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"Seeing" the Difference: The Importance of Visibility and Action as a Mark of "Authenticity" in Co-production Comment on "Collaboration and Co-production of Knowledge in Healthcare: Opportunities and Challenges".

ABSTRACT: The Rycroft-Malone paper states that co-production relies on 'authentic' collaboration as a context for action. Our commentary supports and extends this assertion. We suggest that 'authentic' co-production involves processes where participants can 'see' the difference that they have made within the project and beyond. We provide examples including: the use of design in health projects which seek to address power issues and make contributions visible through iteration and prototyping; and the development of 'actionable outputs' from research that are the physical embodiment of co-production. Finally, we highlight the elements of the Collaboration for Leadership in Applied Health Research and Care (CLAHRC) architecture that enables the inclusion of such collaborative techniques that demonstrate visible co-production. We reinforce the notion that maintaining collaboration requires time, flexible resources, blurring of knowledge producer-user boundaries, and leaders who promote epistemological tolerance and methodological exploration.

SUBMITTER: Cooke J

PROVIDER: S-EPMC5458796 | biostudies-other | 2016 Oct

REPOSITORIES: biostudies-other

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Project description:Interdisciplinary research collaboration is needed to perform transformative science and accelerate innovation. The Science of Team Science strives to investigate, evaluate, and foster team science, including institutional policies that may promote or hinder collaborative interdisciplinary research and the resources and infrastructure needed to promote team science within and across institutions. Social network analysis (SNA) has emerged as a useful method to measure interdisciplinary science through the evaluation of several types of collaboration networks, including co-authorship networks. Likewise, research administrators are responsible for conducting rigorous evaluation of policies and initiatives. Within this paper, we present a case study using SNA to evaluate inter-programmatic collaboration (evidenced by co-authoring scientific papers) from 2007-2014 among scientists who are members of four formal research programs at an NCI-designated Cancer Center, the Markey Cancer Center (MCC) at the University of Kentucky. We evaluate change in network descriptives over time and implement separable temporal exponential-family random graph models (STERGMs) to estimate the effect of author and network variables on the tendency to form a co-authorship tie. We measure the diversity of the articles published over time (Blau's Index) to understand whether the changes in the co-authorship network are reflected in the diversity of articles published by research members. Over the 8-year period, we found increased inter-programmatic collaboration among research members as evidenced by co-authorship of published scientific papers. Over time, MCC Members collaborated more with others outside of their research program and outside their initial dense co-authorship groups, however tie formation continues to be driven by co-authoring with individuals of the same research program and academic department. Papers increased in diversity over time on all measures with the exception of author gender. This inter-programmatic research was fostered by policy changes in cancer center administration encouraging interdisciplinary research through both informal (e.g., annual retreats, seminar series) and formal (e.g., requiring investigators from more than two research programs on applications for pilot funding) means. Within this cancer center, interdisciplinary co-authorship increased over time as policies encouraging this collaboration were implemented. Yet, there is room for improvement in creating more interdisciplinary and diverse ties between research program members.

Project description:BackgroundThe shortage of skilled workers choosing STEM (Science, Technology, Engineering, and Math) careers in the USA and worldwide has fueled a movement towards STEAM, in which the "A" addresses the arts and humanities. STEAM education has been proposed as a way to offer relevant problems to solve while drawing on creative and collaborative skills to increase interest and engagement in these fields. Despite the interest in increasing STEAM globally, research on the efficacy of instructional approaches, including ways to assess collaborative problem solving (CPS), is lacking.ResultsThis paper reports the development of a rubric, named Co-Measure, for researchers and educators to use to assess student collaboration, at the individual level, when students are working in K-12 STEAM activities. Our project team provides the rationale, process, validation, initial iterations to the rubric, and next steps to inform STEM researchers and move STEAM instruction and learning forward. A final rubric is provided and made freely available to researchers and educators.ConclusionsAs STEAM education gains popularity in K-12 schools, assessment of student collaboration is needed to identify the dimensions of the skill in order to provide appropriate problem solving opportunities within instruction. The assessment is also needed to adjust instruction when students are not offered opportunities to work collaboratively during STEAM activities. Utilizing existing generalized frameworks of CPS provided the initial guide to direct research specific to CPS in STEAM activities. Using an iterative process to identify and evaluate attributes of student behavior associated with CPS in STEAM classrooms by a project team comprised of learning scientists, educational researchers and psychometricians allowed for rigorous research while drawing on appropriate expertise. Co-Measure has the potential to be modified and broadly extended to assess CPS in elementary and post-secondary classrooms using STEAM instructional practices.

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"Seeing" the Difference: The Importance of Visibility and Action as a Mark of "Authenticity" in Co-production Comment on "Collaboration and Co-production of Knowledge in Healthcare: Opportunities and Challenges".

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