A Collective Impact Model to Reduce Sugary Drink Consumption in New Jersey: Overview and Process Evaluation of NJ Sugarfreed

2020 ◽  
Author(s):  
Orville Morales ◽  
Erika Bonnevie ◽  
Jaclyn Goldbarg ◽  
Joe Smyser
Keyword(s):  
New Jersey ◽  
Process Evaluation ◽  
Collective Impact ◽  
Impact Model ◽  
Sugary Drink

Exploring law enforcement and public health as a collective impact initiative: lessons learned from Tasmania as a case study

2017 ◽  
Vol 3 (2) ◽  
pp. 79-92 ◽  
Author(s):  
Roberta Julian ◽  
Isabelle Bartkowiak-Théron ◽  
Jackie Hallam ◽  
Clarissa Hughes
Keyword(s):  
Public Health ◽  
Law Enforcement ◽  
Significant Proportion ◽  
State Level ◽  
Lessons Learned ◽  
Collective Impact ◽  
Impact Model ◽  
Content Type ◽  
Mapping Process ◽  
Potential Benefits

Purpose The purpose of this paper is to examine the potential benefits as well as some of the practical barriers to the implementation of a collective impact initiative in law enforcement and public health (LEPH) in Tasmania, Australia. Design/methodology/approach The paper is based on a review of programs, agencies and initiatives that are at the intersection of LEPH in Tasmania, through an analysis of the findings in evaluation reports, and the views of practitioners identified at a workshop on LEPH held at a national AOD conference and facilitated by the authors. Findings The strengths of collective impact initiatives, particularly in LEPH, are presented and some weaknesses identified. Some major obstacles to the consolidation of LEPH initiatives include siloed ways of working and budgets, lack of leadership and political will. Some progress has been made in addressing these weaknesses, although addressing complex social problems by moving beyond inter-agency collaboration toward an integrated model of service provision remains challenging. Practical implications The authors argue that there are practical benefits to the adoption of a collective impact model to address problems in Tasmania that lie at the nexus between LEPH. In reviewing existing collaborations, the authors demonstrate the value of a structural mapping process to identify ways forward for government and non-government agencies that are inclined to go further in merging the two disciplinary areas. The authors offer some suggestions with respect to identifying the preconditions for a collective impact model and how to build on these to initiate action. Originality/value A significant proportion of the literature on LEPH remains at a conceptual and theoretical level. This contribution highlights some practical issues while looking at existing examples of collaboration across LEPH at a state level in Australia, and starts mapping a way forward for constructing more integrative LEPH initiatives.

scholarly journals A Collective Impact Model Towards Increasing STEM Major Student Retention

2020 ◽  
Vol 2 (Volume 2, Issue 2) ◽  
pp. 21-30
Keyword(s):  
Student Retention ◽  
Stem Education ◽  
Research Effort ◽  
Retention Rates ◽  
Collective Impact ◽  
Impact Model ◽  
Stem Majors ◽  
Stem Major ◽  
And Mathematics ◽  
Hispanic Serving

This article presents the research findings of a multidisciplinary team's collective research effort at one university over a five-year period as funded by the National Science Foundation's Improving Undergraduate STEM Education (IUSE) program. A collaborative learning and retention action research effort at a large Hispanic Serving Institution is analyzed using mixed methods to document the power of collective impact as the foundation for a learning support model for students historically underrepresented majoring in science, technology, engineering and mathematics (STEM) academic programs. The actions of the team of researchers are presented to describe the Rising Stars Collective Impact model and the impacts achieved. This is a model that aligns objectives, intervention efforts, and reports collective results. The long-term goals of the Rising Stars Collective Impact multiple programs managed by the funded program team included the following: (a) to improve the campus sense of community for students historically under-represented in STEM, (b) to establish innovative and robust STEM education research-based practices to support critical skill attainment for students, and (c) to support faculty understanding of the funds of knowledge of diverse students. The positive student retention and success impacts of this research effort are measured through quantitative statistical analysis of the changes in second-year STEM undergraduate student retention rates and representation rates of women, Hispanics, and African American STEM majors.

scholarly journals From Awareness to Social Action: The Role of Dementia Friends in Sustaining Dementia Inclusiveness

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 513-514
Author(s):  
Martha Williman ◽  
Bonnie Burman
Keyword(s):  
Social Action ◽  
Collective Impact ◽  
Impact Model ◽  
Community Awareness ◽  
Raising Awareness ◽  
The World ◽  
Three Components

Abstract According to the World Dementia Council, three components are important to effectively engage a community to become dementia inclusive, 1) raising awareness and consequently decreasing stigma, 2) enabling participation, and 3) providing support—including in health and care settings. Too many times these components are separate initiatives thus limiting their effectiveness and sustainability. By applying the collective impact model and utilizing the Dementia Friends program as the link between the three, all dementia inclusive efforts can be enhanced and sustained regardless of the range of activities and approaches a community chooses to adopt. This symposium provides both evidence and examples of how to personalize and employ the Dementia Friends program to optimize the process, outcome, and impact of dementia inclusive initiatives. By engaging the entire community, awareness is raised, the structure is in place to enable action, and cross-sector collaboration will ensure continuation and sustainability of these important efforts.

scholarly journals Taking the Long Road: a Faculty Model for Incremental Change Towards Standards-based Support for Sessional Teachers in Higher Education

2016 ◽  
Vol 13 (5) ◽  
pp. 5-23
Author(s):  
Julia Savage ◽  
◽  
Vikki Pollard ◽  
Keyword(s):  
Higher Education ◽  
Professional Identity ◽  
Teaching And Learning ◽  
Collective Impact ◽  
Teaching Staff ◽  
Impact Model ◽  
Incremental Change ◽  
Implementation Model ◽  
Learning Programs ◽  
Change Context

Despite decades of dependence on sessional teaching staff, universities in Australia and internationally still find it difficult to support the teaching work of this large, casual workforce. A significant consequence of casually-employed teaching staff is risk; sessional academics’ professional identity is compromised, quality assurance of students’ learning experiences is uncertain, and this in turn, jeopardises universities’ teaching and learning programs. These risks have existed in universities for decades, yet policies and practices that support the work of sessional staff remain inconsistent or absent. The implementation model for supporting sessional staff described in this paper, the Four Phase Model, (the 4P Model) is informed by the Sessional Staff Standards Framework (BLASST 2013), and, the Collective Impact Model, known as the CI Model (Kania & Kraner 2011). The 4P Model could help faculties systematise actions towards standards-based support for sessional staff that are inclusive professionally and contribute to the development of quality teaching and learning practice. The authors explain the thinking behind the new 4P Model, and, discuss its usefulness as a vehicle for managing incremental progress within this ‘difficult to change’ context. An evaluation of a completed trial of Phase One of the 4P Model has been included to assist faculty with implementation of all four phases of this model.

scholarly journals An Innovative Approach to Advancing Academic Success for Underrepresented Nursing Students Using the Collective Impact Model

2020 ◽  
Vol 41 (5) ◽  
pp. 299-300
Author(s):  
Kupiri Ackerman-Barger ◽  
Vernell P. DeWitty ◽  
Jazmine Cooper ◽  
Maija R. Anderson
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Innovative Approach ◽  
Collective Impact ◽  
Impact Model

The Collective Impact Model and Its Potential for Health Promotion

2015 ◽  
Vol 42 (5) ◽  
pp. 654-668 ◽  
Author(s):  
Johnna Flood ◽  
Meredith Minkler ◽  
Susana Hennessey Lavery ◽  
Jessica Estrada ◽  
Jennifer Falbe
Keyword(s):  
Health Promotion ◽  
Collective Impact ◽  
Impact Model
Sign in / Sign up

Export Citation Format

Share Document