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Background The Episodic Disability Questionnaire (EDQ) is a generic 35-item patient-reported outcome measure of presence, severity and episodic nature of disability. We assessed the measurement properties of the Episodic Disability Questionnaire (EDQ) with adults living with HIV. Methods We conducted a measurement study with adults living with HIV in eight clinical settings in Canada, Ireland, United Kingdom, and United States. We electronically administered the EDQ followed by three reference measures (World Health Organization Disability Assessment Schedule; Patient Health Questionnaire; Social Support Scale) and a demographic questionnaire. We administered the EDQ only 1 week later. We assessed the internal consistency reliability (Cronbach’s alpha; >0.7 acceptable), and test-retest reliability (Intra Class Correlation Coefficient; >0.7 acceptable). We estimated required change in EDQ domain scores to be 95% certain that a change was not due to measurement error (Minimum Detectable Change (MDC95%)). We evaluated construct validity by assessing 36 primary hypotheses of relationships between EDQ scores and scores on the reference measures (> 75% hypotheses confirmed indicated validity). Results 359 participants completed the questionnaires at time point 1, of which 321 (89%) completed the EDQ approximately 1 week later. Cronbach’s alpha for internal consistency ranged from 0.84 (social domain) to 0.91 (day domain) for the EDQ severity scale, and 0.72 (uncertainty domain) to 0.88 (day domain) for the EDQ presence scale, and 0.87 (physical, cognitive, mental-emotional domains) to 0.89 (uncertainty domain) for the EDQ episodic scale. ICCs for test-retest reliability ranged from 0.79 (physical domain) to 0.88 (day domain) for the EDQ severity scale and from 0.71 (uncertainty domain) to 0.85 (day domain) for the EDQ presence scale. Highest precision was demonstrated in the severity scale for each domain (MDC95% range: 19–25 out of 100), followed by the presence (MDC95% range: 37–54) and episodic scales (MDC95% range:44–76). Twenty-nine of 36 (81%) construct validity hypotheses were confirmed. Conclusions The EDQ possesses internal consistency reliability, construct validity, and test-retest reliability, with limited precision when administered electronically with adults living with HIV across in clinical settings in four countries. Given the measurement properties, the EDQ can be used for group level comparisons for research and program evaluation in adults living with HIV.

ObjectivesThe Short-Form HIV Disability Questionnaire (SF-HDQ) was developed to measure the presence, severity and episodic nature of health challenges across six domains. Our aim was to assess the sensibility, utility and implementation of the SF-HDQ in clinical practice.DesignMixed methods study design involving semistructured interviews and questionnaire administration.ParticipantsWe recruited adults living with HIV and HIV clinicians in Canada, Ireland and the USA.MethodsWe electronically administered the SF-HDQ followed by a Sensibility Questionnaire (face and content validity, ease of usage, format) and conducted semistructured interviews to explore the utility and implementation of the SF-HDQ in clinical practice. The threshold for sensibility was a median score of >5/7 (adults living with HIV) and>4/7 (HIV clinicians) for ≥80% of items. Qualitative interview data were analysed using directed content analysis.ResultsMedian sensibility scores were >5 (adults living with HIV; n=29) and >4 (HIV clinicians; n=16) for 18/19 (95%) items. Interview data indicated that the SF-HDQ represents the health-related challenges of living with HIV and other concurrent health conditions; captures the daily episodic nature of HIV; and is easy to use. Clinical utility included measuring health challenges and change over time, guiding referral to specialists and services, setting goals, facilitating communication and fostering a multidisciplinary approach to care. Considerations for implementation included flexible, person-centred approaches to administration, and communicating scores based on personal preferences.ConclusionsThe SF-HDQ possesses sensibility and utility for use in clinical settings with adults living with HIV and HIV clinicians in three countries.

This article contributes to understanding the role and position of worker cooperatives in society, providing a socio-political explanation to their existence as well as conceptual tools that can be used to imagine and implement economic democracy practices. It uses and complexifies Habermas’s social theory and its separation between system and lifeworld to show that cooperatives may act, intentionally and idealistically, at the interface of these two domains. This positioning enables cooperatives to participate in resisting colonization of the lifeworld by endowing individuals with resources favouring communicative action and by redefining institutional arrangements within the system. This article identifies factors explaining the varying degrees of resistance to colonization by cooperatives. It also contributes to theorizing the potential effects of organizing work in an economically democratic way. ispartof: Work Employment And Society vol:34 issue:6 pages:965-984 status: published

Les émotions sont-elles révélatrices de l’efficacité du travail en groupe ? Nous sommes parties d’une recherche initiale comparant deux dispositifs pédagogiques (autodirigé et dirigé) ayant pour objectif de développer la proactivité en entrepreneuriat (Verzat et al., 2016 ; Verzat et al., 2017). Nous en avons extrait des données mettant en relation la perception d’efficacité groupale et les émotions ressenties pendant les travaux de groupe. L’enquête a été menée en 2013, 2014 et 2015 à l’occasion d’un séminaire de 15 heures auprès de 281 étudiants en Master 1. Les résultats quantitatifs montrent des relations significatives entre la perception d’efficacité groupale (Guzzo et al., 1993) et deux groupes d’émotions positives et négatives. La recherche qualitative met en évidence les stratégies de régulation des apprentissages mobilisées par les étudiants dans le travail en groupe et leurs dimensions émotionnelles.

L’apprentissage coopératif, qualifié par le partage et l’entraide entre les apprenants, représente un des 4 piliers de référence pour la pédagogie par projets dans le domaine de l’entrepreneuriat (Surlemont et Kearney, 2009). Mais, à ce jour, il n’existe pas de description fine des différents niveaux de coopération générés par les équipes-projet ni d’étude de l’interdépendance effective entre coopération et réussite des projets. Notre recherche tente d’y répondre. Nous avons choisi une approche qualitative basée sur l’analyse des récits d’expérience vécue par 13 équipes-projets en entrepreneuriat, soit 66 étudiants inscrits en Master 1 ou 2 dans deux écoles de commerce en France. Les résultats des analyses, obtenus à l’aide du logiciel NVivo ont permis d’identifier 4 idéaux-types d’équipes. Dans deux types d’équipes, on peut distinguer deux natures différentes de pratiques coopératives ; un troisième s’appuie plutôt sur des pratiques collaboratives et le quatrième n’est ni coopératif, ni collaboratif. Les différents types de coopération et de collaboration ont également une relation directe avec la configuration de leadership établie, le niveau d’implication des membres et la qualité de la production.

Avant d’evaluer les resultats des politiques soutenant l’entrepreneuriat feminin, il est important d’en comprendre le fonctionnement interne, a savoir, l’appreciation qui est faite des opinions exprimees par les usageres de ces dispositifs. En nous appuyant sur la theorie neo-institutionnelle (North, 2005) et l’analyse de discours (Fairclough, 1992), nous observons que les entrepreneures novices ne sont plus uniquement considerees comme les cibles des politiques mais comme de potentielles participantes a la creation d’une dynamique d’innovation sociale et economique. Ceci rend compte d’un processus d’institutionnalisation effectif de ces structures qui favorisera leur perennite.

© 2016 Informa UK Limited, trading as Taylor & Francis Group. How are identities of alternative forms of organization constructed and how does this process differ relative to normative forms socially expected? In this research, we consider identity formation in co-operatives, a population of organizations allied globally through values and practices such as democratic participation, voluntary and open membership, and limited return to capital investment. As an extension of current thinking on identity formation in entrepreneurship and organizational theory, we use co-operatives to explore social expectations and institutional arrangements around form at the societal, population and organizational levels using a population ecology framework. We develop a research agenda based on propositions that address specific features of identity formation in less typical forms of organization, including tensions with normative business expectations, engagement with identity audiences, embeddedness in networks and alliances, structural factors influencing identity, and identity ambiguity. ispartof: Entrepreneurship and Regional Development vol:28 issue:3 pages:286-309 status: published

La contribution s’inscrit dans le cadre d’une recherche-action sur la régulation des dynamiques de groupes d’étudiants de 1ère année en APP au sein de l’Ecole Polytechnique de Louvain en 2011 et 2012. Nous analysons particulièrement ici les compétences et attitudes de régulation déclarées par les tuteurs en s’appuyant sur la notion de leadership. Nous montrons que les tuteurs sont plus à l’aise dans la régulation de la dynamique de production et d’apprentissage que dans la régulation des dynamiques sociales de leadership. Pourtant cette facette apparait déterminante pour faciliter la collaboration prescrite en APP et souhaitée par les étudiants. La discussion finale porte sur les moyens de faire progresser cette compétence chez les tuteurs. This paper reports on an action-research study which explored the regulation of dynamics within student groups in the first year of a PBL program at the Ecole Polytechnique in Louvain in 2011 and 2012. Using the notion of leadership, we analyzed the competencies and attitudes that tutors mobilized to regulate the groups. We demonstrate that tutors are more at ease when regulating the production and learning outcomes present in group work than they are when dealing with the social dynamics at play with regard to leadership. This result is surprising given that this particular dimension of the regulating process is essential to facilitate the collaboration required in PBL approaches and is deemed desirable by students. Our final discussion highlights ways in which this competency can be further developed and appropriated by tutors.