1,721,044 research outputs found
Co-Production as a Research Method:Reflections From a Collaborative Writing Workshop
No full textThe co-production turn has affected academic work, encouraging researchers not only to study coproduction in public organizations but also to pursue collaborative research practices with practitioners. The purpose of this chapter is to present a reflexive account of co-production as a research practice. The point of departure is a one-day collaborative writing workshop that embraced several aspects of ‘co-’. The workshop brought together two research projects, one on social innovation in elderly care and one on collaborative writing. Having been involved in both projects, the author reflects on issues of the writing project that caused great debate during the workshop and highlight dimensions of power,quality, and impact that arise in co-produced research. The chapter shows that the co-production turn calls into question traditional power hierarchies between theory-practice, analysis-experience, and researcher-researched. While co-production seeks to even out power hierarchies, it also generates new problems, new tensions, and new questions
Knowledge building and learning in the public sector through co-creation and ‘withness-thinking’
No full textNew Public Governance has emerged as a new paradigm in reaction to the disadvantageous consequences of New Public Management. A key element of this new paradigm is known as co-creation or co-production. In order to solve welfare tasks and so-called ‘wicked problems’, the intention is to facilitate collaboration between public, private and volunteer stakeholders and citizens. The central arguments in favor of this new paradigm are often that it leads to more democracy, a better welfare system, greater public value and more equality. However, there is still very little documented experience concerning what co-creation or co-production entails in practice, and what their implications are. This chapter offers insights into the practical aspects of co-creation, seen from an approach of ‘withness-thinking’, and connects the ideas of co-creation, process thinking and ‘withness-thinking’ with the essential ideas of action research in a specific case study in the Danish public sector.New Public Governance has emerged as a new paradigm in reaction to the disadvantageous consequences of New Public Management. A key element of this new paradigm is known as co-creation or co-production. In order to solve welfare tasks and so-called ‘wicked problems’, the intention is to facilitate collaboration between public, private and volunteer stakeholders and citizens. The central arguments in favor of this new paradigm are often that it leads to more democracy, a better welfare system, greater public value and more equality. However, there is still very little documented experience concerning what co-creation or co-production entails in practice, and what their implications are. This chapter offers insights into the practical aspects of co-creation, seen from an approach of ‘withness-thinking’, and connects the ideas of co-creation, process thinking and ‘withness-thinking’ with the essential ideas of action research in a specific case study in the Danish public sector
Studerendes læringsperspektiv – et overset aspekt i læreprocessen mellem teori og praksis
No full textDe danske universiteter er, i lighed med resten af uddannelsessystemet, mødt af et stigende krav om at integrere praksis i undervisningen mhp. at fremme de studerendes praksisrettede kompetencer. Denne artikel stiller skarpt på, hvordan universitetsstuderende på Bachelor i Organisatorisk Læring engagerer sig i et større casearbejde. Artiklen peger på, at læringsudbyttet i høj fra er påvirket af de studerendes læringsforståelse, hvilket i diskussionen af praksisinddragelse i uddannelse ikke levnes nævneværdig plads – måske fordi undervisere bliver fanget i egne pædagogiske tilgange, og at forståelsen af direkte overførbarhed mellem uddannelse og praksis har tendens til at være en fremherskende diskurs – særligt i samfundsdebatten. Artiklen peger på vigtigheden af at udfordre etablerede forståelser af uddannelses-praksis relationen
University–industry collaborations as processual inter-organizational learning:Implications of the third context
No full textPurpose: The purpose of this paper is to explicate how the processual third context learning approach provides new understandings and dimensions to the well-established terminology within the fields of inter-organizational learning and university–industry collaboration. These understandings and dimensions are empirically informed by an analysis of a collaboration between Aalborg University and Bang & Olufsen, a Danish loudspeaker manufacturer. Design/methodology/approach: To fulfill the research purpose, a case study based on a participatory data collection strategy was applied in the collaboration between Aalborg University and Bang & Olufsen. Data were collected through a qualitative multimethod approach, comprising semi-structured interviews, field observations and field notes. Phenomenologically inspired content analysis revealed the themes outlined and discussed. Findings: The third context framework was useful in outlining the complexity of a bidirectional collaboration. The inter-organizational learning processes were, for example, influenced by the actors’ recurrent inquiry of perplexities regarding the purpose and content of the collaboration. The extracted empirical findings are discussed and related to the fields of inter-organizational learning and university–industry collaboration, thereby explicating how a processual learning perspective provides new understandings and dimensions to collaboration across organizations. Originality/value: The paper contributes empirically informed processual-learning dimensions to the literature on inter-organizational learning and university–industry collaboration.</p
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