`Building bridges`: a case study of a collaborative research process

'Building bridges' is a metaphor we have used to describe a collaborative research process involving social work academic and senior practitioners from government and non-government child protection and family service organizations in Victoria, Australia. The purpose of the research was to develop a 'practice-generated approach to policy implementation' in child protection practice. The research sought to explore the appropriateness of social constructionist approaches for child protection practice that might enhance the existing risk paradigm. This article aims to critically evaluate the process of 'building bridges' and its outcomes, by focusing on how potential and actual differences between organizational contexts, namely universities and various serviceproviding organizations, may influence relationships between theory and practice. We critically reflect on our research process comparing it with idealized forms of collaborative research discussed in the literature.<br />

Introduction of new technology into hydroponic tomato growing at the farm level - a case study in collaborative research

In 2000 Deakin University and Elmac Hydroponics, with funding from the Australian Research Council began a collaborative PhD project researching the management and economics for commercial tomato production using the innovative Autopot&reg; hydroponics system. The collaboration between Deakin University, the Elmac farmers and the wider hydroponics industry was central to this research project. A significant outcome was the education of both the researchers and the farmers. Deakin University researchers benefited from the chance to learn about conducting research within the commercial constraints of the industry. Elmac and the wider industry had the opportunity to learn about the methodology, application and limitations of scientific research. However, there are conflicts between the desired educational outcomes for the stakeholders in a collaborative project of this type. In most cases, the award of the PhD degree to the candidate depends entirely on the thesis. A thesis however, would be of little value to most hydroponics farmers. The desired educational outcome for industry is in the application of the results to their situation for improved management of production and increased profit. This paper highlights the benefits and constraints of collaborative research into the introduction of innovative technology to the hydroponics industry. <br />

Collaborative research training : a global challenge

Research training for postgraduate research students has entered a new era as the training process becomes a multi-dimensional practice, involving not just research students and supervisors from universities but also other stakeholders such as industry, funding agents, government, and in some cases, international stakeholders. Such a transition has created some challenges but also exciting opportunities. Centre for Material and Fibre Innovation (CMFI) at Deakin University, Australia has developed a number of innovative and effective paradigms on research training, producing high quality research scientists of improved employability and strong leadership. Successful models are outlined and challenging issues and prospective strategies are presented.<br />

Doing research with teachers, parents and students : the ethics and politics of collaborative research

Truly collaborative research partnerships between universities and schools are seldom commonplace (Potter, 2001). Many schools &ndash; particularly those in disadvantaged communities &ndash; have long histories of being involved in research yet few see themselves with real investment in, ownership of and/or benefiting from the experience. In this chapter we discuss research conceived with more mutually beneficial researcher-researched relations, cognisant of the &lsquo;importance of respecting and ultimately giving more than we take to the communities we research&rsquo; (Schultz, 2001, p. 1). The research involved teachers&rsquo;, parents&rsquo; and students&rsquo; engagement with schooling in a secondary school in regional Australia. Rather than conducting the research on others, we attempted to craft our project with them. Michelle Fine (1994) argues that a decision to work with those we once might have written about or for, necessarily changes our work, making it both more ethical and more explicitly connected to struggles for social justice. This chapter draws on the voices of the teachers, parents and students we worked with and alongside during the research to explore the ethics and politics of such an approach.

History researcher development and research capacity in Australia and New Zealand

&nbsp;This article presents data and discussion on history researcher development and research capacities in Australia and New Zealand, as evidenced in analysis of history PhD theses&rsquo; topics. The article is based on two independent studies of history PhD thesis topics, using a standard discipline coding system. It shows some marked differences in the Australian and New Zealand volumes and distributions of history PhDs, especially for PhDs conducted on non-local/national topics. These differences reflect national researcher development, research capacities and interests, in particular local, national and international histories, and have implications for the globalisation of scholarship. Thesis topics are used as a proxy for the graduate&rsquo;s research capacity within that topic. However, as PhD examiners have attested to the significance and originality of the thesis, this is taken as robust. The longitudinal nature of the research suggests that subsequent years&rsquo; data and analysis would provide rich information on changes to history research capacity. Other comparative (i.e. international) studies would provide interesting analyses of history research capacity. There are practical implications for history departments in universities, history associations, and government (PhD policy, and history researcher development and research capacity in areas such as foreign affairs). There are social implications for local and community history in the knowledge produced in the theses, and in the development of local research capacity. The work in this article is the first to collate and analyse such thesis data either in Australia or New Zealand. The comparative analyses of the two datasets are also original.

Investigation into the diffusion of innovation in technical and further education : implementing e-mail through action research

This research project examined the diffusion of change within one Victorian TAFE Institute by engaging action research to facilitate implementation of e-mail technology. The theoretical framework involving the concepts of technology innovation and action research was enhanced with the aid of Rogers's (1983) model of the diffusion of the innovation process. Political and cultural factors made up the initiation phase of innovation, enabling the research to concentrate on the implementation phase of e-mail Roger's (1983) model also provided adopter categories that related to the findings of a Computer Attitude Survey that was conducted at The School of Mines and Industries Ballarat (SMB), now the University of Ballarat—TAFE Division since amalgamation on 1st January 1998. Despite management rhetoric about the need to utilise e-mail, Institute teaching staff lacked individual computers in their work areas and most were waiting to become connected to the Internet as late as 1997. According to the action research reports, many staff were resistant to the new e-mail facilities despite having access to personal computers whose numbers doubled annually. The action research project became focussed when action researchers realised that e-mail workshop training was ineffective and that staff required improved access. Improvement to processes within education through collaborative action research had earlier been achieved (McTaggart 1994), and this project actively engaged practitioners to facilitate decentralised e-mail training in the workplace through the action research spiral of planning, acting, observing and reflecting, before replanning. The action researchers * task was to find ways to improve the diffusion of e-mail throughout the Institute and to develop theoretical constructs. My research task was to determine whether action research could successfully facilitate e-mail throughout the Institute. A rich literature existed about technology use in education, technology teaching, gender issues, less about computerphobia, and none about 'e-mailphobia \ It seemed appropriate to pursue the issue of e-mailphobia since it was marginalised, or ignored in the literature. The major political and cultural influences on the technologising of SMB and e-mail introduction were complex, making it impossible to ascertain the relative degrees of influence held by Federal and State Governments, SMB's leadership or the local community, Nonetheless, with the implementation of e-mail, traditional ways were challenged as SMB's culture changed. E-mail training was identified as a staff professional development activity that had been largely unsuccessful. Action research is critical collaborative inquiry by reflective practitioners who are accountable for making the results of their inquiry public and who are self-evaluating of their practice while engaging participative problem-solving and continuing professional development (Zuber-Skerritt 1992, 1993). Action research was the methodology employed in researching e-mail implementation into SMB because it involved collaborative inquiry with colleagues as reflective practitioners. Thoughtful questions could best be explored using deconstructivist philosophy, in asking about the noise of silence, which issues were not addressed, what were the contradictions and who was being marginalised with e-mail usage within SMB. Reviewing literature on action research was complicated by its broad definition and by the variability of research (King & Lonnquist 1992), and yet action research as a research methodology was well represented in educational research literature, and provided a systematic and recognisable way for practitioners to conduct their research. On the basis of this study, it could be stated that action research facilitated the diffusion of e-mail technology into one TAFE Institute, despite the process being disappointingly slow. While the process in establishing the action research group was problematic, action researchers showed that a window of opportunity existed for decentralised diffusion of e-mail training,in preference to bureaucratically motivated 'workshops. Eight major findings, grouped under two broad headings were identified: the process of diffusion (planning, nature of the process, culture, politics) and outcomes of diffusion (categorising, e-mailphobia, the survey device and technology in education). The findings indicated that staff had little experience with e-mail and appeared not to recognise its benefits. While 54.1% did not agree that electronic means could be the preferred way to receive Institute memost some 13.7% admitted to problems with using the voice answering service on telephones. Some 43.3% thought e-mail would not improve their connectedness (how they related) to the Institute. A small percentage of staff had trouble with telephone voice-mail and a number of these were anxious computer users. Individualised tuition and peer support proved helpful to individual staff whom action researchers believed to be 'at risk', as determined from the results of a Computer Attitude Survey. An instructional strategy that fostered the development of self-regulation and peer support was valuable, but there was no measure of the effects of this action research program, other than in qualitative terms. Nevertheless, action research gave space to reflect on the nature of the underlying processes in adopting e-mail. Challenges faced by TAFE action researchers are integrally affected by the values within TAFE, which change constantly and have recently been extensive enough to be considered as a 'new paradigm'. The influence of competition policy, the training reform agenda and technologisation of training have challenged traditional TAFE values. Action research reported that many staff had little immediate professional reason to use e-mail Theoretical answers were submerged beneath practical professional concerns, which related back to how much time teachers had and whether they could benefit from e-mail. A need for the development of principles for the sound educational uses of e-mail increases with the internationalisation of education and an increasing awareness of cultural differences. The implications for conducting action research in TAFE are addressed under the two broad issues of power and pedagogy. Issues of power included gaining access, management's inability to overcome staff resistance to technology, changing TAFE values and using technology for conducting action research. Pedagogical issues included the recognition of educational above technological issues and training staff in action research. Finally, seventeen steps are suggested to overcome power and pedagogical impediments to the conduct of action research within TAFE. This action research project has provided greater insight into the difficulties of successfully introducing one culture-specific technology into one TAFE Institute. TAFE Institutes need to encourage more action research into their operations, and it is only then that -we can expect to answer the unanswered questions raised in this research project.

Analysis of asynchronous online discussion forums for collaborative learning

Online discussion forums are well suited for collaborative learning systems. Much of the currently available research indicates that effectively designed collaborative learning systems motivate and enhance learning experiences of the participants which in turn lead to enhanced learning outcomes. This paper develops taxonomy of the asynchronous online discussion forums with the aims of increasing the understanding and awareness of various types of asynchronous discussion forums. The taxonomy is framed by constructivist pedagogical principles of asynchronous online discussion forum. The key attributes of online discussions and the factors influencing the discussion forum&rsquo;s design are identified. The taxonomy will help increase the online course designers&rsquo; ability to design more effective learning experiences for student success and satisfaction. It will also help researchers to understand the various features of the asynchronous discussion forums. The article concludes with implications for pedagogy and suggestions for the direction of future theoretical and empirical research.<br />

Management and Michael Polanyi's thought

Purpose &ndash; The purpose of this paper is to understand the role of management ideas as a resource for developing a new understanding of science and society.<br />Design/methodology/approach &ndash; Three important articles of Polanyi are studied in detail.<br />Findings &ndash; That writings of Graicunas, Foch and Liddell Hart definitely influenced the development of Polanyi&rsquo;s thinking and writings of Gulick, Mooney among other management/organization theorists also likely contributed to Polanyi&rsquo;s thought.<br />Research limitations/implications &ndash; The study opens a new seam for Polanyi intellectual &ndash; historical scholarship.<br />Practical implications &ndash; The article sheds light on facets of scientific life, including how scientists themselves participate in the overall management of science.<br />Social implications &ndash; This discussion of Polanyi deepens the appreciation of Liberal society&rsquo;s functioning.<br />Originality/value &ndash; No other Polanyi scholar has dug deeply into the history of management, considering its intellectual value to Polanyi.

The Archaeology of No man's land: Indigenous camps at Corindi Beach, mid-north coast New South Wales

At Corindi Beach on the mid-north coast of New South Wales are five twentieth century campsites located on the fringes of the township, beside the town racecourse, an area called by local Aboriginal people 'No man's land'. These campsites are important symbols of the self-sufficient lifestyle followed by the Corindi Beach Indigenous community in the twentieth century and are a physical reminder of cross-cultural relationships between local people over the last hundred years. In a collaborative research project with Yarrawarra Aboriginal Corporation, these places are being documented through studying oral history, the cultural landscape and the material culture left behind at these places.<br />

Equal to life: empowerment through drama and research in a drama group for people with disabilities

This article draws from findings of qualitative research of a community- based drama and theatre group for adults with intellectual disabilities. The article considers constraints experienced by people with disabilities and explores the ways that experiences in drama and theatre can be particularly empowering for them. The article also reveals the ways that participants can increasingly become collaborators in the research and are empowered through the research process and through the opportunity to have their voices heard.<br />

Getting it right: participatory information research with people with disabilities

Over the past two decades there has been a growing understanding of consumer requirements and advances in the design and development of accessible technology. However, research over the past decade confirms that significant barriers still exist for people with disabilities. These individuals constitute a diverse group of consumers who experience physical, cognitive, literacy, financial and attitudinal barriers to the use of technology or information. They regard themselves as experts on their access issues yet have been provided with few opportunities to participate in technology research that seeks to explore issues and provide consumer-focused solutions.<br /><br />In this paper, the benefits of collaborative research and the use of participatory methods in a funded research project on accessible telecommunications information are described. The target consumer group for the project was people with significant communication difficulties, a group who are particularly disadvantaged due to speech, literacy and physical access issues with technology and information. The strategies used to facilitate participation are discussed and criteria from Zarb (1992) and Barnes (2003) are used to evaluate the participatory aspect of the project.<br />

Globalisation and reflexivity: some challenges for research into quality education mediated by ICTs

Globalisation can be characterised, Giddens (1994) suggests, as a process of 'intensified reflexivity' that creates the conditions for 'a world of clever people'. Information and Communication Technologies (ICTs) are fundamental to globalisation and they have also been incorporated into the new educational technologies deployed by educators to (re)create 'a world of clever people'. Together, education and the ICTs are strong forces for globalisation where both curriculum and pedagogy shape the knowledge and values of the rising generation of 'clever people'. This chapter posits some research issues and questions that might be usefully pursued in transnational collaborative research or are germane to its conduct and contexts. These matters include: the place of ICTs in research work; the challenge of globally inclusive curricula and the impact of English as the global language; and ICTs decentring the research centre.<br /><br /> <br />

Inclusion and accountability: communications research with consumers with disabilities

Over the past two decades there has been an increasing focus on doing research with and for consumers rather than on consumers. Research that is collaborative and inclusive has been called for by people with disabilities. People with disabilities are a group of telecommunications consumers who are disadvantaged because of social barriers and access issues with equipment, services and information. In this paper, the benefits and challenges of collaborative (e.g. participatory, participatory action, emancipatory) research with these consumers and the processes that can facilitate inclusive and accountable research outcomes are addressed. Throughout the paper, four questions will be explored: Who determines which research issues are explored and the methods that are used? What is the level of consumer involvement in the research process? How can academics and government ensure that consumer-focused research is inclusive and participatory? How, and to whom, should research results be made available?<br /><br />In the first part of the paper, the perspectives on consumer research by people with disabilities are presented. Respect for and appreciation of consumers' views underpins the philosophical stance needed by researchers and funding bodies before serious engagement in empowering, person-centred research can be successful.<br /><br />In the second part of the paper, there is a focus on defining the features of collaborative research approaches. Participatory research, participatory action research, and emancipatory research are variations that incorporate differing levels of consumer involvement. Each of these, however, embrace shifts in philosophy and methods away from more traditional 'scientific' research. Such changes result in a greater sense of inclusion and project ownership by consumers.<br /><br />The third part of the paper addresses some of the issues associated with collaborative research for consumers with disabilities, for academic researchers, and for government funding bodies. Differing understandings of the social nature of disablement influence attitudes toward consumer involvement and are demonstrated in the choice of research questions, project aims, and the methodologies used. Differing agendas are reflected in reactions to the traditional project requirements and processes of government, the preferred research methodologies of researchers, and the perceived accountability of researchers or government for the dissemination and sharing of research results. The challenges to successful engagement with consumers in collaborative research have been identified in the literature and a number of strategies recommended (Barnes, 2003; Clear, 1999; Mercer, 2002; Oliver, 1992, 1997; Zarb, 1997). Application of inclusive strategies by researchers and funding bodies is essential for positive change and inclusive, empowering outcomes.<br /><br />The paper concludes with a case study of a DCITA-funded research project. The project is evaluated using participatory/emancipatory research criteria modified from Zarb (1992) and addresses consumer, researcher, and funding body participation. The four questions used in the discussion of the paper are applied to this particular project. In addition, the benefits and learnings from the project will be compared with the outcomes desired by consumers who espouse collaborative research approaches.<br />

Reflexivity: a concept and its meanings for practitioners working with children and families

Reflexivity is a concept that is increasingly gaining currency in professional practice literature, particularly in relation to working with uncertainty and as an important feature of professional discretion and ethical practice. This article discusses how practitioners working in child and family welfare/protection organisations understood and interpreted the concept of reflexivity for their practice, as one of the outcomes of larger, collaborative research project. This project was conducted through a series of workshops with practitioners. The overall research that aimed to expand practitioners&rsquo; practice repertoires from narrowly-defined risk assessment, to an approach that could account for the uncertainties of practice, included the concept of reflexivity as an alternative or a complement to instrumental accountability that is increasingly a feature in child welfare/protection organisations. This article discusses how the concept of reflexivity was explored in the research and how practitioners interpreted the concept for their practice. We conclude that while concepts like reflexivity are central to formal theories for professional practice, we also recognise that individual practitioners interpret concepts (in ways that are both practically and contextually relevant), thus creating practical meanings appropriate to their practice contexts.<br />