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In this dissertation, Rast explores the challenges and opportunities of co-creative civil society initiatives and academic research projects in the Dutch refugee reception and integration landscape. She shows that the government’s struggle to deal with receiving asylum seekers in 2015/2016 in a timely and appropriate manner opened up new experimental spaces for co-creative endeavors within the refugee reception and integration landscape. Since then, civil society actors, academics, and people with a refugee background have become increasingly involved in co-creating policies, practices, and knowledge concerning refugee-related issues. Rast’s dissertation not only illustrates the emergence of such experimental spaces but also explores the challenges and opportunities of co-creative endeavours by civil society initiatives and academic research projects. Specifically, her dissertation engages with the following research question: In what ways do co-creative civil society initiatives and academic research projects navigate within, challenge, and transform exclusionary refugee reception and integration structures, thereby promoting societal inclusion? To answer this question, Rast carried out four empirical studies between 2016 and 2021, two that looked at co-creative civil society initiatives and two that looked at co-creative academic research projects. Regarding the first part of the research question, namely, what role co-creative civil society initiatives and academic research projects can play in promoting societal inclusion, Rast argues co-creative endeavors promote refugees’ and the local community’s agency, transform exclusionary relations and structures toward more horizontal relations and inclusive structures, foster solidarity, advance societal and epistemic justice and bring sociological imagination into practice. However, Rast’s dissertation highlights that the refugee reception and integration landscape is still permeated with hierarchical and (subtle) exc

This article is grounded in empirical findings from a collaborative research project on Smart Mobility and the Sharing Economy (SMaSE) and is driven by an interest in digital service innovation. One of the primary objectives of the project was to design a digital service that supports smart mobility, based on the principles of the sharing economy. The digital service was subsequently tested in a real-world setting over a period of three weeks. Following the project's conclusion, two actors involved in the project successfully commercialized the digital service. Digital service innovation (DSI) can be conceptualized as a reconfiguration of service systems through digital services. The digital service developed and tested within SMaSE serves as a concrete example of DSI. In the context of DSI, a diverse group of actors participates in a collaborative process. Scholars have argued that the dynamics of learning and knowledge sharing between heterogeneous actors involved in DSI have not been sufficiently explored. Additionally, existing literature provides limited attention to learning and knowledge exchange between these diverse actors, particularly from a practice-oriented perspective, such as the concept of "landscapes of practice" (LoP). The research question guiding this study is: What are the key elements and activities in workshops that foster knowledgeability in digital service innovation? The aim of this paper is to develop an understanding of the role workshops play in enhancing knowledgeability within the context of DSI. This article contributes by proposing a conceptual framework for the planning, execution, and evaluation of workshops that support knowledgeability in DSI. Specifically, the article introduces the "learnsperience" workshop framework, which consists of three key dimensions: structure, tentative design principles, and theoretical concepts. The research approach employed is engaged scholarship, which incorporates both participatory and observatio

This article is grounded in empirical findings from a collaborative research project on Smart Mobility and the Sharing Economy (SMaSE) and is driven by an interest in digital service innovation. One of the primary objectives of the project was to design a digital service that supports smart mobility, based on the principles of the sharing economy. The digital service was subsequently tested in a real-world setting over a period of three weeks. Following the project's conclusion, two actors involved in the project successfully commercialized the digital service. Digital service innovation (DSI) can be conceptualized as a reconfiguration of service systems through digital services. The digital service developed and tested within SMaSE serves as a concrete example of DSI. In the context of DSI, a diverse group of actors participates in a collaborative process. Scholars have argued that the dynamics of learning and knowledge sharing between heterogeneous actors involved in DSI have not been sufficiently explored. Additionally, existing literature provides limited attention to learning and knowledge exchange between these diverse actors, particularly from a practice-oriented perspective, such as the concept of "landscapes of practice" (LoP). The research question guiding this study is: What are the key elements and activities in workshops that foster knowledgeability in digital service innovation? The aim of this paper is to develop an understanding of the role workshops play in enhancing knowledgeability within the context of DSI. This article contributes by proposing a conceptual framework for the planning, execution, and evaluation of workshops that support knowledgeability in DSI. Specifically, the article introduces the "learnsperience" workshop framework, which consists of three key dimensions: structure, tentative design principles, and theoretical concepts. The research approach employed is engaged scholarship, which incorporates both participatory and observatio

This article is grounded in empirical findings from a collaborative research project on Smart Mobility and the Sharing Economy (SMaSE) and is driven by an interest in digital service innovation. One of the primary objectives of the project was to design a digital service that supports smart mobility, based on the principles of the sharing economy. The digital service was subsequently tested in a real-world setting over a period of three weeks. Following the project's conclusion, two actors involved in the project successfully commercialized the digital service. Digital service innovation (DSI) can be conceptualized as a reconfiguration of service systems through digital services. The digital service developed and tested within SMaSE serves as a concrete example of DSI. In the context of DSI, a diverse group of actors participates in a collaborative process. Scholars have argued that the dynamics of learning and knowledge sharing between heterogeneous actors involved in DSI have not been sufficiently explored. Additionally, existing literature provides limited attention to learning and knowledge exchange between these diverse actors, particularly from a practice-oriented perspective, such as the concept of "landscapes of practice" (LoP). The research question guiding this study is: What are the key elements and activities in workshops that foster knowledgeability in digital service innovation? The aim of this paper is to develop an understanding of the role workshops play in enhancing knowledgeability within the context of DSI. This article contributes by proposing a conceptual framework for the planning, execution, and evaluation of workshops that support knowledgeability in DSI. Specifically, the article introduces the "learnsperience" workshop framework, which consists of three key dimensions: structure, tentative design principles, and theoretical concepts. The research approach employed is engaged scholarship, which incorporates both participatory and observatio

This article is grounded in empirical findings from a collaborative research project on Smart Mobility and the Sharing Economy (SMaSE) and is driven by an interest in digital service innovation. One of the primary objectives of the project was to design a digital service that supports smart mobility, based on the principles of the sharing economy. The digital service was subsequently tested in a real-world setting over a period of three weeks. Following the project's conclusion, two actors involved in the project successfully commercialized the digital service. Digital service innovation (DSI) can be conceptualized as a reconfiguration of service systems through digital services. The digital service developed and tested within SMaSE serves as a concrete example of DSI. In the context of DSI, a diverse group of actors participates in a collaborative process. Scholars have argued that the dynamics of learning and knowledge sharing between heterogeneous actors involved in DSI have not been sufficiently explored. Additionally, existing literature provides limited attention to learning and knowledge exchange between these diverse actors, particularly from a practice-oriented perspective, such as the concept of "landscapes of practice" (LoP). The research question guiding this study is: What are the key elements and activities in workshops that foster knowledgeability in digital service innovation? The aim of this paper is to develop an understanding of the role workshops play in enhancing knowledgeability within the context of DSI. This article contributes by proposing a conceptual framework for the planning, execution, and evaluation of workshops that support knowledgeability in DSI. Specifically, the article introduces the "learnsperience" workshop framework, which consists of three key dimensions: structure, tentative design principles, and theoretical concepts. The research approach employed is engaged scholarship, which incorporates both participatory and observatio

This ethnographic research examines the politics of knowledge within the framework of official development aid (ODA). The study focuses on a queer male sex worker-led organization (SLO) located in Nairobi, Kenya. The primary objective of this research is to explore the ways in which this organization, deeply entrenched in development partnerships within the ODA system, navigates and engages with the intricate politics of knowledge that directly impacts it. It does by answering the following central question: How do SLOs embedded in development partnerships in the ODA system participate in and negotiate the politics of knowledges that affect them? In addition to an in-depth portrayal of the research setting, introducing the organization's staff, members, activities, goals, and the socio-political context it operates within, the introduction chapter explores the theory surrounding the politics of knowledges, and extends this to the context of the ODA system and its implications. Key concepts, such as epistemic injustice and epistemicide, are introduced to illustrate the constraints on incorporating subaltern voices and perspectives within this system. The chapter links these dynamics surrounding politics of knowledges to the enduring structures of colonialism, underlining the resulting hierarchies of race and place. After discussing the methodology, five empirical chapters analyse the politics of knowledges in the ODA system from the perspective of the SLO, as well as how SLOs participate negotiate these and to what end. The empirical chapters analyse the politics of knowledges from five different epistemic relations. The build-up of chapters represents the hierarchical set-up of aid chains that Community-Based Organisations (CBOs) are part of, and thus discusses the politics of knowledges from the top of the aid chain downwards. More specifically, each chapter explores hegemonic ways of knowing African sex workers and their organisations in a specific domain. Drawing

The mission of Business Horizons is to publish research that practitioners can understand to help them change their thoughts and actions. However, this mission remains an elusive ideal for many business school academics as they struggle to overcome the research-practice gap. To help scholars bridge this gap, we present social media as a boundary-spanning technology to be open to connecting with, learning from and working with academics and other stakeholders outside their field. Social media can be used as a boundary-spanning technology to help bridge the research-practice gap. To support this idea, we present a process model of five research activities—networking, framing, investigating, disseminating, and assessing—and describe how social media can make each activity more open. We present a framework of four social media-enabled open academic approaches—connector, observer, promoter, and influencer—and outline some do's and don'ts for engaging in each approach. We also discuss the potential dark side of openness through social media and offer some coping strategies. As per the mission and scope of Business Horizons, this article aims to help business academics rethink and change their practices so that our profession is more widely regarded for how our research positively impacts business practice and society in general.

Against the backdrop of the increasing calls for scholars, universities and the broader academic system to become more societally relevant and contribute to tackling various sustainability challenges, researchers across all disciplines are themselves moving toward conducting more transformative research. Work to date has focused on challenges in these transitions, obstacles to transformative research, and researchers' resistance to ‘impact strategies’; however, little is known about how those who actually do transformative research ultimately overcome these challenges. Using Lewin's field theory as a theoretical basis, we collected qualitative data and carried out 32 in-depth interviews with ‘transformative’ scholars and policy and support staff at Erasmus University Rotterdam (EUR) on the driving and conflicting forces related to transformative research, as well as strategies for dealing with them. An in-depth grounded analysis revealed transformative researchers' identity and goal conflicts and showed how they skillfully navigate those conflicts by choosing between two ideal-typical strategies, ‘transforming through research output’ and ‘transforming through research process’. The constellations of forces identified that actually influence researchers' choices on those strategies need to be taken into account in the designing of effective research policies for leveraging the potential of transformative research to tackle sustainability challenges.

The purpose of this research is to study and document the process of creating educational procurement games, with the goal being to expand the lexicon of knowledge for Air Force (AF) contracting. We advise two game development teams through the process of integrating contracting learning objectives into virtual games. Working alongside North Carolina State University (NC State), we help develop a tower defense game (Project Admiral) and a digital escape room game (Sinking Ship). We meticulously document our experiences advising student game developers on which contracting elements to employ and how to properly design the game. We also document what we discover about the game development process to inform future research. Our documentation utilizes engaged scholarship methods, treating these games as case studies to provide insights into the process of developing educational procurement games. We evaluate our successes, failures, and lessons learned to inform future educational game development projects. Ultimately, we aim to provide useful guidance for educators and researchers interested in developing their own educational procurement games. Our findings are beneficial both to those newly introduced to the field as well as experienced professionals who desire an update on the current state of contracting game development., Outstanding Thesis, Captain, United States Air Force, Captain, United States Air Force, Approved for public release. Distribution is unlimited.

Introductory paragraph: Hybrid organizations blend aspects of different organizational forms, identities, and institutional logics (Battilana & Lee, 2014; Jay, 2013; Pache & Santos, 2013). An ideal illustration of such organizations is social enterprises (hereafter, SE) that primarily aim at developing sustainable solutions to social problems while remaining significantly dependent on commercial revenue for their survival (Doherty, Haugh, & Lyon, 2014). These dual economic/social missions pose a host of challenges to SE governance. Studies suggest that governance in SEs often resembles a “grey zone” where boards involve heterogeneous configurations and practices that seek to minimize the risk of “mission drift” while achieving a balance between external and internal stakeholder demands (Cornforth, 2014; Ebrahim, Battilana,& Mair, 2014; Mair, Mayer, & Lutz, 2015; Mair, Wolf, & Ioan, 2020). Naturally, this requires SE boards to be configured with individuals who hold expertise both in the commercial sector and societal issues. In practice, such ideal configurations are unusual due to SEs’ inclination to pro bono practices and democratic principles that often outweigh the need for board expertise (Cornforth, 2004; Stone & Ostrower, 2007). As a result, SEs need to secure a balance between their dual missions and install an appropriate board that can take stock of the divergent stakeholder demands and design strategies ensuring accountability to the stakeholders. Needless to say, this underscores the importance of boards knowing how to prioritize multiple and often competing stakeholder demands and social issues—a call that has also been highlighted in many recent publications on corporate governance (Amis, Barney, Mahoney, & Wang, 2020; Bachmann, Gillespie, & Priem, 2015; Barney, 2018; Krause & Miller, 2020).

The mission of Business Horizons is to publish research that practitioners can understand to help them change how they think and act. However, this mission remains an elusive ideal for many business school academics because they struggle to design and produce research capable of overcoming the “research-practice gap.” To help scholars address this gap, we explain why and how they should use social media to be more ‘open’ to connecting with, learning from, and working with academics and other stakeholders outside their field. We describe how social media can be used as a boundary-spanning technology to help bridge the research-practice gap. To do this, we present a process model of five research activities: networking, framing, investigating, disseminating, and assessing. Using research published in Business Horizons as an illustrative example, we describe how social media was used to make each activity more open. We present a framework of four social media enabled open academic approaches (connector, observer, promoter, and influencer) and outline some dos and don’ts for engaging in each approach. We also discuss the potential ‘dark side’ of openness through social media and offer some coping strategies. As per the mission and scope of Business Horizons, this paper aims to help business academics rethink and change their practices so that our profession is more widely regarded for how our research positively impacts business practice and society in general.

Thesis (Ph.D (Higher Education Studies))--University of the Free State, 2022, Universities and communities should embrace engaged scholarship for sustainable development challenges, through co-creation of responsive knowledge for the public good. Therefore, academics have infused community engaged service-learning (CESL) into the functions of teaching-learning and research, to deliver engaged scholarship in democratic community-higher education partnerships. However, sustainable CESL practice and partnership development are challenged by the complex process of institutionalisation. This five-articles-style thesis explored the contribution of an integrated service-learning praxis approach towards the flourishment of engaged scholarship in community-higher education partnerships. The approach combined CESL, appreciative inquiry and appreciative leadership, to advance the praxis of engaged scholarship. The study was demarcated in the field of higher education, applied in the discipline of nursing education, and contextually bound to three interrelated action research cycles and settings – for international, national and local level engagement. The study followed a transformative paradigm and qualitative, strength-based action research design of appreciative inquiry. Participants were conveniently and purposefully selected, based on their practical, career-bound wisdom of engaged scholarship. Data was co-generated in paired appreciative conversations, which were followed by collective data analysis in small and large-group format and guided by a 5D-process-driven (define, discovery, dream, design and delivery/destiny) semi-structured interview protocol. The research contributed to practical theory development, by providing five articles for improved CESL practice towards positive change. These articles comprised (1) a practical framework towards an integrated model for advancing engaged scholarship; (2) best practices for national support of engaged scholarship; (3) a community-university research partnership model, which affiliated with the Glob

We employed engaged scholarship as a research strategy for exploring the applicability of relational contracting in nuclear power projects. Insights from a series of workshops with nuclear industry practitioners in Finland indicated that although project alliancing is not a familiar contractual approach in the nuclear industry, the benefits of its implementation are increasingly recognised.

Societal resilience is an emerging paradigm. It refers to responses and strategies at the level of individuals, groups, organizations, and societies that are dealing with complex societal problems. At the same time, these responses contribute to innovative solutions that make society more resilient to current and future challenges. Societal resilience is, however, conceptually relatively undefined. This ambiguity is generally seen as problematic for scholarly work. In this chapter, the authors show that societal resilience is an important social concept because of its openness. To study resilience requires research methodologies that engage many actual stakeholders. Collaborating with societal stakeholders allows not only for co-generating knowledge of local relevance, but also stimulating a comprehensive and critical research approach. Therefore, the current openness of societal resilience does not constitute an undesirable theory gap. It enables the possibility of having plural perspectives based on the complex realities on the ground.

Societal resilience is an emerging paradigm. It refers to responses and strategies at the level of individuals, groups, organizations, and societies that are dealing with complex societal problems. At the same time, these responses contribute to innovative solutions that make society more resilient to current and future challenges. Societal resilience is, however, conceptually relatively undefined. This ambiguity is generally seen as problematic for scholarly work. In this chapter, the authors show that societal resilience is an important social concept because of its openness. To study resilience requires research methodologies that engage many actual stakeholders. Collaborating with societal stakeholders allows not only for co-generating knowledge of local relevance, but also stimulating a comprehensive and critical research approach. Therefore, the current openness of societal resilience does not constitute an undesirable theory gap. It enables the possibility of having plural perspectives based on the complex realities on the ground.

Purpose – The purpose is to develop a work-integrated learning (WIL) model for university-society research collaboration facilitating societal impact toward short lag yet sustainable societal impact for local innovation. Design/methodology/approach – The methodology applied was engaged scholarship based on a WIL approach involving a network of collaborating partners from different sectors of society and cross-disciplinary university researchers. Mixed data collection methods were applied. Findings – Conceptualization of university-society research collaboration for local innovation is presented asa WIL model including the elements of continuity and commitment, coordination, communication andrelationships, trust, courage and creativity and co-creation opportunities. Short lag societal impact as local innovation was identified as product and process innovations. Research limitations/implications – Further validation of the model is encouraged for the model to beviable in various contexts and to generate different kinds of societal impact. Practical implications – The model may act as a governing tool for project management to facilitate cocreative and short lag societal impact for local innovation to ensure that engaged and learning activities are membedded in the collaborative process. Social implications – The model has implications for inclusiveness and co-creation fostering transparency, respect and mutuality in university-society research collaboration and to equate both academic and practiceknowledge.Originality/value – The conclusions drawn support the understanding of a WIL approach practicing engaged scholarship in research collaborations. The main theoretical and practical contributions of the article are the conceptual model for university-society research collaboration generating short lag societal implications and local innovation.

Organization studies is emerging as an applied and performative science (Alvesson, 2020), aimed at enhancing academic-practitioner collaboration, and going beyond narrowly circumscribed areas of study to pursue ground-breaking research. Much of the research in this field is context-specific and therefore requires a shift in the mode of knowledge production.

This research comment makes an argument on the need to develop epistemic communities of belonging. These are spaces facilitating conversations about and enabling transformative ethico-political research. A research practice that can invoke attentiveness, responsibility, curiosity, and awareness to the field we study. Rather than answering what we should do as intellectual activists to maintain ethically integrity, the author here investigates the spaces we may develop as intellectual activists. Based on her work in the transformative collective initiative, the Asylum Commission and the reading of the Caring for Big Data book, the author proposes two concepts that are valuable for the creation of such spaces: epistemic injustice and hope., This book explores methodological and ethical challenges in digital migration research. It bridges critical migration and border research, anthropology, feminist theory and more. I contribute with a reflection on activist research.

Information Systems (IS) research and practice are constantly facing increasingly complex challenges through the design and development of new technology. The new technology is being researched through continuous engagement. This accentuates the importance of sociotechnical, engaged research through a critical view. However, the role of the researcher, and the engagement in research projects, is less researched. Taking a 'critical' view means to study the underlying mechanisms behind the observable, to understand change, and in this paper, we apply such a view to studying the changes in the researchers' role. This paper is based on the experience from four qualitative research projects, where we have studied four different public organizations and the technology-induced change of the professionals in these organizations.The four cases are conducted in Sweden and based on engaged research methods; an approach that draws on the perspectives of key stakeholders in a real-world problem situation to develop knowledge that might help address it. The underlying knowledge interest in this paper is understanding the driving forces behind engaged research, such as action research, how such research really is conducted and what the action entails and to shed light on some of the difficulties of engaged research while also discussing the complexity of the role. The research question is: what does the role of researchers in engaged research include over time? The main contribution is outlined in an in-depth understanding of the role of an engaged researcher whichis illustrated through four main 'trade offs' within the role.

There is increasing debate about the role that public policy research can play in identifying solutions to complex policy challenges. Most studies focus on describing and explaining how governance systems operate. However, some scholars argue that because current institutions are often not up to the task, researchers need to rethink this 'bystander' approach and engage in experimentation and interventions that can help to change and improve governance systems. This paper contributes to this discourse by developing a design science framework that integrates retrospective research (scientific validation) and prospective research (creative design). It illustrates the merits and challenges of doing this through two case studies in the Netherlands and concludes that a design science framework provides a way of integrating traditional validation-oriented research with intervention-oriented design approaches. We argue that working at the interface between them will create new opportunities for these complementary modes of public policy research to achieve impact.

There is increasing debate about the role that public policy research can play in identifying solutions to complex policy challenges. Most studies focus on describing and explaining how governance systems operate. However, some scholars argue that because current institutions are often not up to the task, researchers need to rethink this ‘bystander’ approach and engage in experimentation and interventions that can help to change and improve governance systems. This paper contributes to this discourse by developing a design science framework that integrates retrospective research (scientific validation) and prospective research (creative design). It illustrates the merits and challenges of doing this through two case studies in the Netherlands and concludes that a design science framework provides a way of integrating traditional validation-oriented research with intervention-oriented design approaches. We argue that working at the interface between them will create new opportunities for these complementary modes of public policy research to achieve impact.

There is increasing debate about the role that public policy research can play in identifying solutions to complex policy challenges. Most studies focus on describing and explaining how governance systems operate. However, some scholars argue that because current institutions are often not up to the task, researchers need to rethink this ‘bystander’ approach and engage in experimentation and interventions that can help to change and improve governance systems. This paper contributes to this discourse by developing a design science framework that integrates retrospective research (scientific validation) and prospective research (creative design). It illustrates the merits and challenges of doing this through two case studies in the Netherlands and concludes that a design science framework provides a way of integrating traditional validation-oriented research with intervention-oriented design approaches. We argue that working at the interface between them will create new opportunities for these complementary modes of public policy research to achieve impact.

Hospitals are facing increased legal pressure to implement a quality and patient safety accreditation system to govern professional practice. Often, however, accreditation systems are considered to be ineffective and run the risk of unintended consequences such as lower intrinsic motivation of health professionals. Therefore, insights are needed on how these systems can be applied more effectively. This dissertation contributes to the knowledge on effective implementation of a quality and patient safety accreditation system. The starting point is that, even in the case of external pressure for accreditation, hospitals and their managers can enforce an accreditation system in different ways. More specifically, this book considers the effectiveness of two different enforcement approaches: punishment (based on monitoring and threats of penalties) and persuasion (based on dialogue and suggestion). This book focuses on whether and how these enforcement approaches are related to health professional compliance. The results of this study show that an accreditation system is indeed enforced in different ways and that persuasion is the main enforcement approach used by managers. More importantly, only persuasive enforcement actions are effective in ensuring health professional compliance. In addition, the results of this dissertation also highlight the importance of enforcement actions by management at all levels of the organization. The findings of this study imply that a quality and patient safety accreditation system can be effectively implemented if managers use persuasive enforcement actions.

Technology and digital media are increasingly present in today’s classrooms, often used as tools for learning, connectivity, or even subversion. This dissertation project examines how everyday cybernetic practices–the blurring of the boundaries between human and machine, and between the physical and non-physical (Haraway, 2006)–are intentionally leveraged in the individual and collective development and enactment of expertise. Specifically, I explore how diverse undergraduate novice teachers, representing a range of majors, ethnicities, nationalities, and language practices, participated in a hybrid (online/in-person) education practicum course aimed at developing critical practices of service learning and engaged scholarship.This study is grounded in Cultural Historical Activity Theory (Engeström, 1999) which posits that learning is situated and dependent on social, historical, and cultural contexts that we navigate in our everyday. Following this theory, I examine how learning is mediated by material and psychological tools that are passed down through generations but always have the potential to be changed and transformed (Cole, 1996). Special attention is paid in this study to the way that digital tools, in the age of the cyborg (Haraway 2006; Lupton, 2012), can be transformed across timescales in ways that allow us to trace a person’s history of engagement with material and psychological tools almost instantly.As a social design-based experiment (Gutiérrez & Jurow, 2016), this research project employed ethnographic and social data analytic methods to illuminate cyclical and iterative processes of collaborative inquiry and co-operation (Goodwin, 2017) when students used custom-designed, state-of-the-art digital collaboration tools, across multiple sites (digital and face-to-face) of learning. To this end, data included video recordings of classroom interactions, field notes generated by study participants and myself, digital artifacts, back-end network analy

Engaged scholarship is frequently being advocated to bridge the knowledge gap between academic scholars and project practitioners. Through the methodology of engaged scholarship academics establish a reciprocal relationship with the project community while adhering to the standards of quality scholarship. Notwithstanding its growing popularity, in project studies we do not learn much about the practices involved in engaged scholarship, neither is the concept theoretically well developed. We argue that, to further the project studies debate, methodological reflection on the reciprocal relationship between academics and practitioners is needed. For this purpose, we provide an analytical framework containing four elements; goals, negotiation practices, reciprocity typology and outcomes of project studies. We then use this framework to analyze three engaged project studies. The paper contributes to project studies with an enhanced concept of engaged scholarship containing three types of reciprocity; generalized, balanced and negative reciprocity. Furthermore, we found that a reciprocal relationship is negotiated and changes over time. We identified four mechanisms that negatively impact the academic and practical outcomes of engaged scholarship studies., Green Open Access added to TU Delft Institutional Repository 'You share, we take care!' - Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public., Public Commissioning

Engaged scholarship is frequently being advocated to bridge the knowledge gap between academic scholars and project practitioners. Through the methodology of engaged scholarship academics establish a reciprocal relationship with the project community while adhering to the standards of quality scholarship. Notwithstanding its growing popularity, in project studies we do not learn much about the practices involved in engaged scholarship, neither is the concept theoretically well developed. We argue that, to further the project studies debate, methodological reflection on the reciprocal relationship between academics and practitioners is needed. For this purpose, we provide an analytical framework containing four elements; goals, negotiation practices, reciprocity typology and outcomes of project studies. We then use this framework to analyze three engaged project studies. The paper contributes to project studies with an enhanced concept of engaged scholarship containing three types of reciprocity; generalized, balanced and negative reciprocity. Furthermore, we found that a reciprocal relationship is negotiated and changes over time. We identified four mechanisms that negatively impact the academic and practical outcomes of engaged scholarship studies.

Policy makers, industry leaders, and concerned citizens alike all face vexing questions about the changing nature of emerging technology and its impact on journalism, media and society. Research on this topic has never been more critical in the U.S. and around the world. The need is especially acute for engaged scholarship in this domain. By bringing their research into the broader public arena, engaged media scholars can contribute to policy debates, shape industry practices and policies, and enrich public understanding.

Technology and digital media are increasingly present in today’s classrooms, often used as tools for learning, connectivity, or even subversion. This dissertation project examines how everyday cybernetic practices–the blurring of the boundaries between human and machine, and between the physical and non-physical (Haraway, 2006)–are intentionally leveraged in the individual and collective development and enactment of expertise. Specifically, I explore how diverse undergraduate novice teachers, representing a range of majors, ethnicities, nationalities, and language practices, participated in a hybrid (online/in-person) education practicum course aimed at developing critical practices of service learning and engaged scholarship.This study is grounded in Cultural Historical Activity Theory (Engeström, 1999) which posits that learning is situated and dependent on social, historical, and cultural contexts that we navigate in our everyday. Following this theory, I examine how learning is mediated by material and psychological tools that are passed down through generations but always have the potential to be changed and transformed (Cole, 1996). Special attention is paid in this study to the way that digital tools, in the age of the cyborg (Haraway 2006; Lupton, 2012), can be transformed across timescales in ways that allow us to trace a person’s history of engagement with material and psychological tools almost instantly.As a social design-based experiment (Gutiérrez & Jurow, 2016), this research project employed ethnographic and social data analytic methods to illuminate cyclical and iterative processes of collaborative inquiry and co-operation (Goodwin, 2017) when students used custom-designed, state-of-the-art digital collaboration tools, across multiple sites (digital and face-to-face) of learning. To this end, data included video recordings of classroom interactions, field notes generated by study participants and myself, digital artifacts, back-end network analy

While it has gained prominence, Landscape Democracy is an emergent field that encompasses theories, approaches, methods and practices as diverse as the contexts in which it operates, and the transdisciplinarity of knowledge and methods that agents of landscape democratic change are tapping into in their work. This chapter begins with a discussion on the diversity of conceptions of landscape and democracy, the role places and landscape plays in the establishing of community identity and meaning, and the implications of operating on these processes of community building from the perspective of both education and practice.

Engaged scholarship is frequently being advocated to bridge the knowledge gap between academic scholars and project practitioners. Through the methodology of engaged scholarship academics establish a reciprocal relationship with the project community while adhering to the standards of quality scholarship. Notwithstanding its growing popularity, in project studies we do not learn much about the practices involved in engaged scholarship, neither is the concept theoretically well developed. We argue that, to further the project studies debate, methodological reflection on the reciprocal relationship between academics and practitioners is needed. For this purpose, we provide an analytical framework containing four elements; goals, negotiation practices, reciprocity typology and outcomes of project studies. We then use this framework to analyze three engaged project studies. The paper contributes to project studies with an enhanced concept of engaged scholarship containing three types of reciprocity; generalized, balanced and negative reciprocity. Furthermore, we found that a reciprocal relationship is negotiated and changes over time. We identified four mechanisms that negatively impact the academic and practical outcomes of engaged scholarship studies.

Engaged scholarship is frequently being advocated to bridge the knowledge gap between academic scholars and project practitioners. Through the methodology of engaged scholarship academics establish a reciprocal relationship with the project community while adhering to the standards of quality scholarship. Notwithstanding its growing popularity, in project studies we do not learn much about the practices involved in engaged scholarship, neither is the concept theoretically well developed. We argue that, to further the project studies debate, methodological reflection on the reciprocal relationship between academics and practitioners is needed. For this purpose, we provide an analytical framework containing four elements; goals, negotiation practices, reciprocity typology and outcomes of project studies. We then use this framework to analyze three engaged project studies. The paper contributes to project studies with an enhanced concept of engaged scholarship containing three types of reciprocity; generalized, balanced and negative reciprocity. Furthermore, we found that a reciprocal relationship is negotiated and changes over time. We identified four mechanisms that negatively impact the academic and practical outcomes of engaged scholarship studies., Green Open Access added to TU Delft Institutional Repository 'You share, we take care!' - Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public., Public Commissioning

Purchasing and supply management research influences practice through the advancement of knowledge and theoretical principles and is positioned as an academic discipline. For the individual researcher, it calls for skills and experience that can be associated with engaged scholarship. This paper explores tensions inherent in engaged scholarship, that arise during the quest to interact closely with professionals to ensure relevance and impact while living up to research quality criteria. The paper concludes that the individual researcher in a field such as PSM is easily left with guidelines that point in multiple directions regarding personal achievement and institutional merits.

Positive deviance is a form of endogenous innovation that yields exceptional outcomes through non-normative behaviors. Studying franchise chains, this thesis identifies the types of norm departures that are likely to lead to exceptional outcomes; as well as the types of norm departures that management are likely to accept. Differences in outcomes and management acceptance are explained using micro-level Institutional theory; and brought together in a management tool with which organisations can use to strategically manage innovation. The thesis contributes to practice and academia by extending current understanding of how norms influence both the outcome and acceptance of positive deviance.

In this paper we outline models for conducting work-integrated learning research. Our experiences from two decades of doing research in close collaboration with practitioners are presented and discussed. Our main message is that by engaging practitioners in all steps of the research project there is a potential for research outcomes to have high societal impact, and theoretical contribution

In this paper we outline models for conducting work-integrated learning research. Our experiences from two decades of doing research in close collaboration with practitioners are presented and discussed. Our main message is that by engaging practitioners in all steps of the research project there is a potential for research outcomes to have high societal impact, and theoretical contribution

In this article, we reflect on the multiple nature of our engagements in the wake of the 7.8m earthquake that struck Nepal on April 25th 2015. Specifically, we trace the events, experiences, decisions, positions, and processes that constituted our work with a post-earthquake volunteer initiative we helped to form, called Rasuwa Relief. Using the concept of multiplicity (cf. Mol 2002), we consider the uncertain process by which Rasuwa Relief began to cohere, as a collective of diverse efforts, interventions, projects, and commitments, and how Rasuwa Relief was continually and multiply enacted through practices of engagement. As a collaborative effort that coordinated and consolidated many of our post-earthquake interventions over a period of two years, Rasuwa Relief was always in a state of becoming. This process of becoming, we suggest, indexed and informed the multiple ways that we participated and intervened in the aftermath of the earthquake—as accidental humanitarians or ‘relief workers’, as early-career scholars, and as people attempting to balance diverse personal, academic, and ethical commitments within and beyond Nepal. Based on a reflexive analysis of these multiple engagements, we also present an embedded critique of ‘humanitarian reason’ (Fassin 2012), inclusive of our own decisions and actions, alongside a selfcritical analysis of the affective factors that shaped our own ‘need to help’ (Malkki 2015).

Purpose The purpose of this paper is to elaborate on the concept of action by addressing actions and roles in the practice of action research, illustrated by dilemmas in an action research project on information systems development in public sector. The main ambition with action research is being able to solve organisational problems through intervention and to contribute to scientific knowledge. The main emphasis has so far been on the “research part”. Here the authors focus on the “action part” of action research to generate rigorous research, to solve local problems and to deal with evident dilemmas in action research. Design/methodology/approach This is a qualitative case study. The empirical illustrations of this paper originate from an action research project that focused the two e-service development initiatives analysed below. The analysis is structured using key aspects and phases proposed by Avison et al. (2001). As a result of the analysis, the concept of action is elaborated. The action elements action, actor, motive, space and time are analysed together with different roles. This goes beyond the existing action research literature. Findings The conclusions show that there is a need to understand actions and roles within action research projects – not separating action from research. Research is also seen as action. The practice of action research is also discussed as context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. It is also identified that the understanding of roles, actions and interaction can help handle dilemmas in action research. Research Limitations/implications The authors contribute to the body of knowledge concerning action research in the information systems research field and in general by exploring the need to study the concept of action (e.g. situations and elements), to be explicit concerning the different phases, roles and responsibilities and management of different dilemmas i

Purpose The purpose of this paper is to elaborate on the concept of action by addressing actions and roles in the practice of action research, illustrated by dilemmas in an action research project on information systems development in public sector. The main ambition with action research is being able to solve organisational problems through intervention and to contribute to scientific knowledge. The main emphasis has so far been on the “research part”. Here the authors focus on the “action part” of action research to generate rigorous research, to solve local problems and to deal with evident dilemmas in action research. Design/methodology/approach This is a qualitative case study. The empirical illustrations of this paper originate from an action research project that focused the two e-service development initiatives analysed below. The analysis is structured using key aspects and phases proposed by Avison et al. (2001). As a result of the analysis, the concept of action is elaborated. The action elements action, actor, motive, space and time are analysed together with different roles. This goes beyond the existing action research literature. Findings The conclusions show that there is a need to understand actions and roles within action research projects – not separating action from research. Research is also seen as action. The practice of action research is also discussed as context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. It is also identified that the understanding of roles, actions and interaction can help handle dilemmas in action research. Research Limitations/implications The authors contribute to the body of knowledge concerning action research in the information systems research field and in general by exploring the need to study the concept of action (e.g. situations and elements), to be explicit concerning the different phases, roles and responsibilities and management of different dilemmas i

The purpose of this paper is to provide insight into government attempts at bridging the divide between theory and practice through university-industry research collaboration modelled under engaged scholarship. The findings are based on data sourced from interviews with 47 academic and industry project leaders from 23 large scale research projects. The paper demonstrates a ceiling to the coproduction of knowledge arising from the preconceived beliefs of both academics and industry partners regarding project roles and responsibilities. The findings show that coproduction was constrained by academic partners assuming control over much of the research activities and industry partners failing to confront or challenge academic decision-making because both academics and industry partners placed a higher value on academic knowledge compared with applied or practical knowledge. It is argued the theory of engaged scholarship, and consequent initiatives to encourage engaged scholarship, fail to account for the superior status of academic knowledge.

Purpose The purpose of this paper is to elaborate on the concept of action by addressing actions and roles in the practice of action research, illustrated by dilemmas in an action research project on information systems development in public sector. The main ambition with action research is being able to solve organisational problems through intervention and to contribute to scientific knowledge. The main emphasis has so far been on the “research part”. Here the authors focus on the “action part” of action research to generate rigorous research, to solve local problems and to deal with evident dilemmas in action research. Design/methodology/approach This is a qualitative case study. The empirical illustrations of this paper originate from an action research project that focused the two e-service development initiatives analysed below. The analysis is structured using key aspects and phases proposed by Avison et al. (2001). As a result of the analysis, the concept of action is elaborated. The action elements action, actor, motive, space and time are analysed together with different roles. This goes beyond the existing action research literature. Findings The conclusions show that there is a need to understand actions and roles within action research projects – not separating action from research. Research is also seen as action. The practice of action research is also discussed as context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. It is also identified that the understanding of roles, actions and interaction can help handle dilemmas in action research. Research Limitations/implications The authors contribute to the body of knowledge concerning action research in the information systems research field and in general by exploring the need to study the concept of action (e.g. situations and elements), to be explicit concerning the different phases, roles and responsibilities and management of different dilemmas i

Purpose The purpose of this paper is to elaborate on the concept of action by addressing actions and roles in the practice of action research, illustrated by dilemmas in an action research project on information systems development in public sector. The main ambition with action research is being able to solve organisational problems through intervention and to contribute to scientific knowledge. The main emphasis has so far been on the “research part”. Here the authors focus on the “action part” of action research to generate rigorous research, to solve local problems and to deal with evident dilemmas in action research. Design/methodology/approach This is a qualitative case study. The empirical illustrations of this paper originate from an action research project that focused the two e-service development initiatives analysed below. The analysis is structured using key aspects and phases proposed by Avison et al. (2001). As a result of the analysis, the concept of action is elaborated. The action elements action, actor, motive, space and time are analysed together with different roles. This goes beyond the existing action research literature. Findings The conclusions show that there is a need to understand actions and roles within action research projects – not separating action from research. Research is also seen as action. The practice of action research is also discussed as context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. It is also identified that the understanding of roles, actions and interaction can help handle dilemmas in action research. Research Limitations/implications The authors contribute to the body of knowledge concerning action research in the information systems research field and in general by exploring the need to study the concept of action (e.g. situations and elements), to be explicit concerning the different phases, roles and responsibilities and management of different dilemmas i

Developing and implementing ways to measure sustainability (i.e., indicators) need to cope with rivalry and conflicts in institutional logics to become a useful tool when planning and initiating actions for sustainable development. This paper reports on the structure of a current research project and elaborates on early research results. The aim is to initiate a discussion regarding new challenges and explore potential research directions on the matter of institutional logics and sustainable development when developing smart indicators. The paper presents the initial theoretical framework focusing institutional logics and the methodological structure.

Purpose The purpose of this paper is to elaborate on the concept of action by addressing actions and roles in the practice of action research, illustrated by dilemmas in an action research project on information systems development in public sector. The main ambition with action research is being able to solve organisational problems through intervention and to contribute to scientific knowledge. The main emphasis has so far been on the “research part”. Here the authors focus on the “action part” of action research to generate rigorous research, to solve local problems and to deal with evident dilemmas in action research. Design/methodology/approach This is a qualitative case study. The empirical illustrations of this paper originate from an action research project that focused the two e-service development initiatives analysed below. The analysis is structured using key aspects and phases proposed by Avison et al. (2001). As a result of the analysis, the concept of action is elaborated. The action elements action, actor, motive, space and time are analysed together with different roles. This goes beyond the existing action research literature. Findings The conclusions show that there is a need to understand actions and roles within action research projects – not separating action from research. Research is also seen as action. The practice of action research is also discussed as context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. It is also identified that the understanding of roles, actions and interaction can help handle dilemmas in action research. Research Limitations/implications The authors contribute to the body of knowledge concerning action research in the information systems research field and in general by exploring the need to study the concept of action (e.g. situations and elements), to be explicit concerning the different phases, roles and responsibilities and management of different dilemmas i

Until recently, most ethnographic research in information systems has been based on the traditional anthropological model of ethnography. In this traditional model of ethnography, one of the most important data-gathering techniques is participant observation. The ethnographer observes and participates but does not actively seek to change the situation. In recent years, however, a new type of ethnographic research has emerged - one that can be called design ethnography. Design ethnography is where the researcher goes beyond observation and actively engages with people in the field. Our view is that design ethnography has much potential for research in information systems. It is a new form of engaged scholarship that bridges the gap between ethnographic research and design science research.

In an open innovation project called “mCity”, the aim is to verify conceptual applications for mobile services including mobile payments and transactions. On such design initiative was designated for the citizen group “seniors”, have home care taking as part of their assistance from the home care organisational system. The design initiative is called Skafferiet, a grocery-shopping application for the home care service. Based on this project, the aim in this article is to identify if and when significant design decisions were influenced by user involvement and contextual understanding detecting whether the applied design method supported the design process or if it lead to redundant activities. The applied approach was a combination of methodological strategies emphasizing co-design and engaged scholarship. The different actors involved were i) politicians, management and staff ii) caretakers iii) designers and iv) researchers. The result indicated numerous beneficial aspects with the iterative collaboration between actors. Apart from the relevance and joy of working together, it was important for the quality of the m-service, a successful implementation process and trigger for organizational improvement. The risk of rejecting one level of involvement, in favor of saving time and reduce complexity, would probably lead to a more narrow solution lacking the empowered process of involvement and engagement of all parties leading the relevance of the design process and its end-product astray.

In an open innovation project called “mCity”, the aim is to verify conceptual applications for mobile services including mobile payments and transactions. On such design initiative was designated for the citizen group “seniors”, have home care taking as part of their assistance from the home care organisational system. The design initiative is called Skafferiet, a grocery-shopping application for the home care service. Based on this project, the aim in this article is to identify if and when significant design decisions were influenced by user involvement and contextual understanding detecting whether the applied design method supported the design process or if it lead to redundant activities. The applied approach was a combination of methodological strategies emphasizing co-design and engaged scholarship. The different actors involved were i) politicians, management and staff ii) caretakers iii) designers and iv) researchers. The result indicated numerous beneficial aspects with the iterative collaboration between actors. Apart from the relevance and joy of working together, it was important for the quality of the m-service, a successful implementation process and trigger for organizational improvement. The risk of rejecting one level of involvement, in favor of saving time and reduce complexity, would probably lead to a more narrow solution lacking the empowered process of involvement and engagement of all parties leading the relevance of the design process and its end-product astray.

Engaged scholarship, translational science, integrated research, and interventionist research, all involve bringing research into a practical context. These usually require working with communities and institutions, and often involve community based participatory research. The article offers practical guidance for engaged research. The authors have experience in doing medical research with schools. There are very few guiding principles or literature to assist the school-based researcher, especially outside of educational research. Practical guidance for all community investigators is in short supply. The dual purpose of this article is to provide a comprehensive framework for conducting school based research and to offer broad-based guidance, and a set of heuristics, for engaged researchers.

Research partnerships are the foundation of successful engaged scholarship, which typically united partners across disciplines, institutions, sectors, and countries. While rewarding and generative, these partnerships can also be challenging due to differences in expectations, power and culture, and difficulties in trust and communication. This article reports on interviews with members of an international refugee research network about participating in global partnerships. Responses are interpreted in light of community-university partnerships and South-North partnerships and suggest that both face many similar challenges arising out of structures and norms that privilege Northern, theory-based scholarship, institutions, and outcomes. Moreover, global partnerships can benefit from strategies developed in the area of community-university partnerships to facilitate trust, communication, and shared ownership of international research projects.

Research partnerships are the foundation of successful engaged scholarship, which typically united partners across disciplines, institutions, sectors, and countries. While rewarding and generative, these partnerships can also be challenging due to differences in expectations, power and culture, and difficulties in trust and communication. This article reports on interviews with members of an international refugee research network about participating in global partnerships. Responses are interpreted in light of community-university partnerships and South-North partnerships and suggest that both face many similar challenges arising out of structures and norms that privilege Northern, theory-based scholarship, institutions, and outcomes. Moreover, global partnerships can benefit from strategies developed in the area of community-university partnerships to facilitate trust, communication, and shared ownership of international research projects.