Advancing Theory and Practice Through Collaborative Research in Environmental Gerontology

2015 ◽  
Vol 8 (2) ◽  
pp. 58-60
Author(s):  
Yavuz Taneli ◽  
Christine R Kovach
Keyword(s):  
Collaborative Research ◽  
Theory And Practice ◽  
Environmental Gerontology

Crossing the sea from They to We? The unfolding of knowing and practising in collaborative research

2012 ◽  
Vol 43 (4) ◽  
pp. 443-459 ◽  
Author(s):  
Javier Marcos ◽  
David Denyer
Keyword(s):  
Competitive Advantage ◽  
Collaborative Research ◽  
Knowledge Integration ◽  
Theory And Practice ◽  
Theoretical Development ◽  
Management Research ◽  
Ongoing Debate ◽  
Business Services ◽  
Institutional Pressure ◽  
Research Findings

This article addresses how knowing and practising unfolds in collaborative research amongst practitioners from a large consulting and business services group and academics from a UK School of Management. Dialogue enabled actors to cross between theory and practice by providing a ‘space’ for support, challenge, exchange and experimentation. However, this ‘space’ was fragile and the insensitive actions of one individual, driven by institutional pressure to exploit the project for competitive advantage, resulted in withdrawal and the re-establishment of traditional divisions. Our view is that collaborative research is not necessarily an exercise in producing, transferring and implementing research findings but is better thought of as knowledge integration through a dialogue of theory and practice. The article contributes to the ongoing debate about the relevance of management research and the theoretical development of knowledge co-production.

scholarly journals Reconnecting with place through events

2017 ◽  
Vol 8 (1) ◽  
pp. 66-83 ◽  
Author(s):  
Alexandra Coghlan ◽  
Bev Sparks ◽  
Wei Liu ◽  
Mike Winlaw
Keyword(s):  
Economic Impact ◽  
Collaborative Research ◽  
Research Collaboration ◽  
Academic Research ◽  
Secondary Data ◽  
Research Impact ◽  
Research Process ◽  
Theory And Practice ◽  
Content Type

Purpose Whilst academic research can capture an existing sense of place, the act of placemaking through strategies such as events depends upon the attitudes and actions of precinct managers and event organisations. The purpose of this paper is to investigate the collaborative research process between researchers and a precinct manager that highlighted an event’s ability to contribute to placemaking within that precinct. Design/methodology/approach Using the results of this event experience study, informal interviews with the SPA research partners, secondary data and a longitudinal, reflective account of the research collaboration, the research process itself was investigated to see how it assisted in the (re)design of the event within the precinct manager’s placemaking strategy to encourage a family-friendly, beach-centred culture within the precinct. Findings It is proposed that the research results combined with a collaborative research process itself facilitated a shift from the business imperative on the event’s economic performance indicators to a broader discussion of the event’s role in shaping local’s (and visitor’s) perceptions of place, and allowed a broader discussion of the role of events in driving a “liveability” and/or placemaking agenda, complementing the economic impact agenda, for the precinct manager. Practical implications The paper suggests how and why it is important for academics to work collaboratively with precinct managers to translate the concept of placemaking into the actual design of events within a place. To do so requires the researchers to bridge the gap between theory and practice. For the concept to be translated into action, greater attention was drawn to the placemaking role of events, positioning it along economic impact measures as a valuable outcome of events. Originality/value Few co-authored studies, representing both researchers and practitioners exist within the events sector, and this study contributes towards understanding process of research impact, by considering the forces capable of delivering a placemaking agenda through a precinct’s event portfolio.

Collaborative Research Centre 531: Computational Intelligence – Theory and Practice (Sonderforschungsbereich 531: Computational Intelligence – Theorie und Praxis)

2007 ◽  
Vol 49 (1) ◽  
Author(s):  
Jörn Mehnen ◽  
Thomas Michelitsch ◽  
Carsten Witt
Keyword(s):  
Evolutionary Algorithms ◽  
Computational Intelligence ◽  
Collaborative Research ◽  
Mold Temperature ◽  
Efficient Solutions ◽  
Theory And Practice ◽  
Research Centre ◽  
Modern Problem ◽  
Problem Solvers ◽  
Theorie Und Praxis

Computational Intelligence (CI) is an umbrella term for modern problem solvers such as Evolutionary Algorithms, Neural Networks and Fuzzy Logic. These methods have received increasing attention due to their simplicity, robustness and generality. The Collaborative Research Center “Computational Intelligence“ (SFB 531) is concerned with the theoretical foundations and applications of CI methods. This article focuses on two examples from different research domains within SFB 531. First, exemplary results for the runtime analysis of evolutionary algorithms are summarized and evaluated. Second, applied research on mold temperature control is dealt with. Here it is stressed how the wide variety of CI methods leads to very efficient solutions to the problem and how still substantial improvements can be obtained by hybridization with expert's knowledge.

Collaborative research in medical education: a discussion of theory and practice

2010 ◽  
Vol 44 (12) ◽  
pp. 1175-1184 ◽  
Author(s):  
Patricia S O’Sullivan ◽  
Hugh A Stoddard ◽  
Summers Kalishman
Keyword(s):  
Medical Education ◽  
Collaborative Research ◽  
Theory And Practice

Theory and practice in management education: A perspective for Business Schools

1980 ◽  
Vol 11 (4) ◽  
pp. 127-133
Author(s):  
Christopher Orpen
Keyword(s):  
Effective Teaching ◽  
Collaborative Research ◽  
Management Education ◽  
Business Schools ◽  
Research Effort ◽  
Theory And Practice ◽  
Integrative Model ◽  
Traditional Model ◽  
Practical Application ◽  
Apply Research

It is argued that the effective teaching of management requires both students and teachers to be involved in collaborative research of one kind or another. This, in turn, requires an integration of theory and practice in which students and teachers jointly; apply research-based generalizations to a variety of situations based on their diagnoses of those situations; modify these generalizations on the basis of their success or failure in application, and apply the modified generalizations to still further situations - a circular process that lies at the heart of any research effort. A number of practical suggestions are made for the attainment of this kind of integration between teaching (theory) and learning (practice). The integrative model proposed in this paper is contrasted with the traditional model, in terms of which research conducted by independent researchers stands apart from teaching and the practical application of knowledge.Dit word aangevoer dat effektiewe onderrig van die bestuurskuns van beide studente en dosente vereis dat hulle in samewerking by een of ander navorsingsprojek betrokke sal wees. Dit vereis weer 'n integrasie van teorie en praktyk waarin studente en dosente gesamentlik, navorsingsgebaseerde veralgemenings op verskillende situasies, na gelang van hulle diagnose van daardie situasies, toepas; hierdie veralgemenings op die basis van hulle sukses of mislukkings in die toepassing daarvan wysig, en die wysigings in verdere situasies toepas - 'n kringloopproses wat betrekking het op enige navorsingspoging. 'n Aantal praktiese voorstelle vir die bereiking van hierdie soort integrasie tussen onderrig (teorie) en leer (praktiese toepassing) word aan die hand gegee. Die geintegreerde model wat in hierdie artikel voorgestel word is in kontras met die tradisionele model, in terme waarvan navorsing deur onafhanklike navorsers geskei is van die onderrig en die praktiese toepassing van kennis.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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