Most Important IO Articles for Research/Practice in the Last Five (or so) Years

2021 ◽  
Author(s):  
Scott Highhouse
Keyword(s):  
Research Practice ◽  
The World ◽  
Or Practice

Industrial-Organizational (IO) psychology academics and practitioners (N = 145) from around the world were asked to nominate what they believed to be, in the last five years, the most important published article for research and/or practice. The article provides a framework for crowdsourcing important advances in the field, and can be directed toward specific types of advances.

A typology of social change agendas in Australian arts organizations and NGOs

2020 ◽  
Vol 12 (1-2) ◽  
pp. 23-40
Author(s):  
Brydie-Leigh Bartleet ◽  
Gillian Howell
Keyword(s):  
Social Change ◽  
Positive Change ◽  
Future Research ◽  
Arts Organizations ◽  
Research Practice ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The World ◽  
Creative Artists

An increasing number of creative artists, arts organizations and non-governmental organizations (NGOs) are working on socially-engaged initiatives that aim to bring about positive change in communities. Examples of outstanding arts practices can be found throughout the world; however, there are major gaps in our understanding about how this work operates. Drawing on insights from 100 Australian arts organizations and NGOs working in this field, this article aims to address some of these gaps. It outlines a typology of change agendas in these organizations, in order to advance a deeper understanding of this field and inform future research, practice and policy.

Does Your Research Really Matter? Revitalizing Public Engagement in the Study of Emerging Adulthood

2018 ◽  
Vol 7 (6) ◽  
pp. 383-390
Author(s):  
Elizabeth M. Morgan
Keyword(s):  
Public Sphere ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Public Engagement ◽  
Research Process ◽  
The Public ◽  
Societal Relevance ◽  
The World ◽  
Or Practice ◽  
The Public Sphere

The broad goal of researchers of emerging adulthood can be construed as wanting to advance the understanding of development in emerging adulthood with the outcome of bettering the lives of emerging adults throughout the world. However, the information we amass during the research process is rarely extracted into the public sphere to influence policy or practice. My goal in this article is to revitalize motivations to conduct research that matters and provide an overview of practices that enhance the societal relevance and translational nature of our research via public engagement. First, I will discuss what public engagement by researchers is and why it matters. Second, I will identify barriers to engaging in public engagement. Third, I will review practices that can move us toward greater public engagement as researchers of emerging adulthood. Overall, though it presents many challenges, public engagement is critical for using our research to invoke social change.

scholarly journals Desarrollo Profesional Docente: Perspectivas y Enfoques Internacionales

2015 ◽  
Vol 7 (3) ◽  
pp. 343
Author(s):  
Alfredo BAUTISTA ◽  
Rosario ORTEGA-RUIZ
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Learning Opportunities ◽  
Continuous Learning ◽  
High Quality ◽  
Desarrollo Profesional ◽  
International Perspectives ◽  
Widespread Agreement ◽  
The World ◽  
Or Practice

RESUMEN: En la actualidad, numerosas naciones en el mundo se encuentran embarcadas en profundas reformas de sus sistemas educativos. Existe un acuerdo generalizado entre políticos educativos, académicos y educadores en que una de las claves para el éxito de dichas reformas es fomentar el desarrollo profesional docente (DPD). Cada año, los gobiernos invierten cantidades astronómicas de dinero en el aprendizaje continuo de los profesores. Sin embargo, la literatura indica que buena parte del DPD ofrecido a los profesores es ineficaz, teniendo un efecto reducido o incluso nulo sobre sus prácticas y/o sobre el aprendizaje de los alumnos. Este monográfico describe las perspectivas y enfoques de DPD en cinco naciones altamente comprometidas con la investigación y/o la práctica en este campo. Conocer cómo el DPD se estructura en tales naciones puede ayudar a otras a diseñar oportunidades de aprendizaje más favorables para sus profesores. El artículo de Estados Unidos ofrece un marco general respecto a las características del DPD de alta calidad y ofrece ejemplos de recientes iniciativas eficaces. Los cuatro artículos siguientes describen los modelos de DPD en Australia, Hong Kong, Finlandia y Singapur, algunos de los países con sistemas educativos más exitosos. Dado que el aprendizaje continuo del profesorado se considera una prioridad, estas naciones han desarrollado sólidas infraestructuras de DPD para responder a las necesidades e intereses de los profesores. El monográfico concluye con una contribución de España, el país donde se edita la revista Psychology, Society and Education. La autora discute los cinco artículos anteriores y reflexiona sobre cómo las ideas presentadas podrían mejorar el DPD ofrecido actualmente a los profesores de otras naciones, en particular de España.Teacher Professional Development: International Perspectives and ApproachesABSTRACT: Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD) of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect on teaching practices and/or student learning. This monograph describes the perspectives and approaches to teacher PD of five nations heavily committed to research and/or practice in this field. Understanding how PD is structured in these nations may guide others in designing more favorable learning opportunities for their teachers. The article from United States provides a general framework regarding the features of high-quality PD and offers examples of recent effective initiatives. The four following articles describe the PD models of Australia, Hong Kong, Finland, and Singapore, among the highest-achievers in education presently. Because teacher continuous learning is a high priority in these nations, strong infrastructures for high-quality PD have been built to meet teachers’ needs and interests. The monograph closes with a contribution from Spain, the country where the journal Psychology, Society and Education is edited. The author discusses the five prior articles and reflects on how the ideas presented could improve the PD currently offered to teachers in other nations, particularly Spain.

scholarly journals Towards an Ethnography Commons

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Eli Elinoff
Keyword(s):  
Ethnographic Research ◽  
Research Practice ◽  
Transformative Research ◽  
Teaching And Research ◽  
Social Interventions ◽  
The World ◽  
The Commons ◽  
Writing Culture ◽  
The University ◽  
Do So

How might the notion of an ethnography commons transform ethnographic research practice and pedagogy? In this paper, I consider how the concept of the commons, in all of its messiness, might provide a way of not only addressing questions surrounding the boundaries of ethnographic research and knowledge that have been fundamental to anthropology since Writing Culture (Clifford and Marcus 1986), but also for crafting more transformative research and social interventions into the world itself. I do so first by considering how contemporary structures of capitalism are shaping the university, our research, and our relationships with our students. Then, I trace the ways in which the debates about the boundaries of ethnography have transformed research and pedagogy over the last 20 years. Finally, I conclude by suggesting a number of potential trajectories for acting on the promise of the commons through ethnographic teaching and research.

Bogdanov, Aleksandr Aleksandrovich (1873–1928)

2018 ◽  
Author(s):  
David Joravsky
Keyword(s):  
Developing Countries ◽  
Communist Party ◽  
Developed Countries ◽  
Russian Revolution ◽  
Soviet System ◽  
Political Issues ◽  
The World ◽  
Or Practice ◽  
Organizational Science ◽  
Widespread Interest

Aleksandr Aleksandrovich Bogdanov, né Malinovskii, was a Russian thinker who helped Lenin create the Bolshevik or Communist Party, broke with Lenin over a mixture of philosophical and political issues, yet would not quit the Revolution. His life and thought illuminate the interaction of philosophy and politics within the tumultuous context of a ’developing’ country, which calls in question political philosophies that take for granted the conditions of ’developed’ countries. Bogdanov never won such widespread interest as those dissident communists – Georg Lukács, most notably – who turned Marxism away from claims of science towards theories of consciousness and wilful action. Bogdanov sought a positivist basis for his philosophy of action or practice. He offered ’empiriomonism’ and ’organizational science’ to creators of a ’free collectivism’, but the creators of the Soviet system brushed him aside. He has been studied by scholars who wonder why the Russian Revolution – or twentieth-century revolutions in many developing countries – has failed to realize dreams of justice and freedom, and by a different cluster of scholars who conceive of a metascience that might unify the fragmented world of knowledge. Less known is Bogdanov’s sense of tragic contradictions in revolutionary pragmatism, as we may call active belief in Marx’s famous declaration that the point of philosophizing is not merely to interpret the world but to change it.

Responding to the (Dual) Policing Crisis in Ferguson

2021 ◽  
pp. 63-107
Author(s):  
Christy E. Lopez
Keyword(s):  
Civil Rights ◽  
Police Department ◽  
The United States ◽  
United States Department ◽  
Department Of Justice ◽  
The World ◽  
Or Practice ◽  
Civil Rights Division ◽  
The Impact ◽  
Acute Crisis

The police shooting death of Michael Brown Jr. in Ferguson, Missouri, in August 2014 set off a policing crisis that reverberated across the world. The United States Department of Justice Civil Rights Division (DOJ) intervened in this crisis, initiating a pattern-or-practice investigation of the Ferguson Police Department. This investigation resulted in a transformative Findings Report and federal consent decree. To fully assess the impact of DOJ’s intervention, it is helpful to conceptualize America’s policing crisis as a dual crisis: one acute, the other chronic. When assessing DOJ’s intervention in Ferguson through this lens, readers can see that DOJ’s work is an important, albeit partial, response to the chronic crisis and has only an ancillary impact on the acute crisis.

scholarly journals The Ontology of Becoming: To Research and Become with the World

2021 ◽  
Vol 11 (9) ◽  
pp. 491
Author(s):  
Bosse Bergstedt
Keyword(s):  
New Materialism ◽  
Close Connection ◽  
Special Focus ◽  
Research Practice ◽  
The Third ◽  
The World ◽  
Introductory Part

This article aims is to explore a perspective of the ontology of becoming, that makes it possible to study the emergence of phenomena and thereby broaden the understanding of how knowledge is created. It is written in close connection with research in posthumanism and new materialism. What hat has been lacking in these perspectives has been a clearer connection to ontological points of departure. It is therefore the purpose of this article to describe, based on ontological positions, both philosophical points of departure and methodology and research practice. The article is structured in three parts, where the introductory part describes basic ontological starting points. The second part describes how a research apparatus can be constructed and used to carry out analyses based on the ontology of becoming. A research apparatus where the body’s senses and mobility are given a prominent role through a haptic sensorium. The third part describes examples of phenomena that can be explored with an onto-analysis of becoming. Among these, special focus is placed on the border phenomenon of sound. The result of the article is a perspective that can contribute to renewed insights into how phenomena are created with the world.

scholarly journals Introduction: Sustainability Science as Co-Creative Research Praxis

2021 ◽  
pp. 1-42
Author(s):  
Alex Franklin
Keyword(s):  
Social Sustainability ◽  
Research Practice ◽  
Generative Process ◽  
Sustainability Research ◽  
Creative Research ◽  
The World ◽  
Research Praxis ◽  
The Relationship ◽  
Ways Of Being

AbstractThis chapter explores the relationship between collaboration and creativity within social sustainability research. Aimed at stimulating further reflection and debate on the role of ‘co-creativity’ in enabling transformative sustainability agendas, the chapter acts also as an introduction to the entire edited collection. A key guiding question posed from the outset is how co-creative research practice, as a generative process, can best support the emergence of alternative—potentially even transformative—ways of being in the world. The discussion proceeds with a conceptual review of creativity, followed by a detailed explanation of how co-creativity is defined for the purposes of this edited collection. The remainder of the chapter looks towards the nurturing of co-creative practice within social sustainability research; particular attention is given to socially inclusive forms of co-creative and engaged research praxis. The term co-creativity is used in reference to both individual methods and overarching research approaches that, through action and reflection, stimulate alternative understandings of why and how things are, and how they could be. Accordingly, emphasis is placed throughout this chapter on co-creative research practice as requiring a retained sensitivity to the importance of researching ‘with’.

scholarly journals Tværfaglighed som ideal og praksis – folkesundhedsvidenskabelige erfaringer i at uddanne på tværs af faggrænser

2014 ◽  
Vol 9 (16) ◽  
pp. 113-123
Author(s):  
Annegrete Juul Nielsen ◽  
Signild Vallgårda
Keyword(s):  
Public Health ◽  
Health Science ◽  
Learning Objective ◽  
Explicit Learning ◽  
Research Practice ◽  
Disciplinary Boundaries ◽  
Different Types ◽  
Or Practice ◽  
Contemporary Work ◽  
The University

Uddannelsespolitisk fokuseres der i stigende grad på tværfaglighed. Nye uddannelser, som kombinerer flere discipliner, etableres, og tværfaglighed er ofte et kriterium for finansiering af forskningsprojekter. Tværfaglighed associeres af mange med attraktive egenskaber og muligheder som skræddersyede studieforløb, flerstrengede kompetenceprofiler, det bedste fra forskellige discipliner, ny innovativ viden m. m. Men kan tværfaglighed virkelig høste det bedste fra alle verdner? Og hvad indebærer tværfaglighed egentlig? Den første del af artiklen diskuterer tværfaglighed ved at se nærmere på eksisterende definitioner af begrebet. Den anden del af artiklen ser nærmere på et konkret eksempel på hvordan tværfaglighed praktiseres på kandidatuddannelsen i Folkesundhedsvidenskab ved Københavns Universitet. Vi argumenterer for, at forskellige former for tværfaglighed skal ses som en ressource fremfor som et problem. Det springende punkt i dette argument er, at tværfagligheden bør gøres eksplicit fremfor at være implicit, da den ellers let bliver noget, vi overlader til de studerende at håndtere og praktisere. Det kan fx gøres ved at gøre tværfaglighed til et læringsmål i relevante kurser og opgaver og ved, at underviserne overvejer og formidler, hvilken form for tværfaglighed de efterstræber.  Interdisciplinarity is gaining ground within universities. The number of interdisciplinary programmes on offer is rising and funding bodies are increasingly showing a preference for research that crosses traditional disciplinary boundaries. Interdisciplinarity is attributed with a variety of positive qualities from the perspective of contemporary work and research practice: tailored study programmes, the possibility to combine the most important knowledge from different disciplines, the potential for new innovative knowledge to emerge, etc. But, is it really possible to have the best of all worlds? And what does interdisciplinarity actually entail? The first part of the paper takes a closer look at existing definitions and typologies of the concept. The second part focuses on a concrete example of interdisciplinarity – the programme in Public Health Science at the University of Copenhagen. We argue that the different types of interdisciplinarity identified in the first part of the paper are to be regarded as a resource rather than an obstacle. Interdisciplinary programmes like the programme in Public Health Science benefit from using different forms of interdisciplinarity at different times and to different extents. However, the dividing point in this argument is that this should be done explicitly and not implicitly, as interdisciplinarity otherwise easily is left for the students alone to handle or practice.  This might be achieved by making interdisciplinarity an explicit learning objective in relevant courses and assignments and by having teachers engage in reflecting and discussing the types of interdisciplinarity they practice in specific courses and when supervising student papers.

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