theory will underpin this literature review. [ABSTRACT FROM AUTHOR]

The author has previously in a social system theoretical perspective outlined a position for engaged scholarship in bridging the gulf between theorizing and practice. Partaking as "midwives" for shared semantics in a polycentric network was analyzed as one role for engaged scholars to assist. This paper, however, argues that for a shared semantic reservoir for "next era" leadership and management to form, one more layer of reflection is needed: how to manage "backwards" from the future. The paper also addresses geographic inclusion/exclusion, which seems to be reinforced as digitalization and abstract knowledge are gaining ground, even though bits and abstract knowledge should easily be detached from spatial limitations. Research programs targeting "grand challenges" and "grand solutions" is defined by megaprojects defined and financed by large foundations or other large-scale actors, and well-connected international research centers and research networks are needed to influence this agenda-setting. The paper argues that forming regional polycentric networks (including scientific research scholars) may to a greater extend bridge the global agendas with local and regional issues to not be excluded in a transition process. [ABSTRACT FROM AUTHOR]

Attention to public problems is increasingly being driven by data. Given that data is used as a communication tool, a lack of data may further exacerbate existing inequities when allocating public resources, especially around infrastructure. Using a co-creation and power-sharing approach to community involvement, this field report describes how a rural community and academic partners worked together to collect photo and video data to create a community-driven flood map that communicates flood issues. The results indicate community members felt like they belong, are valued, and their flooding challenges are visible. These are all important steps to achieving attention and support to address their flooding infrastructure challenges. We end by offering six concrete suggestions, ranging from centering community needs to interdisciplinary collaboration, for how this approach can be used in other applied communication projects. [ABSTRACT FROM AUTHOR]

Justice is a term increasingly used in rural studies and agri-food systems research. In this article, we examine how rural studies can gain by more directly integrating food justice and its focus on transformative intervention. First, we identify existing gaps in discussions about social justice in relation to rurality in the United States. Second, we analyze prominent food justice literature and its main conceptualizations, characteristics, and gaps in relation to rurality. Drawing on existing gaps and opportunities in rural studies and food justice, we discuss why and how critical analyses of race/white supremacy, intersectionality, and engaged scholarship can strengthen the study of injustices in rural settings. In prioritizing these aspects, rural scholars might adopt powerful lenses for interrogating the ongoing hegemonies of rural communities while also facilitating greater engagement in social justice within and outside our disciplines. [ABSTRACT FROM AUTHOR]

This position paper reframes the ongoing relevance versus rigor debate in operations research (OR) as a Kuhnian epistemological crisis, in which the dominant paradigm of quantitative modeling shows signs of exhaustion. Humanitarian fleet management is presented as an empirical case of extensive operations theory, which has not been implemented by the stakeholders who paid for its production. We propose a possible way out of the crisis by combining "hard" and "soft" OR, illustrating the potential with a selected problem structuring method. Optimization solutions can become more productive by first surfacing the organizational context of decision-making. The illustration emphasizes that hard and soft OR are not binary opposites but interlocking, mutually empowering components which expand the evidence base. Shifting the current paradigm toward more engaged scholarship could counteract the ongoing theoretical drift, for more strategic impact on the pressing problems of today. [ABSTRACT FROM AUTHOR]

In this paper, we draw insights from a 15-year qualitative research program exploring catastrophe insurance and gaps in insurance protection as risks escalate within a world impacted by a climate emergency. We suggest that the ebb-and-flow of our research team's composition and activities through time was inextricably linked with our ability to have a sustained impact on such a large-scale societal issue. The essay situates itself within the research impact and team literature, narrates the trajectory of our research program and team development, and develops a framework for effectively managing impact-oriented qualitative research teams over time. Our framework illustrates key aspects of this process including team (re)forming, building team and individual stickability, performing, and managing team flux. We also present 10 practical takeaways for how these aspects can be managed effectively to produce long-term impact work to address grand challenges. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this issue, Wanda Martin, Kerry McPhedran, Shelley Kirychuk, and Lori Bradford, ESJ’s editor-in-chief, explores the concept of engaged scholarship within the realm of housing insecurity and the built environment. They shared their insights and experiences regarding the challenges and opportunities inherent in engaged scholarship, particularly in addressing inequities in housing and the built environment.

Social scientists must grapple with how to pursue knowledge about an uncertain and complex world. This challenge is accentuated when scholars wish to engage responsibly with policy-makers and the public in the interests of social betterment. In this article, we use the scholarly literature on uncertainty and complexity to examine how these issues complicate the practice of engaged scholarship. We ground our analysis in interviews with publicly engaged scholars on the ethical challenges they have faced and how they have navigated uncertainties and complexities in their applied work in peace and security. We identify four broad ethical dilemmas associated with publicly engaged scholarship and propose ways that scholars might begin to navigate these challenges. Our analysis urges greater acceptance of uncertainty and complexity in the social science community and associated epistemic humility in collective scholarship, pedagogy and public engagement. [ABSTRACT FROM AUTHOR]

Place-Based Initiatives (PBIs) involve efforts to mobilise and coordinate local resources, services and expertise across multiple organisations and sectors in order to strengthen the social, structural, physical and economic conditions of historically disinvested neighbourhoods. While promising, these initiatives have had some documented challenges, and some are leveraging partnerships with academic institutions to address those challenges. In this article, we explore perspectives of leaders and staff from three PBI organisations in Charlotte, NC to better understand the benefits of PBI-academic partnerships and the conditions under which they are most effective. Thematic analysis of 23 semi-structured interviews revealed that PBIs leverage partnerships with academic institutions to accomplish two key goals. First, these partnerships stimulate assetbased community development (ABCD) by connecting community organisations and neighbourhood residents with academic resources and by strengthening PBI service delivery. Second, some partnerships give rise to community-based research efforts that help address external accountability challenges and inform PBI programming. The findings also illuminated several pitfalls in academic-PBI partnerships, sometimes rooted in conflicting priorities and approaches of academic researchers and non-profit practitioners. Finally, insights delineate key recommendations for improving PBI-academic collaborations, including countering academic exploitation by plugging into PBIs’ mission and respecting PBI expertise. [ABSTRACT FROM AUTHOR]

Since the 1950s, project portfolio management (PPM) has offered principles helping us to act in PPM-related situations. Our study integrates what we know by reviewing seven decades of PPM research. We identify 17 PPM principles in four categories that have shaped our thinking and show how these are embedded in a semantical hierarchy. By doing so we shed light on the thoughts, intentions, and practices behind the principles, which support practitioners in becoming knowledgeable agents. By reflecting on the deficits of the identified principles’ underlying assumptions, we propose a path for future research. [ABSTRACT FROM AUTHOR]

Based to a considerable extent on Margaret Archer's approach to reflexive agency, we discuss a multi-year insider/outsider research collaboration that has taken place in a University-based Centre designed to bring academics and management practitioners together to conduct applied research and learn from each other. We focus in particular on the experiences of the insider researcher, showing how, based on her reflexive practice, the collaboration has led to both scholarly contributions and changes in practice in the Centre and her University. In doing so, we flesh out the importance of reflexivity and its important impacts on academic-practitioner collaborations. In long-term insider/outsider collaborations that provide psychologically safe places, outsider researchers can metaphorically hold a mirror up to insider researchers that foster their reflexivity and its subsequent impacts. [ABSTRACT FROM AUTHOR]

Retailers have been identified as important actors in driving sustainable change, due to their vital role in connecting production and consumption. In this paper, we explore what retailers do to enable consumers to act more sustainable. Whereas there is ample research focusing either on sustainability on the production and sourcing side or on sustainable consumer behaviors, we bridge the two by focusing specifically on consumer-facing sustainability work in grocery retail organizations. Through workshops, interviews, and secondary data, we find a clear ambition among retailers to help consumers behave sustainably. However, our findings also point to several barriers to sustainability work within the organization. The paper concludes by outlining a model of different sustainability ambition-action gaps within retail organizations and possible solutions for closing them. [ABSTRACT FROM AUTHOR]

Universities, researchers and funders are increasingly asking how research contributes to positive changes in society and the environment, and seeking ways to document and describe impacts consistently across diverse disciplines and organisational scales. The societal impacts framework presented in this pilot study uses a combination of impact goal and impact descriptor frameworks to elucidate the societal impacts of research. The framework blends elements of assessment-driven and mission-driven reporting frameworks, and was administered online to volunteers from one interdisciplinary environmental research institute. The 12 projects in the pilot study addressed 15 of the 17 UN Sustainable Development Goals, and all 12 projects reported impacts in two or more of six impact descriptor categories. We also identified an impact subcategory dealing with changes to higher education practice. Combining two types of impacts frameworks – societal goals and descriptors of changes – allowed us to understand how the research projects contributed to broad societal goals, not just that they addressed the goals. Responses from study participants indicated a good fit between the framework and their research efforts. However, we found that the online reporting tool, in its current form, was not effective in eliciting full and accurate reports from all participants. We reflect upon how to improve data collection in the future, as well as on opportunities for additional tests of the framework in new contexts.

This article discusses the decolonisation of (theological) education in Africa, with special emphasis on South Africa. Colonialism is a complex power system that subjugated space, human beings and the minds of the colonised. Decolonisation has a responsibility to remove colonial governance, liberate the colonised being and decentre the colonial knowledge and recentre the indigenous knowledge of the native people. Furthermore, the most difficult form of decolonisation is the decolonisation of the mind because colonialism in this context tends to manifest itself into other forms of social structure. This study suggests that there is a need to relearn the meaning of decolonisation and its implications, as there are some students and academics who still do not know much about decolonisation, and this hinders the process. Furthermore, theological education needs to use engaged scholarship and community-based practical research (CBPR) methods as tools to facilitate decolonisation of theological education, as present studies indicate that the Christian religion is failing to make an impact in many African communities. Lastly, this article highlights markers of decolonised (theological) education in Africa. This article has two objectives. The first objective is to highlight markers of decolonised theological education. The second objective is to give special emphasis to the role of engaged scholarship and CBPR in the decolonisation of theological education. This article will use a literature review approach and highlight examples of the decolonisation of (theological) education. The decolonisation theory will underpin this literature review.

Abstract Background Co-production is an umbrella term used to describe the process of generating knowledge through partnerships between researchers and those who will use or benefit from research. Multiple advantages of research co-production have been hypothesized, and in some cases documented, in both the academic and practice record. However, there are significant gaps in understanding how to evaluate the quality of co-production. This gap in rigorous evaluation undermines the potential of both co-production and co-producers. Methods This research tests the relevance and utility of a novel evaluation framework: Research Quality Plus for Co-Production (RQ + 4 Co-Pro). Following a co-production approach ourselves, our team collaborated to develop study objectives, questions, analysis, and results sharing strategies. We used a dyadic field-test design to execute RQ + 4 Co-Pro evaluations amongst 18 independently recruited subject matter experts. We used standardized reporting templates and qualitative interviews to collect data from field-test participants, and thematic assessment and deliberative dialogue for analysis. Main limitations include that field-test participation included only health research projects and health researchers and this will limit perspective included in the study, and, that our own co-production team does not include all potential perspectives that may add value to this work. Results The field test surfaced strong support for the relevance and utility of RQ + 4 Co-Pro as an evaluation approach and framework. Research participants shared opportunities for fine-tuning language and criteria within the prototype version, but also, for alternative uses and users of RQ + 4 Co-Pro. All research participants suggested RQ + 4 Co-Pro offered an opportunity for improving how co-production is evaluated and advanced. This facilitated our revision and publication herein of a field-tested RQ + 4 Co-Pro Framework and Assessment Instrument. Conclusion Evaluation is necessary for understanding and improving co-production, and, for ensuring co-production delivers on its promise of better health.. RQ + 4 Co-Pro provides a practical evaluation approach and framework that we invite co-producers and stewards of co-production—including the funders, publishers, and universities who increasingly encourage socially relevant research—to study, adapt, and apply.

ESJ’s managing editor Penelope Sanz converses with Dr. Natalia Khanenko-Friesen, director of the Canadian Institute of Ukrainian Studies (CUIS) at University of Alberta, about engaged scholarship in the context of the Ukraine-Russia war. Natalia was in the midst of organizing and preparing for a conference in Spring 2023 when this conversation took place.

Place-Based Initiatives (PBIs) involve efforts to mobilise and coordinate local resources, services and expertise across multiple organisations and sectors in order to strengthen the social, structural, physical and economic conditions of historically disinvested neighbourhoods. While promising, these initiatives have had some documented challenges, and some are leveraging partnerships with academic institutions to address those challenges. In this article, we explore perspectives of leaders and staff from three PBI organisations in Charlotte, NC to better understand the benefits of PBI-academic partnerships and the conditions under which they are most effective. Thematic analysis of 23 semi-structured interviews revealed that PBIs leverage partnerships with academic institutions to accomplish two key goals. First, these partnerships stimulate asset- based community development (ABCD) by connecting community organisations and neighbourhood residents with academic resources and by strengthening PBI service delivery. Second, some partnerships give rise to community-based research efforts that help address external accountability challenges and inform PBI programming. The findings also illuminated several pitfalls in academic-PBI partnerships, sometimes rooted in conflicting priorities and approaches of academic researchers and non-profit practitioners. Finally, insights delineate key recommendations for improving PBI-academic collaborations, including countering academic exploitation by plugging into PBIs’ mission and respecting PBI expertise.

The importance of intervention in communication research has continued to expand in a variety of research traditions including applied communication, engaged scholarship, and communication activism. The growing importance of intervention requires closely examining our research practices regarding knowledge production and the role of nonacademic research partners. The present study articulates four intervention orientations based on an analysis of articles (n = 154) from 2010 to 2020, drawn from journals published by the U.S.-based Association for Education in Journalism and Mass Communication, International Communication Association, and National Communication Association. Four orientations are articulated using the dimensions of problem focus and intervention pathway: (1) translation, (2) critique, (3) design, and (4) co-creation. Implications regarding temporality and intervention, the significance of interdisciplinary research, and the sustainable social impact of interventions are highlighted. [ABSTRACT FROM AUTHOR]

Addressing Sexuality Education among learners in rural schools can be challenging when using traditional designs such as ethnography and phenomenology. This paper introduces Cyclical Longitudinal Ethnography as an innovative design for addressing Sexuality Education in South African rural farm schools. This design was developed as part of an engaged scholarship on HIV prevention in rural farm schools in Soutpansberg North Circuit, Limpopo Province, South Africa. The paper provides an overview of Sexuality Education at schools and the challenges thereof. It further provides the basics of ethnography and its limitation. The paper then introduces and describes cyclical ethnography as an alternative to original ethnography. The design allows researchers to still have a prolonged engagement with the community without gross disruption of other academic responsibilities such as tuition, academic citizenship, leadership, and administration. The design allows the researcher to visit the area several times over the years, enabling the researcher to observe variations of a phenomenon over time. The Cyclical nature of the design allows data collection, analysis, intervention, monitoring, and evaluation to be conducted iteratively. Though there are primary key informants, the findings could lead to other key informants, settings, and interventions which were not part of the initial plan and objectives. In this study, the target population was educators teaching Sexuality Education, but it ended up involving learners, parents, and community members. The Longitudinal nature of the design enables the researchers to see the impact of the interventions. [ABSTRACT FROM AUTHOR]

Pragmatism, political equality, recognition, democracy, engaged scholarship Keywords: pragmatism; political equality; recognition; democracy; engaged scholarship EN pragmatism political equality recognition democracy engaged scholarship 872 876 5 10/03/23 20231001 NES 231001 Reading this set of responses to my work left me feeling profoundly awed and humbled, ready to settle into a deep silence. Chambers is right to say that in the U.S. our politics currently involves not only polarization but also radicalization. [Extracted from the article]

Drawing on the narrative inquiry method, a qualitative study of 49 engaged scholar interviews at the University of California, Davis was conducted to understand motivations for practicing engaged scholarship. Notwithstanding the significant contributions to understanding faculty motivations in this field, we argue that previous research details the roles of individuals and institutions of higher learning while leaving room for further theorization of other important influences and their intersections. The study findings reveal that faculty report intrinsic, extrinsic, and relational motivations that interact at multiple levels of influence. These multilevel motivational influences have implications for faculty recruitment and retention, implementation of institutional support strategies, and recognition in merit and promotion. [ABSTRACT FROM AUTHOR]

Invited commentary on the 2021 Journal of Management Education Lasting Impact Award for Dr. David Whetten 2007 article Principles of Effective Course Design: What I Wish I Had Known about Learning-centered Teaching 30 Years Ago. [ABSTRACT FROM AUTHOR]

No abstract available.

This report from the field provides reflection on the author’s experience of co-authoring a peer-reviewed manuscript with community partners for publication in an academic journal. The report reflects on the existential, logistical, and process-related challenges of applying community-based research and delivering its promise of knowledge co-creation while grappling with inequities imbedded in the realities of academic and non-academic life. Reflecting on the lessons learned, this paper probes into further considerations for the operationalization of ethical principles for equitable collaboration in community-based research.

Student engagement is a dynamic and multifaceted concept encompassing physical, emotional, and cognitive components. Various instruments to assess student engagement exist; however, these are not intended to assess how students engage with one another and with community stakeholders in participatory health projects. Although instruments exist to assess participation and power-sharing in participatory health research projects, none of the available tools are suitable for assessing student engagement in such projects. Accordingly, this study set out to develop an assessment instrument for student engagement in design thinking projects for health innovation. An adapted form of the survey development guide for medical education research was applied. The development process included triangulation of data, which included collating student input from an initial literature informed instrument, an analysis of written reflective reports and a focus group discussion with students enrolled in a master's level course called Health Innovation & Design (HID), and design thinking practitioner validation. A final assessment instrument for student engagement in design thinking projects is presented. Note that our instrument incorporates the design thinking phases according to the Innovation Design Engineering Organization (IDEO) design thinking approach, an educational definition of student engagement, and recommendations by students, course lecturers and facilitators of the HID course. The instrument can assess engagement in academic and non-academic settings when design thinking is applied for health innovation. [ABSTRACT FROM AUTHOR]

Background: Co-production is an umbrella term used to describe the process of generating knowledge through partnerships between researchers and those who will use or benefit from research. Multiple advantages of research co-production have been hypothesized, and in some cases documented, in both the academic and practice record. However, there are significant gaps in understanding how to evaluate the quality of co-production. This gap in rigorous evaluation undermines the potential of both co-production and co-producers. Methods: This research tests the relevance and utility of a novel evaluation framework: Research Quality Plus for Co-Production (RQ + 4 Co-Pro). Following a co-production approach ourselves, our team collaborated to develop study objectives, questions, analysis, and results sharing strategies. We used a dyadic field-test design to execute RQ + 4 Co-Pro evaluations amongst 18 independently recruited subject matter experts. We used standardized reporting templates and qualitative interviews to collect data from field-test participants, and thematic assessment and deliberative dialogue for analysis. Main limitations include that field-test participation included only health research projects and health researchers and this will limit perspective included in the study, and, that our own co-production team does not include all potential perspectives that may add value to this work. Results: The field test surfaced strong support for the relevance and utility of RQ + 4 Co-Pro as an evaluation approach and framework. Research participants shared opportunities for fine-tuning language and criteria within the prototype version, but also, for alternative uses and users of RQ + 4 Co-Pro. All research participants suggested RQ + 4 Co-Pro offered an opportunity for improving how co-production is evaluated and advanced. This facilitated our revision and publication herein of a field-tested RQ + 4 Co-Pro Framework and Assessment Instrument. Conclusion: Evaluation is necessary for understanding and improving co-production, and, for ensuring co-production delivers on its promise of better health.. RQ + 4 Co-Pro provides a practical evaluation approach and framework that we invite co-producers and stewards of co-production—including the funders, publishers, and universities who increasingly encourage socially relevant research—to study, adapt, and apply. [ABSTRACT FROM AUTHOR]