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Theatre of the Oppressed (TO) was not invented as a research method but is increasingly attracting researchers’ attention as a unique approach to describing and understanding the situations faced by underprivileged groups. Despite these positive features and this increasing attention, there are some aspects which should be carefully described and negotiated if we are to also use the TO for research purposes. Firstly, we delineate TO vis-à-vis participatory action research (PAR) and critical ethnography and describe our experience of using TO both at the university level and in researching marginalised groups. Subsequently, we outline the strategies for choosing non-actors to participate which affect the researcher’s control over the agenda and the data discovered. We also discuss how research questions are developed in TO by the researcher and the participants. We then distinguish three approaches to inviting audiences. The arguments are based on 10 years of experience using the TO for intervention and research, contributing to reflection on the TO as a comprehensive method of empowerment and research. [ABSTRACT FROM AUTHOR]

Background: The use of rapid qualitative methods has increased substantially over the past decade in quality improvement and health services research. These methods have gained traction in implementation research and practice, wherein real-time adjustments are often made to optimize processes and outcomes. This brisk increase begs the questions: what does rigor entail in projects that use rapid qualitative analysis (RQA)? How do we define a pragmatic framework to help research teams design and conduct rigorous and valid rapid qualitative projects? How can authors articulate rigor in their methods descriptions? Lastly, how can reviewers evaluate the rigor of rapid qualitative projects?. Methods: A team of seven interdisciplinary qualitative methods experts developed a framework for ensuring rigor and validity in RQA and methods suitable for this analytic approach. We conducted a qualitative evidence synthesis to identify gaps in the literature and then drew upon literature, standard procedures within our teams, and a repository of rapid qualitative training materials to create a planning and reporting framework. We iteratively refined this framework through 11 group working meetings (60-90 minutes each) over the course of one year and invited feedback on items to ensure their completeness, clarity, and comprehensibility. Results: The Planning for and Assessing Rigor in Rapid Qualitative Analysis (PARRQA) framework is organized progressively across phases from design to dissemination, as follows: 1) rigorous design (rationale and staffing), 2) semi-structured data collection (pilot and planning), 3) RQA: summary template development (accuracy and calibration), 4) RQA: matrix analysis (matrices), and 5) rapid qualitative data synthesis. Eighteen recommendations across these sections specify best practices for rigor and validity. Conclusions: Rapid qualitative methods play a central role in implementation evaluations, with the potential to yield prompt information and insights about context, processes, and relationships. However, guidance on how to assess rigor is nascent. The PARRQA framework enhances the literature by offering criteria to ensure appropriate planning for and assessment of rigor in projects that involve RQA. This framework provides a consensus-based resource to support high-level qualitative methodological rigor in implementation science. [ABSTRACT FROM AUTHOR]

This storytelling reflection article presents the psychological preparation of elite Rugby Union referees in the buildup to competition through a creative nonfiction story. Based on data from 15 individual referee interviews, we present referee experiences of psychological preparation through a co-created, creative nonfiction story titled Impossible Perfection. The primary aim of this article is to contribute to understanding about the lived experiences of refereeing at the elite level and in particular the role of psychological preparation in elite referee performance, by showcasing Impossible Perfection in full. Second, we present research team reflections on the key themes woven throughout Impossible Perfection and elaborate on what these themes may communicate about the experiences of elite referees. Finally, we comment on the utility of creative nonfiction as a method and reflect on its efficacy for investigating elite referees. [ABSTRACT FROM AUTHOR]

The role of education staff in supporting social, emotional, and mental health (SEMH) difficulties is critical, however access to specialist mental health input can be difficult. Digitally‐mediated service delivery was implemented during the COVID‐19 pandemic and may be integrated in a post‐COVID‐19 world to support education staff. Using a systems change evaluation framework, this study explored staff perceptions of a digitally‐mediated, multidisciplinary model for SEMH needs in primary school settings. Participants were education staff (n = 6) from five participating schools in a rural county in the UK and the multidisciplinary team (n = 7). Focus groups were conducted at baseline, 12 months, and 24 months during a 2‐year pilot project. Thematic analysis was used to analyse the data. Education staff and the multidisciplinary team perceived progress over time in relation to increased capacity (for early intervention) and improved coordination (between relevant children's services). Digitally‐mediated service delivery facilitated changes in practice that were empowering for education staff and supportive in meeting communication needs. This study provides preliminary support for acceptability of digitally‐mediated team communication as an enhanced model of SEMH service provision in primary school settings in the UK. Practitioner points: A systems change initiative (the SOMEHOW project) was perceived by education staff and a multi‐agency team as putting specialist, multi‐disciplinary expertise at the front door by offering a clear pathway to timely support and addressing system issues identified by education, health and social care professionals.Use of videoconferencing technology was clear and engaging for education staff and encouraged a multi‐disciplinary team to use innovative ways of communicating rich information.Accessing multi‐disciplinary expertise remotely via videoconferencing technology was transformative with respect to empowering education staff and parent/carer involvement. [ABSTRACT FROM AUTHOR]

Background: Mobile crisis teams (MCTs) can be important alternatives to emergency medical services or law enforcement for low-acuity 911 calls. MCTs address crises by de-escalating non-violent situations related to mental health or substance use disorders and concurrent social needs, which are common among people experiencing homelessness (PEH). We sought to explore how an MCT in one city served the needs and supported the long- and short-term goals of PEH who had recently received MCT services. Methods: We conducted 20 semi-structured interviews with service recipients of the Street Crisis Response Team, a new 911-dispatched MCT implemented in San Francisco in November 2020. In the weeks after their encounter, we interviewed respondents about their overall MCT experience and comparisons to similar services, including perceived facilitators and barriers to the respondent's self-defined life goals. We analyzed interview transcripts with thematic analysis to capture salient themes emerging from the text and organized within a social-ecological model. Results: Nearly all respondents preferred the MCT model over traditional first responders, highlighting the team's person-centered approach. Respondents described the MCT model as effectively addressing their most immediate needs (e.g., food), short-term relief from the demands of homelessness, acute mental health or substance use symptoms, and immediate emotional support. However, systemwide resource constraints limited the ability of the team to effectively address longer-term factors that drive crises, such as solutions to inadequate quality and capacity of current housing and healthcare systems and social services navigation. Conclusions: In this study, respondents perceived this MCT model as a desirable alternative to law enforcement and other first responders while satisfying immediate survival needs. To improve MCT's effectiveness for PEH, these teams could collaborate with follow-up providers capable of linking clients to resources and services that can meet their long-term needs. However, these teams may not be able to meaningfully impact the longstanding and complex issues that precipitate crises among PEH in the absence of structural changes to upstream drivers of homelessness and fragmentation of care systems. [ABSTRACT FROM AUTHOR]

The rapid growth, large volume, and easy access to publicly available netnographic data have increased the need for understanding its potential in leveraging innovation. At the heart of quality management is a focus on customers and their needs, driving the innovation of products and services. In this study, we systematically compare netnography and focus groups as research methods regarding their ability to capture various types of customer needs. This study makes four valuable contributions to quality management theory: (1) netnography and focus groups captures similar customer needs, (2) netnography provides clear need statements, which are rich and overrepresented compared to focus groups, (3) both netnography and focus groups are vulnerable to groupthink, where customers prioritize consensus; however, this effect is more evident in netnography, (4) netnography captures more need statements about current product and service usage, while focus groups focus more on past product and service usage. [ABSTRACT FROM AUTHOR]

This methodological reflection is developed from a nursing research study that compared health systems in Canada and Saudi Arabia, using both English and Arabic languages for data collection. Conducting research in a language not spoken by all the research team members is relatively common, yet addressing the nuanced details of implementing bilingual work has limited guidance within extant literature. This includes consideration of promising practices for concept development, translation, data analysis, and presenting the findings. This article discusses the strengths and limitations of bilingual research and recommendations regarding these issues from our own experiences. Ultimately, it is proposed that via bilingual research, the accumulation of knowledge pertaining to qualitative research concepts, translation, analysis, and dissemination of comprehensive frameworks can be enacted, ultimately enhancing the rigor of qualitative research and increasing confidence in applying knowledge created in the chosen language of participants. [ABSTRACT FROM AUTHOR]

In this study, in line with the opinions of the instructors conducting violin lessons in conservatories in Turkey, it was aimed to examine the diversity of methods, etudes and caprices used in violin teaching, the ways and reasons for their application in the lesson. In this descriptive study, survey model and qualitative research methods were utilized. The study group of the research consists of 29 instructors who teach violin lessons in conservatories of 12 universities. Data were collected by using the interview technique with the instructors participating in the study and a structured interview form was used in these interviews. The data obtained were analyzed and interpreted using percentage frequency and content analysis methods. The participant opinions related to the themes and sub-themes determined in the research were interpreted by grouping them into codes that meet the appropriate concepts, and the participant opinions corresponding to the codes were presented in the form in which they were obtained. In the study, it was concluded that the methods most frequently used by the instructors in violin lessons were those of Rode, Dont and Kreutzer, Ömer Can Violin Education methods were frequently used among the methods written by Turkish composers and violinists, and the instructors selected certain etudes from the methods for technical acquisition and student needs. [ABSTRACT FROM AUTHOR]

Copyright of Anuario Turismo y Sociedad is the property of Universidad Externado de Colombia, Facultad de Empresas Turísticas y Hoteleras 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.)

Criminology have long celebrated the lone hero researcher. Doing and writing up research in solitude has been the key to academic success and institutional promotions. However, the social sciences in general have increasingly moved towards more collaborative ways of doing research, and co-authorship has become more common. In this study, we summarize and discuss the pros and cons of working in teams when doing qualitative research. Drawing upon our own experiences from Mexico and Norway, we argue for a radical approach to team research and co-authorship, which we describe as team writing. Most importantly, we suggest opening up to include stakeholders and community partners, thus challenging the borders between researchers and those researched. This is arguably particularly important for research done in the academic, geographical and topical periphery of criminology. Team research and writing answers some of the critique of power inequality, representativity and lack of diversity in contemporary academic research. We also believe that team research, and writing, can make criminological research more multifaceted, reflexive, and thus better. [ABSTRACT FROM AUTHOR]

This article presents the ethical implications for social science research emerging from our study on interpersonal communication after a laryngectomy. By tracing the evolution of our approach through specific research experiences and participant feedback, we provide empirical support for a flexible, multidimensional, and relational understanding of key ethical concepts, such as vulnerability and the researcher-participant relationship. Our approach has shifted from institutionally imposed rigid categorizations and somewhat stereotypical treatment of both the research group and the researcher-participant relationship to an emphasis on building relationships founded on mutual care and rapport. We argue that this revised perspective fosters ethical collaboration that is beneficial and secure for all parties involved, and we offer practical examples of its implementation in research practice. [ABSTRACT FROM AUTHOR]

Purpose: The aim of the article is to present results of qualitative research about constructing teams involved in research and development (R&D) projects and to formulate recommendations regarding their formation. Design/methodology/approach: The paper utilizes research conducted as part of a master's thesis awarded by IPMA Poland. This is also a continuation of another article published in this journal1 . In general, the whole research was based on a mixed-methods approach, combining quantitative and qualitative methods. A sequential explanatory strategy was employed, allowing for the collection of quantitative data, followed by enrichment with qualitative data for a more in-depth interpretation. This article is about the description of qualitative research, recommendations are written on the basis of full mixed research. Findings: For constructing teams in R&D projects, recommendations were made: 1) Strive for gender balance in the team, 2) Create teams with a small number of members, 3) Pay attention to the subject matter expertise and experience of the potential leader when forming the team, 4) Introduce a selection process for team members in which the project leader, the project initiator and the group of project initiators have a stake, 5) Value the work of team members and their contributions, regardless of their role in the project, 6) Focus on motivating team members through career development, research curiosity, and the opportunity to collaborate with other scientists, 7) Provide clear rules for project collaboration and accountability, 8) Ensure integration and adequate communication of the team, 9) Support effective management of R&D projects, 10) Monitor and resolve problems within the team. Avoid the occurrence of negative roles and create an environment where team members feel supported and valued. Research limitations/implications: The article's limitation lies in the potential omission of advanced dependencies from related management fields - from psychology, sociology, or administration. Practical implications: The research indicates recommendations for the practice of managing research and development projects. Implementing these recommendations may contribute to improving the results of R&D teams. Originality/value: Filling a research gap on the construction of contemporary research and development teams. Discoveries regarding leader selection, researcher motivation, and the impact of various factors on team performance have significant implications for the practice of managing R&D projects. They are addressed to all individuals involved in research and development activities. [ABSTRACT FROM AUTHOR]

Our research team is conducting phenomenological interviews with people who have not been able to access health services in Meru County, Kenya, aiming to explore the barriers they face and their perceptions of how we could modify our community outreach services to improve accessibility. We plan to conduct an embedded study that compares in-person and telephone interview modalities in terms of the richness of the data and the resources required for each modality. This is a qualitative mode comparison study, embedded within a broader project to understand and address the issues that lead to inequitable access to local outreach clinics in Kenya. We will recruit at least 40 people who have been referred to local services but who have not been able to attend. We will conduct in-person interviews with half of these people, and telephone interviews with the other half. We will use random numbers to determine the modality that is used for each participant. All interviews will be conducted in the same month by a team of six research assistants who will use the same topic guide and analytic matrix for each interview. For all interviews conducted in each mode we will record and compare the mean duration; mean number of themes reported by each participant; total number of themes reported; interviewer rating of perceived richness; interviewer rating of perceived ease of building rapport; number of days taken by the team to complete all interviews; and all costs associated with conducting the interviews. The findings will help us to weigh up the relative strengths and weaknesses of each modality for our research context. Given that we are exploring a focused research question in a fairly homogenous population, we anticipate that there may not be a meaningful difference in the number of themes reported. [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]

Participatory research approaches hold potential to better understand society through valuing lived experience. Formula feeding babies is routinely stigmatised in the UK, despite inadequate support to facilitate breastfeeding. Our community science project investigated the safety of powdered infant formula preparation in the home through the completion of an at-home experiment and a research diary with closed and open questions (n = 151). To add validity to the interpretation of open text data in research diaries, a community analysis group of five formula-feeding mothers was established. The community analysts undertook inductive thematic analysis through a series of analysis group meetings focused around data extracts, contributed to the study's empirical outputs and this methodological output, meeting 23 times over a nine-month period. Detailed notes were taken during meetings and the methodological elements of these were thematically analysed with the community analysts to produce this article, with extracts from the academic researchers' field notes added where relevant. The overarching themes, presenting both positive experiences and areas for improvement, focused on: (i) clarity of expectations and the impact this had on community analysts' confidence, (ii) the stigmatising topic area and how this was managed by the facilitators, and (iii) feeling valued, in relation to honoraria, inclusion in outputs and community analysts coming to recognise their own expertise. Furthermore, the community analysts co-produced recommendations for including community analysts in future research. It provides guidance on how this can be appropriately costed for and supported by funding bodies and research teams, as well as providing guidance on recruitment and chairing meetings. We hope that this article can provide valuable input into how to involve the community more inclusively as research partners in qualitative analysis related to stigmatised topics. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to evaluate a theoretical and methodological line with emphasis on the quantitative and qualitative study of variables related to teaching practice and socioemotional education using literacy as the articulating axis. To achieve this, the present study employed a narrative literature review methodology with a qualitative approach. A corpus of 14 texts was collected. Under this methodology, it was identified that in the academic production of our research team there is a predominance of the qualitative approach when studying teaching practice, while when studying literacy, studies are usually reported from the quantitative approach. On the other hand, the socioemotional line is possibly the one that has been cultivated the least. This is due to the fact that we have only recently focused on the relevance of this phenomenon in education. Based on these results, we propose to design and implement the PIAPDES (for its meaning in Spanish: Programa de Investigación sobre la Alfabetización, la Práctica Docente y la Educación Socioemocional). [ABSTRACT FROM AUTHOR]

Copyright of Contratexto is the property of Contratexto 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.)

This article examines methodological dilemmas surrounding entrée, emotion, and epistemology that can arise when conducting qualitative research in carceral settings. We address how our research team navigated consent and presentations of self for maintaining access; how they managed empathy and the emotional toll of conducting research in adversarial settings; and how conflicting narratives raised questions about data validity and knowledge construction. Analysis reveals how institutional power dynamics shape behind-the-scenes methodological decisions we make during fieldwork. Without open discussion, researchers risk perpetuating the opacity we seek to diffuse and replicating the power dynamics we aim to objectively document within total institutions. [ABSTRACT FROM AUTHOR]

This article reflects upon and provides updates to appnography as a methodology for the study of dating digital app culture. Based on empirical fieldwork and in-depth nterviews with members of the research team, we re-assess and re-map appnography's original five methodological considerations—digital versus "real," profiles, space, place, and community, contextualization, and temporality—along two axes: design considerations and user considerations. We also add a third methodological axis, researcher considerations, to the methodological features of appnography and expound on its related concerns of participant recruitment and technological familiarity. With this reformulation, we believe appnography offers an even more robust means of bridging the ethnographic and the technological in qualitative research on apps and their use. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Management Theory & Practices Research (JMTPR) is the property of Journal of Management Theory & Practices (JMTP) 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.)

Copyright of Zeitschrift für Psychosomatische Medizin und Psychotherapie is the property of Vandenhoeck & Ruprecht GmbH & Co. KG 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.)

The present study endeavors to unveil the progression of research subjects within the realm of China's ecotranslatology studies through the examination of journal papers in the databases of China National Knowledge Infrastructure (CNKI) and Web of Science (WOS) from 2001 to 2022, utilizing CiteSpace software for mapping and analyzing cooccurrences among authors, institutions, and keywords. The findings indicate that within ecotranslatology studies, a prominent theory-founding research group represented by Hu Gengshen has been established, yet no comparable clusters have been identified among scholars engaged in debate or applied studies. Additionally, a lack of effective cooperation and diversity among research entities as well as inadequate responses to questions and concerns have been observed. Furthermore, research focuses have undergone a shift, progressing from theory founding studies (2001–2008) to confirmation and verification studies (2009–2014) and finally to revision and applied studies (since 2015). Additionally, research topics have transitioned from grand, abstract theoretical foundations to subtle, specific theory revisions and applied translation studies, yet a dearth of quantitative research, comparative studies, or field studies have been conducted. In conclusion, it is suggested that future ecotranslatology studies should be more responsive to doubts and questions, cultivate diverse research entities, and place greater emphasis on field investigation within qualitative research. [ABSTRACT FROM AUTHOR]

Current studies of diversity in teams and organizations highlight the importance of examining activated, rather than just dormant, differences on a team. In this study, we contribute to organizational diversity theories by arguing that the activation of differences is a communicative process whereby how teams talk about their differences matters in how the activated differences affect team outcomes. Drawing on an in-depth qualitative study of real-life scientific teams, we examine the relationship between how team members activate and frame differences and how those communicative frames affect the team's collective work. We find that how teams frame their differences affects the relationship between activated differences and team outcomes. We give practical and theoretical recommendations for the communicative management of differences on teams and in organizations. [ABSTRACT FROM AUTHOR]

In generating new knowledge in all fields related to human subjects research, research ethics is key. The Middle East and North Africa (MENA) region has witnessed a remarkable increase in research involving human participants, but robust contextually relevant guidelines and local capacity to guide ethical research are lacking. The research protocol presented and discussed here represents the methodology used to assess the landscape of applied research ethics in the region from the narratives of several constituencies in the research process, namely researchers, research ethics committee chairs and directors of research institutions. The study is a three-year multi-phase, multi-method research which involved a sequence of phases starting with a desk review, writing country reports, focus groups, and in-depth interviews, followed by a regional survey. The lead research team worked with country teams in 6 sites in the MENA region to conduct the empirical research which will be described in detail and reflected on for rigor and challenges. [ABSTRACT FROM AUTHOR]

Copyright of Research in Sports Science is the property of Aves Yayincilik Ltd. STI 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.)

Background: It is becoming more common for parents of children with chronic conditions to join research teams as partners. Parent partnerships can help align research with what is relevant and important to families. It is also common for parent partners to be asked to share information about a study through their personal networks, which supports study recruitment. In this parent-led study, we explored parents' experiences when working together with researchers in patient-oriented research studies, in relation to study recruitment. Methods: Demographic data were collected through a brief online survey (SurveyMonkey®) and analysed descriptively (n, %, median (interquartile range; IQR)). Qualitative data were collected through focus groups and interviews (July to October 2021), transcribed verbatim, and analysed thematically. Parent co-leads were involved in every stage of the study, including study design, recruitment, data collection, analysis, interpretation, and knowledge mobilization. Results: Fifteen parents (n = 14 women) who had research partnership experience participated in this study. Most (n = 13) participants self-identified as White or of European descent. The majority (n = 10) had partnered in 1–3 research projects, while five participants had partnered in 4 + projects. Parents had a median of 3 years (IQR: 5) of partnership experience. We identified the following three themes: motivations, authentic partnerships, and learned decision making. Each theme included reflections about recruitment, and about research partnership in general. Motivations included a personal connection to the research topic, a connection to the community impacted by the research topic, and a desire to create change. Authentic partnerships were important for a meaningful experience, and enhanced participant's willingness and ability to share study materials. Learned decision making reflected parents' evolving decisions and practices related to sharing study information or personal information to support research. We provide a summary of participants' recommendations for researchers who work with parent partners, and recommendations for parents as they approach research partnerships. Conclusions: Experiences shared by parents who have partnered in research provide valuable information to inform recruitment methods and improve team functioning. Parent partners expressed a willingness to support recruitment and valued a strong research team working together for a common outcome. This study yields a set of recommendations guiding future research that engages parents as team members. Plain English summary: It is becoming common for parents of children with chronic conditions to join research teams as partners. These partnerships help ensure that research is relevant to families. In partnership roles, parents are often asked to share information through their personal networks to support recruitment. In this parent-led study, we explored parents' experiences related to sharing research information through their personal networks. Through interviews and focus groups, our team asked 15 parents with research partnership experience how they felt about using their personal connections to help recruit for research. Interviews and focus group recordings were transcribed. We looked at the data to find common patterns, or themes, and found three: motivations, authentic partnerships, and learned decision making. Each theme included reflections about recruitment, and about research partnership in general. Motivations included a personal connection to the research topic, a connection to the community impacted by the topic, and the desire to create change. Authentic partnerships were important for a meaningful experience, and enhanced participant's willingness to share study recruitment materials. Learned decision making reflected parents' evolving decisions and practices related to sharing study information or personal information to support research. We provide a summary of participants' recommendations for researchers who work with parent partners, and for parents as they consider partnerships. Experiences shared by parents who have partnered in research provide valuable information to inform recruitment methods and improve team functioning. Parent partners expressed a willingness to support recruitment and valued a strong research team working together for a common outcome. [ABSTRACT FROM AUTHOR]

Against the background of the increased attention to teaching qualitative methods and the progressing use of artificial intelligence (AI), this article dealswith the question of towhat extent the teaching of practices of reconstructive methods, especially the documentary method, can be supported using AI. The article begins with differentiating interpretive attitudes, orientations, and stances and the distinction between method knowledge and skills. The importance of research workshops as a site for teaching method skills is highlighted and cognitive science perspectives related to research workshops are discussed. After reconstructing the capabilities of current Large LanguageModels such as ChatGPT, the article first empirically describes the conventional workflow of qualitative research based on group discussions and then explores how AI integration into these conventional interpretive workflows might play out. The article concludes with a discussion of the potential and challenges of integrating AI into the teaching of reconstructive methods. [ABSTRACT FROM AUTHOR]

The article is devoted to the application of qualitative research in glottodidactics. In the first part of the text I recall the features of qualitative orientation, and then I present recommendations for the use of some methods and techniques: observation (self-observation, learner diary), interviews (focus groups), questionnaires. Other methods - narrative research, didactic dialogue, duoethnography, etc. - are only mentioned at the end. In the second part, I present the qualitative projects that were published in the journal "Neofilolog" in 2012-2021. Several aspects are analyzed: research methods/techniques used, research groups, specific methodological tendencies, topics and issues of the research. In the conclusion, I answer two questions: what contexts are too rarely studied and what types of research are missing. [ABSTRACT FROM AUTHOR]

Using data from a large primarily qualitative research project on how people from Black, Asian and Minority Ethnic (BAME) communities experience and access health services, this methodological article focuses on the role of the community gatekeeper – a role that has significance for research teams globally when attempting to involve those facing multiple forms of exclusion. Drawing on standpoint feminist principles and using a reflexive approach, researcher positionality, situated knowledges, and the power dynamics between researchers, participants, and community gatekeepers are reflected upon. Addressing a gap in the literature by providing real-life examples of the power and influence of gatekeepers at all stages of the research process, the findings reveal: the extent to which gatekeepers of research with BAME participants are facilitative or obstructive during the research process; how they affect processes such as the recruitment of participants, access to community venues, the conduct of the research interview, and the dissemination of findings; and finally, the implications for future research with so called “hard-to-reach” groups. [ABSTRACT FROM AUTHOR]

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University 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.)

Context: Implicating patients in research is gaining popularity around the world and is now the reference of many funding agencies. Understanding these partnerships is necessary to grasp this new reality. The experiences of researchers who have involved patient-partners (PPs) in health research are important for a better understanding of these practices. Objective: This study aimed to identify and analyze the existing qualitative scientific literature on the experiences of academic researchers involved in health research with patient engagement (PE). Design: A scoping review of the available literature with an inductive thematic synthesis, guided by the methodological framework of Arksey and O'Malley. Data collection: A search strategy was developed to include keywords relating to researchers, patient-partners, experiences, and the qualitative methodologies of the targeted studies. Five databases were searched using the EBSCO-host engine. The search results were screened by four reviewers to only include articles written in English on the topic of the experience of academic researchers having worked with PPs in health research based on qualitative studies or mixed-methods studies with a distinct qualitative section. Analysis: Articles included were charted for general information. All "results" sections were coded line by line. These codes were organized inductively to form descriptive and analytical themes. This led to the synthesis of the ideas found in the selected articles. Results: The search strategy yielded 7616 results, of which 2468 duplicates were removed. The remaining 5148 articles were screened, resulting in the exclusion of 5114 off-topic studies. The remaining 29 full-text articles were evaluated for inclusion from which 5 additional studies were identified. The final selection consisted of 11 articles that met all the criteria. These articles were published between 2009 and 2019. Five general themes inductively emerged from the analysis: the understanding of PE, motivations, contexts, attitudes, and practical aspects of PE that are central to researchers. Conclusion: This scoping review provides a better understanding of the experiences of researchers who have implemented patient partnerships in health research projects. Our findings reveal many positive elements central to health researchers' discourses about PE, but they provide insights into the challenges and postures of resistance. This knowledge can support the development of empirically sound improvements in PE practices. Plain English summary: The practice of involving patients in research is gaining popularity around the world and is now the reference for many institutions and funding agencies. The individual experiences of researchers who have involved patient-partners in health research are essential for a better understanding of how these relationships unfold within research teams, and allows for identifying the challenges and best practices. This review's objective is to identify and analyze the existing scientific literature focused on the experiences of academic researchers involved in health research with patient engagement (PE). A close screen of 7616 search results yielded 11 scientific peer-reviewed articles corresponding to all inclusion criteria for further analysis. Five general themes emerged from the analysis: (1) the understanding of PE, (2) the motivations for PE, (3) the contexts of PE, (4) the attitudes toward PE, and (5) the practical aspects of PE that are central to health researchers. This analysis provides a novel summary of the current knowledge on the in-depth experiences of researchers who have implemented patient-partnerships in health research projects. Beyond many positive elements central to health researchers, our analysis also revealed the challenges and postures of resistance. Both positive and negative perspectives on PE help to draw a better understanding of these collaborations. This knowledge can support the development of empirically sound improvements in PE. [ABSTRACT FROM AUTHOR]

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education 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.)

Background: Transdisciplinary research and knowledge translation are increasingly regarded as key concepts underpinning applied research across the health and social sciences, due to their presumed potential in addressing complex, "wicked" problems and improving the use of research in practice and policy, respectively. Despite sharing an impact mandate, the relationship between transdisciplinary research collaboration and knowledge translation remains unclear. In response, we examined the relationship between transdisciplinary collaboration and knowledge translation to generate these understandings with a view towards maximizing the impact of collaborative efforts. Methods: We undertook a realist evaluation and longitudinal case study of a 5-year National Health and Medical Research Council-funded Centre of Research Excellence in Transdisciplinary Frailty Research. Data were collected between February 2017 and March 2020 over three rounds of theory development, refinement and testing using interviews, observation, document review and visual elicitation as data sources. The Human Research Ethics Committee of the University of Adelaide approved this study. Results: Iterative analysis of narrative interviews and visual data led to the development of three overarching programme theories explicating the reciprocal relationship between KT understandings and transdisciplinary team process. These programme theories revolve around the concept of a network, which we define in alignment with extant theoretical literature on network mechanisms and complex networks as graphically representable networks of agents/people (nodes) joined by social relationships (links). Our findings demonstrate that under the right contextual conditions, transdisciplinary team members respond through an improved ability to (1) navigate the network, (2) negotiate the network and (3) mobilize the network. Conclusions: This research demonstrates the reciprocity and mutually supportive relationship between transdisciplinary research and knowledge translation. Our findings suggest that embedding a collaborative knowledge translation framework and providing resources such as facilitation and distributed leadership within a transdisciplinary team can improve collaboration and support transdisciplinary research objectives. [ABSTRACT FROM AUTHOR]

In recent years, collaboration within a team to solve complicated scientific and social problems has attracted growing popularity. In particular, many complex challenges and opportunities require expertise and skills across disciplinary, organizational, and cultural boundaries. However, rapid growth in the demand for scientific collaboration has outpaced changes in the factors needed to support scientific teams. Also, scientific results are not simply a combination of different working results; understanding how teams work and what causes them to fail or succeed is of the utmost importance. Thus, the Science of Team Science (SciTS), an emerging interdisciplinary research area, has emerged as a way of understanding and managing the circumstances that facilitate or hinder the effectiveness of large-scale cross-disciplinary, collaborative research, training, and translational initiatives. SciTS integrates various quantitative and qualitative research methods and is still advancing in its sophistication. Using bibliometric and information visualization methods, this paper clarifies the concepts and connotations of teams and team science. It sets out important events in the emergence and development of SciTS and summarizes the characteristics of the SciTS literature, identifying seven main research areas. The paper concludes with a discussion on the challenges facing the future advancement of SciTS and corresponding recommendations for breaking through these bottlenecks. Our goal is to deepen researchers’ understanding of SciTS and better inform the policies and practices that govern SciTS for more effective team science. [ABSTRACT FROM AUTHOR]

This article explores the processes involved in developing international, cross-cultural research teams. Scholarship on Indigenous and Pacific Methodologies demonstrate the importance of employing methodologies that center Indigenous approaches to research and relationships. This article explores using these methodologies within research teams as a preliminary step in developing sustainable and impactful international, cross-cultural research teams. Although this is not a formal study, the article reports that the importance of building trust within research teams as an essential step in addition to building trust with communities. [ABSTRACT FROM AUTHOR]

Background: Research into life-threatening illnesses which require emergency hospitalisation is essential. This group of patients is unique in that they are experiencing an unfolding emergency when they are approached, enrolled, and followed up in a research study. We aimed to synthesise qualitative data from trial participants and surrogate decision-makers to deepen our understanding and inform the design and conduct of future clinical trials for life-threatening illnesses. Methods: We conducted a critical interpretive synthesis of qualitative data from trial participants and surrogate decision-makers related to the experience of participating in a clinical research study when suffering from a life-threatening illness. A scoping review informed a systematic review of published data. We searched research databases and reviewed papers for inclusion. Primary data and interpretations of data were extracted from each paper. Data were analysed using reciprocal translational analysis, refutational synthesis, and lines of argument synthesis to develop a synthetic construct. Results: Twenty-two papers were included. Most individuals had no previous knowledge or experience with clinical research. Individuals making decisions were directly experiencing or witness to an unfolding emergency which came with a myriad of physical and psychological symptoms. It was difficult to differentiate clinical research and routine care, and understanding of core concepts around research, particularly randomisation and equipoise, was limited. We found that this led to an underestimation of risk, an overestimation of benefit, and an expectation of being allocated to the intervention arm. The decision-making process was heavily influenced by trust in the research team. Individuals suggested that abbreviated information, presented in different ways and continuously throughout the research process, would have increased knowledge and satisfaction with the research process. Conclusion: Individuals suffering from a life-threatening illness who are being invited to participate in clinical research need to be managed in a way that adapts to the severity of their illness and there is a need to tailor research processes, including informed consent, accordingly. We provide suggestions for further research and implementation work around research participation for individuals suffering from a life-threatening illness. Trial registration: PROSPERO CRD42020207296 [ABSTRACT FROM AUTHOR]

Background: Electronic informed consent (eIC) may offer various advantages compared to paper-based informed consent. However, the regulatory and legal landscape related to eIC provides a diffuse image. By drawing from the perspectives of key stakeholders in the field, this study aims to inform the creation of a European guidance framework on eIC in clinical research. Methods: Focus group discussions and semi-structured interviews were conducted with 20 participants from six stakeholder groups. The stakeholder groups included representatives of ethics committees, data infrastructure organizations, patient organizations, and the pharmaceutical industry as well as investigators and regulators. All were involved in or knowledgeable about clinical research and were active in one of the European Union Member States or at a pan-European or global level. The framework method was used for data analysis. Results: Stakeholders underwrote the need for a multi-stakeholder guidance framework addressing practical elements related to eIC. According to the stakeholders, a European guidance framework should describe consistent requirements and procedures for implementing eIC on a pan-European level. Generally, stakeholders agreed with the definitions of eIC issued by the European Medicines Agency and the US Food and Drug Administration. Nevertheless, it was raised that, in a European guidance framework, it should be emphasized that eIC aims to support rather than replace the personal interaction between research participants and the research team. In addition, it was believed that a European guidance framework should include details on the legality of eIC across European Union Member States and the responsibilities of an ethics committee in the eIC assessment process. Although stakeholders supported the idea to include detailed information on the type of eIC-related materials to be submitted to an ethics committee, opinions varied on this regard. Conclusion: The creation of a European guidance framework is a much needed factor to advance eIC implementation in clinical research. By collecting the views of multiple stakeholder groups, this study advances recommendations that may facilitate the development of such a framework. Particular consideration should go to harmonizing requirements and providing practical details related to eIC implementation on a European Union-wide level. [ABSTRACT FROM AUTHOR]

When using video and visual methods in qualitative and post-qualitative research, the size and scale of the data set can be overwhelming, particularly for new researchers. Collaborative research teams often work with a code book to systematize and unify their analyses. Interpretive researchers pursuing multi-layered and multi-voiced visual analysis often find it difficult to move away from desires for a single 'best' interpretation of what happened. This paper illustrates and interrogates an open and flexible method for 'thinning' (screenshotting) video data that we call the 'Five Images Method'. We offer one unfolding of interpretive processes and tensions and examine how four researchers worked across positionalities to analyse video data. We start with our positionalities in relation to a research study of children creating photographic and written stories of cultural artifacts, carried out over one year. The primary data from the study was generated through online video-conference sessions connecting a university researcher with an elementary class. A second level of data was created through a process of screenshotting, followed by recursive cycles of conversation about the choices of each researcher, and how they were guided by background, geography, roles in relation to child participants, technologies, personal experiences, and so on. Two key incidents that illustrate the potential of the method and the interpretations produced are described. We argue that reducing video data in this way can be both generative and limiting, while also serving as a catalyst for enhanced analysis. The collaborations and relationships built in research teams through slow processes of analysis (and writing!) working across difference also promote evocative and layered learning. Looking at interpretations as multiple can be hampered by longstanding histories of research as intended to produce authentic and singular truths. [ABSTRACT FROM AUTHOR]

Government funders increasingly encourage interdisciplinary mixed methods research projects that include qualitative methods. For qualitative methodologists, the opportunity to collaborate on interdisciplinary research teams may come at a cost when their expertise is marginalized relative to quantitative designs. Drawing on concepts from critical pragmatism and an ethics of care, we reflect on ethical tensions in our experiences as qualitative methodologists on government funded interdisciplinary research teams. Driven by an intersubjective and justice-oriented view of knowledge development and care as interdependence, we offer our thoughts, experiences, and guidance under four orienting concepts: collaboration, education, critique, and critical reflexivity. We culminate our reflection by offering a practical and responsible way forward for qualitative methodologists who accept grant work invitations, a way that holds promise for advancing interdisciplinary, critical, and care-based action in funded research. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva 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.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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.)

Patient and public involvement in health research is important to ensure that research remains relevant to the patient groups it intends to benefit. The UK NIHR funded Blueprint study aimed to develop a 'model' of effective service design for children and young people with common mental health problems. To ensure Blueprint's findings were rooted in lived experience and informed by different perspectives, six young adults with lived experience of mental health issues were recruited, trained and employed as co-researchers to work alongside academic researchers. Blueprint collaborated with a third sector partner (McPin) to recruit, employ and mentor the co-researchers and deliver a bespoke training and mentoring package to support their development. Since Blueprint's scheduled work plan was significantly impacted by the Covid-19 pandemic, planned co-researcher activities had to be adapted to accommodate distance learning and remote fieldwork and analysis. Blueprint's co-researchers, academic researchers and a representative of McPin collaboratively used a process of reflexivity and thematic analysis to capture Blueprint's involvement journey. We identified numerous benefits but also challenges to involvement, some of which were exacerbated by the pandemic. Navigating and overcoming these challenges also allowed us to collectively identify key guidelines for involvement for the wider research community which focus on enabling access to involvement, supporting co-researchers and optimising involvement for the benefit of co-researchers and research teams. This paper presents an overview of the Blueprint involvement journey from co-researcher, academic researcher and McPin perspectives, sharing our learning from the recruitment, training, fieldwork and analysis phases in order to inform the knowledge base on lived experience involvement and provide guidance to other researchers who seek to emulate this approach. Plain English summary: The Blueprint study worked with young co-researchers with lived experience to explore services in England and Wales for children and young people with common mental health problems like depression, anxiety and self-harm. Blueprint aimed to find out what services exist, how children, young people and their families find out about and access these services, what the services actually do, and whether they are helpful and offer value for money. Blueprint worked closely with McPin, a charity that works to support young people with lived experience get involved in research. Together we developed a training and mentoring package to support the co-researcher's development and their preparation for the role which included research interviews with service users, parents/carers and service providers and data analysis. The co-researchers, research team and McPin worked together to reflect on the successes and challenges of this approach to research and the challenges of carrying out this work during a global pandemic. We have summarised what we have learnt about how best to enable and support co-researcher involvement to provide guidance to other researchers. [ABSTRACT FROM AUTHOR]

Even though compassion for others and for the self are important indicators of mental and physical health and well-being, scientists vary greatly in defining them. Therefore, we examined how the public defines compassion for others and self and explore what are the similarities or differences between researchers' definitions and public's definitions of compassions as well as between compassion and self-compassion themselves. 305 members of public defined compassion and self-compassion using their own words, of which we randomly selected 35 for the analysis. The definitions have been analysed using the modified Consensual Qualitative Research (CQR-M) method. The research team composed of three researchers: two core team members and one auditor. Since the domains in both definitions of compassion and self-compassion emerged matching and their proportions turned out to be similar too, we are inclined to side with the proposition that these two constructs are comparable in certain, particularly cognitive, and behavioural areas. However, differences in some categories and subcategories make us believe that they are likely to be processed in a different way. Definitions provided by the study participants majorly correspond with theoretical concepts and definitions of compassion and self-compassion of Gilbert (2009) and Strauss et al. (2016). [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education 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.)

Culturally and linguistically diverse (CALD) people are subject to many inequities worldwide, and research is no exception. We report lessons learnt as researchers conducting a qualitative study during the coronavirus disease 2019 (COVID-19) pandemic involving participants of refugee backgrounds. We found that despite the best intentions of the research team, a variety of factors in methodology and data collection presented unexpected barriers for our studied population. We share our reflections to assist others in their research endeavours. Researchers and institutions have a moral obligation to provide research practices that are both suitable and beneficial to the community. Collaborating with community members in the research process allows researchers to create ethically sound, practical studies with maximum utility. [ABSTRACT FROM AUTHOR]

The goal of the current study is to glean lessons learned from the Fostering Higher Education (FHE) intervention evaluation study to provide concrete strategies for helping other youth-serving organizations overcome barriers to participating in manualized intervention implementation and evaluation. Specifically, this study assesses lessons learned in organizations that serve youth with foster care experience regarding (1) implementing FHE in relation to (a) site preparation, (b) implementation, and (c) pursuing racial equity in practice; and (2) participating in research/evaluation. This study involves qualitative analyses of surveys, emails, and meeting notes from FHE implementation staff, supervisors, administrative staff, and TA providers across three study sites in the United States. Surveys assessed lessons learned by site implementation staff during the FHE implementation and evaluation process, as well as quarterly assessments of the technical assistance for implementation and evaluation provided to FHE implementation sites by the research team. Emails and meeting notes provided insights into sites’ implementation- and research/evaluation-related experiences and challenges as they were happening during the study. Communication/collaboration were key for the success of both implementation and evaluation of FHE, while training and technology were also key for implementation, and project timing and understanding the value of research were important for evaluation participation. Key themes regarding the pursuit of racial equity in FHE practice included the importance of collective learning, independent practice, and client-centered program delivery. A variety of recommendations for other youth-serving organizations interested in implementing and evaluating manualized interventions are provided based on the study’s findings. [ABSTRACT FROM AUTHOR]

This paper describes how lived experience research, a qualitative research method based on phenomenology, can be modified and incorporated into interdisciplinary environmental risk communication projects. Lived experience methods can give insight into stakeholders' needs and concerns, enabling development of better communication products and potentially helping overcome disciplinary barriers on project teams. We describe the purposes and methods of lived experience research, draw upon two cases from our own experiences to outline how methods can be adapted for the contexts of interdisciplinary research projects, and describe potential barriers to and opportunities for using this research method in team communication projects, including co-production of knowledge, internal research team acceptance, and making project products more responsive to user needs. • A phenomenologically-inspired Lived Experience research method is described. • We pose two cases modifying the method for interdisciplinary science communication. • Effects of modifying interview, analysis, and reporting methods are discussed. • Knowledge co-production and product tailoring to user needs are discussed. • Obstacles for internal research team acceptance are addressed. [ABSTRACT FROM AUTHOR]

In this article, we provide a critical reflexive tool developed to interrogate hierarchical research team structures. As members of a qualitative research team working on a large-scale federally funded project, we aim to provide guidance for scholars interested in working against established hierarchies toward more democratic team practices. Our approach is guided by critical scholarship that employs Bourdieu’s conceptualization of reflexivity to move beyond individual-level positionality, toward the critical analysis of the larger academic field and intellectual bias produced through the neoliberal academic field. Though some have argued for the need to preserve hierarchy, we stand in defense of democratic teams. [ABSTRACT FROM AUTHOR]