Local solutions to local problems: A stormwater education collaborative

Currently completing its fifth year, the Coastal Waccamaw Stormwater Education Consortium (CWSEC) helps northeastern South Carolina communities meet National Pollutant Discharge Elimination System (NPDES) Phase II permit requirements for Minimum Control Measure 1 - Public Education and Outreach - and Minimum Control Measure 2 - Public Involvement. Coordinated by Coastal Carolina University, six regional organizations serve as core education providers to eight coastal localities including six towns and cities and two large counties. CWSEC recently finished a needs assessment to begin the process of strategizing for the second NPDES Phase II 5-year permit cycle in order to continue to develop and implement effective, results-oriented stormwater education and outreach programs to meet federal requirements and satisfy local environmental and economic needs. From its conception in May 2004, CWSEC set out to fulfill new federal Clean Water Act requirements associated with the NPDES Phase II Stormwater Program. Six small municipal separate storm sewer systems (MS4s) located within the Myrtle Beach Urbanized Area endorsed a coordinated approach to regional stormwater education, and participated in a needs assessment resulting in a Regional Stormwater Education Strategy and a Phased Education Work Plan. In 2005, CWSEC was formally established and the CWSEC’s Coordinator was hired. The Coordinator, who is also the Environmental Educator at Coastal Carolina University’s Waccamaw Watershed Academy, organizes six regional agencies who serve as core education providers for eight coastal communities. The six regional agencies working as core education providers to the member MS4s include Clemson Public Service and Carolina Clear Program, Coastal Carolina University’s Waccamaw Watershed Academy, Murrells Inlet 2020, North Inlet-Winyah Bay National Estuarine Research Reserve’s Coastal Training and Public Education Programs, South Carolina Sea Grant Consortium, and Winyah Rivers Foundation’s Waccamaw Riverkeeper®. CWSEC’s organizational structure results in a synergy among the education providers, achieving greater productivity than if each provider worked separately. The member small MS4s include City of Conway, City of North Myrtle Beach, City of Myrtle Beach, Georgetown County, Horry County, Town of Atlantic Beach, Town of Briarcliffe Acres, and Town of Surfside Beach. Each MS4 contributes a modest annual fee toward the salary of the Coordinator and operational costs. (PDF contains 3 pages)

Non-governmental organizations and multi-sited marine conservation science: A case study

Non-governmental organizations (NGOs) are now major players in the realm of environmental conservation. While many environmental NGOs started as national organizations focused around single-species protection, governmental advocacy, and preservation of wilderness, the largest now produce applied conservation science and work with national and international stakeholders to develop conservation solutions that work in tandem with local aspirations. Marine managed areas (MMAs) are increasingly being used as a tool to manage anthropogenic stressors on marine resources and protect marine biodiversity. However, the science of MMA is far from complete. Conservation International (CI) is concluding a 5 year, $12.5 million dollar Marine Management Area Science (MMAS) initiative. There are 45 scientific projects recently completed, with four main “nodes” of research and conservation work: Panama, Fiji, Brazil, and Belize. Research projects have included MMA ecological monitoring, socioeconomic monitoring, cultural roles monitoring, economic valuation studies, and others. MMAS has the goals of conducting marine management area research, building local capacity, and using the results of the research to promote marine conservation policy outcomes at project sites. How science is translated into policy action is a major area of interest for science and technology scholars (Cash and Clark 2001; Haas 2004; Jasanoff et al. 2002). For science to move policy there must be work across “boundaries” (Jasanoff 1987). Boundaries are defined as the “socially constructed and negotiated borders between science and policy, between disciplines, across nations, and across multiple levels” (Cash et al. 2001). Working across the science-policy boundary requires boundary organizations (Guston 1999) with accountability to both sides of the boundary, among other attributes. (Guston 1999; Clark et al. 2002). This paper provides a unique case study illustrating how there are clear advantages to collaborative science. Through the MMAS initiative, CI built accountability into both sides of the science-policy boundary primarily through having scientific projects fed through strong in-country partners and being folded into the work of ongoing conservation processes. This collaborative, boundary-spanning approach led to many advantages, including cost sharing, increased local responsiveness and input, better local capacity building, and laying a foundation for future conservation outcomes. As such, MMAS can provide strong lessons for other organizations planning to get involved in multi-site conservation science. (PDF contains 3 pages)

Mapping experience in organizations: A learning process for strategic technology planning

Today's fast-paced, dynamic environments mean that for organizations to keep "ahead of the game", engineering managers need to maximize current opportunities and avoid repeating past mistakes. This article describes the development study of a collaborative strategic management tool - the Experience Scan to capture past experience and apply learning from this to present and future situations. Experience Scan workshops were held in a number of different technology organizations, developing and refining the tool until its format stabilized. From participants' feedback, the workshop-based tool was judged to be a useful and efficient mechanism for communication and knowledge management, contributing to organizational learning.

Assessing organizations collaboration readiness: a behavioral approach

Dissertation presented at the Faculty of Sciences and Technology of the New University of Lisbon to obtain the degree of Doctor in Electrical Engineering, specialty of Robotics and Integrated Manufacturing

Innovating in Teaching Collaborative Practice with a Large Student Cohort at Université de Montréal

Université de Montréal implemented an interprofessional education (IPE) curriculum on collaborative practice in a large cohort of students (>1,100) from 10 health sciences and psychosocial sciences training programs. It is made up of three one-credit undergraduate courses (CSS1900, CSS2900, CSS3900) spanning the first 3 years of training. The course content and activities aim for development of the six competency domains identified by the Canadian Interprofessional Health Collaborative. This paper describes the IPE curriculum and highlights the features contributing to its success and originality. Among main success key factors were: administrative cooperation among participating faculties, educators eager to develop innovative approaches, extensive use of clinical situations conducive to knowledge and skill application, strong logistic support, close cooperation with health care delivery organizations, and partnership between clinicians and patients. A distinguishing feature of this IPE curriculum is the concept of partnership in care between the patient and caregivers. Patients’ representatives were involved in course planning, and patients were trained to become patients-as-trainers (PT) and cofacilitate interprofessional discussion workshops. They give feed- back to students regarding integration and application of the patient partnership concept from a patient’s point of view. Lire l'article/Read the article : http://openurl.ingenta.com/content?genre=article&issn=0090-7421&volume=42&issue=4&spage=97E&epage=106E

Collaborative business networks evaluation of technological tools for decision support making

Nowadays, companies are living great difficulties on managing their business due to constant and unpredictable economic market fluctuations. Recent changes in market trends (such as the constant demand for new products and services, mass customization and the drastic reduction of delivery time) lead companies to adopt strategies of creating partnerships with other companies as a way to respond effectively to such difficult economical times. Collaborative Networks’ concept born by the consequence of companies could no longer consider their internal business processes’ management as sufficient and tend to seek for a collaborative approach with other partners for their critical processes. Information technologies (ICT) assumed a major role acting as “enablers” of these kinds of networks, enhancing information sharing and business process integration. Several new trends concerning ICT architectures have been created to support collaborative networks requirements, but still doesn’t exist a common platform to reduce the needed integration effort on virtual organizations. This study aims to investigate the current technological solutions available in the market which enhances the management of companies’ business processes (specially, Collaborative Planning). Finally, the research work ends with the presentation of a conceptual model to answer to the constraints evaluated.

`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.

Development of a collaborative model to improve school health promotion in the Netherlands

In recent decades, school health promotion programs have been developing into whole-school health approaches. This has been accompanied by a greater understanding among health promoters of the core-business of schools, namely education, and how health promotion objectives can be integrated into this task. Evidence of the positive impact of school health promotion on health risk behavior of students is increasing. This article focuses on the processes and initial results of developing a collaborative model tailored for whole-school health in the Netherlands, named schoolBeat. The Dutch situation is characterized by fragmentation, a variety of health and welfare groups supporting schools, and a lack of sound integrated youth policies. A literature review, observations, and stakeholder consultation provided a clear picture of the current situation in school health promotion, and factors limiting a comprehensive and needs-based approach to school health. This revealed that a health promotion team within a school is fundamental to an effective approach to tailored school health promotion. A respected member of school staff should chair this team. To strengthen the link with the school care team, the school care coordinator should be a member of both teams. To provide coordinated support to all schools in a region, participating organizations decided to share advisory tasks. These tasks are included in the regular health promotion work of their staff. This means working with one advisor representing all school-health organizations per school, and using a comprehensive overview of possible support and projects promoting health. Empowering schools in needs assessments and comprehensive school health promotion is an important element of the developed approach. This article concludes with an examination of emerging issues in evaluating collaborative school health support during the first 18 months of development, and implementation and future perspectives regarding sustainable collaboration and quality improvement.

Engaging in collaborative R&D : an international case study of cross-sector collaboration

This paper examines cross-sector engagement by drawing on a case study of a successful R&D project which involved an Australian Cooperative Research Centre (with CSIRO as a partner), and the eyecare products company Ciba Vision. This project resulted in the market launch of an extended wear contact lens, a break-through product. The engagement process moved through two phases. In an initiation phase, partner reputation and the potential for complementary resources were important in the partnering decision. In an engagement phase, the partners built a relationship and focused on the tasks to be completed. In doing so, they made a number of credible commitments to the venture (most notably to jointly assign project intellectual property between the public and private sector partners), developed a trusting relationship, adopted a disciplined and effective project management approach, learned the capability for cross-sector collaboration management, and put much effort into fostering communication to facilitate team building and the task focus. The management approach taken lead to a positive experience of the project among the partners, and this was positively associated with tangible project outcomes. Such collaborations may persist across projects, but in a disengagement phase negotiations on the conditions of exit may be required. It is concluded that to build a successful cross-sector collaboration requires interpersonal engagement within and across the organizations involved.

SMEs and the potential for a collaborative path to environmental responsibility

Globally, the potential for small and medium-sized enterprises (SMEs) to collectively impact negatively on the environment is great. Therefore, the adoption, and maintenance, of environmentally responsible practices by this group of firms is especially critical. Studies of environmental practices successfully implemented by small firms have revealed that relationships with other firms, or other organizations, can contribute to greater awareness of the benefits of such activities and, therefore, enhance the possibility of environmental engagement. Collaborative relationships may provide opportunities for SMEs to overcome some of the barriers to implementing environmental initiatives associated with their size, and/or associated characteristics. This paper focuses on attitudes of SME owner-managers to a variety of environmental issues (including regulation and voluntary standards), and to collaborating with other firms (in either a formal or informal sense). The data this paper draws upon are from two waves of an ongoing longitudinal survey of New Zealand SMEs.

Building Leadership: The Knowledge of Principals in Creating Collaborative Communities of Professional Learning

Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration. The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture of collaboration. The result was ten elements of principal knowledge: Staff involvement in important decisions, Charismatic leadership not being necessary for success, Effective elements of teacher teams, Administrator‘s modeling professional learning, The allocation of resources, Staff meetings focused on student learning, Elements of continuous improvement, and Principles of Adult Learning, Student Learning and Change. From these ten elements, the researcher developed a web-based survey intended to measure nine of those elements (Charismatic leadership was excluded). Principals of accredited high schools in the state of Nebraska were invited to participate in this survey, as high schools are well-known for the isolation that teachers experience--particularly as a result of departmentalization. The results indicate that principals have knowledge of eight of the nine measured elements. The one that they lacked an understanding of was Principles of Student Learning. Given these two findings of what principals do and do not know, the researcher recommends that professional organizations, intermediate service agencies and district-level support staff engage in systematic and systemic initiatives to increase the knowledge of principals in the element of lacking knowledge. Further, given that eight of the nine elements are understood by principals, it would be wise to examine reasons for the implementation gap (Knowing-Doing Gap) and how to overcome it.

Outline of Europe-Japan collaborative research on concentrator photovoltaics

The Europe-Japan Collaborative Research Project on Concentrator Photovoltaics (CPV) has been initiated under support by the EC (European Commission) and NEDO (New Energy and Industrial Technology Development Organization) since June 2011. This is project (NGCPV Project; a New Generation of Concentrator PhotoVoltaic cells, modules and systems) is aiming to accelerate the move to very high efficiency and lower cost CPV technologies and to enhance widespread deployment of CPV systems. 7 organizations such as UPM, FhG-ISE Imperial College, BSQ, CEA-INES, ENEA, and PSE in Europe and 9 organizations such as TTI, Univ. Tokyo, AIST, Sharp Co. Daido Steel Co., Kobe Univ., Miyazaki Univ., Asahi Kasei Co., and Takano Co. participate in this project. The targets of this project are 1) to develop world-record efficiency CPV cells of more than 45%, 2) to develop world-record efficiency CPV modules of 35%, 3) to establish standard measurements of CPV cells and modules, 4) to install 50kW CPV system in Spain, to carry out field test of CPV system and to manage power generation of CPV systems, and 5) to develop high-efficiency and low-cost new materials and structure cells such as III-V-N, III-V-on-Si tandem, quantum dots and wells. This paper presents outline of this project and most recent results such as world record efficiency (37.9% under 1-sun) cell and high-efficiency (43.5% under 240-306 suns) concentrator cell with inverted epitaxial grown InGaP/GaAs/InGaAs 3-junction solar cells.

Collaborative Change: A Survey of Collaborations in Museums to Address Social Issues

Thesis (Master's)--University of Washington, 2016-06

Impact of social group processes and functional diversity on communication in networked organizations

This study examines the role of social group processes in perceptions of effective communication in Australian Cooperative Research Centres (CRCs). Communication professionals in 25 CRCs discussed the barriers and opportunities for communication in their diverse networked organizations. Thematic analysis of the transcripts highlighted the contribution of social group processes to both barriers and opportunities. Communication challenges implicated the social identity of organizational members, many of which were associated with distinct structural aspects of these organizations. Opportunities for communication frequently involved features that implicated social identity, including taking advantage of existing organizational or industry identities, preventing conflicting identities from becoming salient, and promoting a collective CRC identity.

Intergroup leadership in organizations:leading across group and organizational boundaries

Intergroup leadership-leadership of collaborative performance of different organizational groups or organizations-is associated with unique intergroup challenges that are not addressed by traditional leadership theories. To address this lacuna, we describe a theory of intergroup leadership. Firmly grounded in research on social identity and intergroup relations, the theory proposes that effective intergroup performance rests on the leader's ability to construct an intergroup relational identity. We describe key leadership actions to establish such an identity. © 2012 Academy of Management Review.