scholarly journals Using contexts to supervise a collaborative process

Author(s):  
Avelino J. Gonzalez ◽  
Johann Nguyen ◽  
Setsuo Tsuruta ◽  
Yoshitaka Sakurai ◽  
Kouhei Takada ◽  
...  
2015 ◽  
Vol 5 (1-2) ◽  
pp. 1-15
Author(s):  
Isidora Kourti

Although public inter-organizational collaborations can offer better public services, their management is a complex endeavour and they often fail. This paper explores identity construction as a key aspect that assists in managing successfully these collaborations. The study draws upon a longitudinal ethnographic study with a Greek public inter-organizational collaboration. The research illustrates that managers should encourage partners to construct collaborative and non-collaborative identities in order to achieve the collaboration aims. It also suggests that managers should seek both stability and change in the collaborative process and offers four collaborative patterns for the effective management of public inter-organizational collaborations.


2020 ◽  
Author(s):  
Zafira Elpas

Administration is an activity or effort to achieve goals, help, direct, or manage all activities. The Education Administration provides the entire collaborative process of two or more people by supporting the sources of all available resources and materials that are suitable for achieving the educational goals that have been set effectively and efficiently. Thus administration is a system that is connected with the organization. Student administration is the process or activities carried out on students ranging from planning student acceptance to students completing their education to achieve effective and efficient educational goals.


Author(s):  
Martyn Harry

This Intervention describes some aspects of the complex creative dynamics of creating a children’s opera, involving playwright/librettist, theatrical director, composer and actor–performers. The composer Martyn Harry provides an insider’s account of the nonlinear collaborative process by which the opera came into existence, and some of the creative tensions and negotiated solutions that were involved.


2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Alvaro Sanchez ◽  
◽  
Susana Pablo ◽  
Arturo Garcia-Alvarez ◽  
Silvia Dominguez ◽  
...  

Abstract Background The most efficient procedures to engage and guide healthcare professionals in collaborative processes that seek to optimize practice are unknown. The PREDIAPS project aims to assess the effectiveness and feasibility of different procedures to perform a facilitated interprofessional collaborative process to optimize type 2 diabetes prevention in routine primary care. Methods A type II hybrid cluster randomized implementation trial was conducted in nine primary care centers of the Basque Health Service. All centers received training on effective healthy lifestyle promotion. Headed by a local leader and an external facilitator, centers conducted a collaborative structured process—the PVS-PREDIAPS implementation strategy—to adapt the intervention and its implementation to their specific context. The centers were randomly allocated to one of two groups: one group applied the implementation strategy globally, promoting the cooperation of all health professionals from the beginning, and the other performed it sequentially, centered first on nurses, who later sought the pragmatic cooperation of physicians. The following patients were eligible for inclusion: all those aged ≥ 30 years old with at least one known cardiovascular risk factor and an impaired fasting glucose level (≥ 110-125 mg/dl) but without diabetes who attended centers during the study period. The main outcome measures concerned changes in type 2 diabetes prevention practice indicators after 12 months. Results After 12 months, 3273 eligible patients at risk of type 2 diabetes had attended their family physician at least once, and of these, 490 (15%) have been addressed by assessing their healthy lifestyles in both comparison groups. The proportion of at-risk patients receiving a personalized prescription of lifestyle change was slightly higher (8.6%; range 13.5-5.9% vs 6.8%; range 7.2-5.8%) and 2.3 times more likely (95% CI for adjusted hazard ratio, 1.38-3.94) in the sequential than in the global centers, after 8 months of the intervention program implementation period. The probability of meeting the recommended levels of physical activity and fruit and vegetable intake were four- and threefold higher after the prescription of lifestyle change than only assessment and provision of advice. The procedure of engagement in and execution of the implementation strategy does not modify the effect of prescribing healthy habits (p interaction component of intervention by group, p > 0.05). Discussion Our results show that the PVS-PREDIAPS implementation strategy manages to integrate interventions with proven efficacy in the prevention of type 2 diabetes in clinical practice in primary care. Further, they suggest that implementation outcomes were somewhat better with a sequential facilitated collaborative process focused on enhancing the autonomy and responsibility of nurses who subsequently seek a pragmatic cooperation of GPs. Trial registration Clinicaltrials.gov identifier: NCT03254979. Registered 16 August 2017—retrospectively registered.


Author(s):  
Yugo Hayashi

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.


2021 ◽  
Author(s):  
Lori Lioce ◽  
Gary Maddux ◽  
Ishella Fogle ◽  
Makenzie Fogle ◽  
Norven Goddard ◽  
...  

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