scholarly journals Collaboration in Virtual Environments: Honouring the Métis Method of Visiting

2021 ◽  
Vol 63 (1) ◽  
Author(s):  
Fiona P. McDonald ◽  
Hanna M. Paul
Keyword(s):  
Informed Consent ◽  
Virtual Environments ◽  
Collaborative Research ◽  
Community Partners ◽  
Research Teams ◽  
Interdisciplinary Work ◽  
Research Protocols ◽  
Training And Research ◽  
Cultural Gaps

During COVID-19, many collaborative research teams and community partners pivoted to undertake their work in a virtual way. In this discussion, we capture the mechanics, logic, and situations under which virtual methods became relevant to applied interdisciplinary work. Using a shared voice, we chart the nuances of training and research through the redesign, the reimagining of research protocols, and the nuanced cultural gaps that exist between virtual connection and in-person visiting with community partners, Métis Knowledge Keepers, and experts. Through referencing our reflexive archive of experiences, emails, fieldnotes, and meeting minutes, we address how our attempt to simulate virtual informed consent has consequently provided insights into the value of co-creation and the importance of honouring visiting as a Métis method in virtual environments.

scholarly journals COVID-19 and consent for research: Navigating during a global pandemic

2020 ◽  
pp. 147775092097180
Author(s):  
Ran D Goldman ◽  
Luke Gelinas
Keyword(s):  
Clinical Practice ◽  
Informed Consent ◽  
Collaborative Research ◽  
Research Participation ◽  
Alternative Therapies ◽  
Urgent Care ◽  
Ethical Framework ◽  
Research Teams ◽  
Global Pandemic ◽  
Material Information

The modern ethical framework demands informed consent for research participation that includes disclosure of material information, as well as alternatives. The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic (COVID-19) results in illness that often involves rapid deterioration. Despite the urgent need to find therapy, obtaining informed consent for COVID-19 research is needed. The current pandemic presents three types of challenges for investigators faced with obtaining informed consent for research participation: (1) uncertainty over key information to informed consent, (2) time and pressure constraints, and (3) obligations regarding disclosure of new alternative therapies and re-consent. To mitigate consenting challenges, primary investigators need to work together to jointly promote urgent care and research into COVID-19. Actions they can take include (1) prior plan addressing ways to incorporate clinical research into clinical practice in emergency, (2) consider patients vulnerable with early deliberation on the consent process, (3) seek Legally Authorized Representatives (LARs), (4) create a collaborative research teams, (5) aim to consent once, despite evolving information during the pandemic, and (6) aim to match patients to a trial that will most benefit them. The COVID-19 pandemic both exacerbates existing challenges and raises unique obstacles for consent that require forethought and mindfulness to overcome. While research teams and clinician-investigators will need to be sensitive to their own contexts and adapt solutions accordingly, they can meet the challenge of obtaining genuinely informed consent during the current pandemic.

COLLABORATIVE RESEARCH, DELIBERATION, AND INNOVATION

Episteme ◽  
2014 ◽  
Vol 11 (3) ◽  
pp. 291-303 ◽  
Author(s):  
K. Brad Wray
Keyword(s):  
Problem Solving ◽  
Collaborative Research ◽  
Research Team ◽  
Team Work ◽  
Research Teams ◽  
Course Of Action ◽  
Wrong Direction ◽  
Group Members ◽  
Alternative Solutions

AbstractI evaluate the extent to which we could learn something about how we should be conducting collaborative research in science from the research on groupthink. I argue that Solomon has set us in the wrong direction, failing to recognize that the consensus in scientific specialties is not the result of deliberation. But the attention to the structure of problem-solving that has emerged in the groupthink research conducted by psychologists can help us see when deliberation could lead to problems for a research team. I argue that whenever we need to generate alternative solutions or proposals, groupthink is a genuine threat, and research teams would be wise to allow individuals opportunities to work alone. But the benefits of team work emerge when scientists seek to evaluate the various proposals generated, and determine a course of action. Then the group is less prone is groupthink, and the interaction of group members can be an epistemic asset.

scholarly journals An endnote: Advice and recommendations from University of Waikato education professionals, for teachers as researchers

2019 ◽  
Vol 19 (1) ◽  
pp. 67-70
Author(s):  
Kerry Earl Rinehart ◽  
Judith Mills
Keyword(s):  
Educational Research ◽  
Collaborative Research ◽  
Research Teams ◽  
Education Professionals ◽  
University Teachers ◽  
Journal Editors ◽  
The University ◽  
Relational Contexts

We conclude this issue with some advice for teachers as researchers from members of the Division of Education staff at the University of Waikato along with some recommendations for helpful reference books. The emphasis of this article, in the words of four of the staff, is one of the support available to assist education researchers. Educational research is not conducted in solitary but by researchers within a variety of relational contexts. Therefore, University teachers and class peers, supervisors, members of collaborative research teams and journal editors can all provide support in a teacher- researcher’s research journey.

scholarly journals Adjunct Faculty Perceptions of Participation in Online Collaborative Research Teams

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Rita Hartman ◽  
Danielle Kearns-Sixsmith ◽  
Patricia Akojie ◽  
Christa Banton
Keyword(s):  
Adjunct Faculty ◽  
Personal Growth ◽  
Professional Growth ◽  
Collaborative Research ◽  
Faculty Perceptions ◽  
Research Question ◽  
Research Teams ◽  
Organizational Skills ◽  
Part Time Faculty ◽  
Inquiry Approach

Career professionals who serve as adjunct faculty at the university level are expected to engage in continual research and publishing to maintain their status as adjunct (part-time) faculty, to be considered for potential advancement, and to qualify for additional compensation.  One way of meeting this objective is to participate in online collaborative research projects benefiting from a set of multiple lenses, multiple insights, and a multitude of considerations in regard to design, methodology, data interpretations, and broader reaching implications.  A narrative inquiry approach was applied to gain an in-depth understanding of the experiences of adjunct faculty working in online collaborative research teams. Data was gathered through phone interviews where adjunct faculty shared their personal experiences and reflections about working as collaborative researchers in an online environment. Using an inductive process, themes were drawn from the responses of the participants to address the research question. The dominant themes found were organizational skills, interpersonal skills, and personal growth and development. The results of the study led to recommendations for supporting adjunct faculty in online collaborative research for building a sense of scholarly community and expanding opportunities for personal professional growth.

scholarly journals Multinational teams and diseconomies of scale in collaborative research

2015 ◽  
Vol 1 (8) ◽  
pp. e1500211 ◽  
Author(s):  
David Hsiehchen ◽  
Magdalena Espinoza ◽  
Antony Hsieh
Keyword(s):  
Knowledge Production ◽  
Collaborative Research ◽  
High Impact ◽  
Research Quality ◽  
Team Science ◽  
Research Teams ◽  
Per Capita ◽  
Author Position ◽  
Citation Advantage ◽  
Large Research

Collaborative research has become the mainstay in knowledge production across many domains of science and is widely promoted as a means of cultivating research quality, enhanced resource utilization, and high impact. An accurate appraisal of the value of collaborative research efforts is necessary to inform current funding and research policies. We reveal contemporary trends in collaborative research spanning multiple subject fields, with a particular focus on interactions between nations. We also examined citation outcomes of research teams and confirmed the accumulative benefits of having additional authors and unique countries involved. However, when per capita citation rates were analyzed to disambiguate the effects of authors and countries, decreasing returns in citations were noted with increasing authors among large research teams. In contrast, an increasing number of unique countries had a persistent additive citation effect. We also assessed the placement of foreign authors relative to the first author in paper bylines of biomedical research articles, which demonstrated a significant citation advantage of having an international presence in the second-to-last author position, possibly occupied by foreign primary co-investigators. Our analyses highlight the evolution and functional impact of team dynamics in research and suggest empirical strategies to evaluate team science.

Creating and maintaining high‐performing collaborative research teams: the importance of diversity and interpersonal skills

2014 ◽  
Vol 12 (1) ◽  
pp. 31-38 ◽  
Author(s):  
Kendra S Cheruvelil ◽  
Patricia A Soranno ◽  
Kathleen C Weathers ◽  
Paul C Hanson ◽  
Simon J Goring ◽  
...  
Keyword(s):  
Collaborative Research ◽  
Interpersonal Skills ◽  
Research Teams ◽  
High Performing

“It Makes Me Feel Good to Teach People About My Culture:” On Collaborative Research Methods with Indigenous Young People

2018 ◽  
Vol 10 (2) ◽  
pp. 85-104
Author(s):  
Amy Mack ◽  
Jan Newberry
Keyword(s):  
Early Intervention ◽  
Young People ◽  
Digital Library ◽  
Collaborative Research ◽  
Design Studio ◽  
Children And Families ◽  
Community Partners ◽  
Southern Alberta ◽  
Indigenous Children ◽  
The University

In this article we, as settler scholars, explore process as method within a community-driven, supradisciplinary project in southern Alberta called Raising Spirit. The project was a collaboration between the University of Lethbridge’s Institute for Child and Youth Studies and Opokaa’sin Early Intervention Society, a nonprofit that serves Indigenous children and families in southern Alberta. The project team formed in response to Opokaa’sin’s need for a digital library of Blackfoot culture, language, and history. Here, we reflect on the methods used during this project, specifically paraethnography (Marcus & Holmes, 2008) and design studio (Rabinow, Marcus, Faubion, & Rees, 2008). Throughout, we argue that this approach produced a collective sphere (Rappaport, 2008) wherein young people and community partners, Indigenous and non-Indigenous, became collaborators throughout the process. In this space of vulnerability and potential, everyone could contribute, share, and learn.

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