Open Innovation Strategies in SMEs

Open innovation in enterprises has already obtained its acceptance at all levels of the business industry for adding worth to the business. The value could be in the form of economic expanse or enhancement of knowledge leading to a sustained financial base. Open innovation adopts various strategies to accomplish the task for enhancing the value gain. Varying by size, nature, pattern, or characteristics of the firm, various strategies are being adopted by enterprises. Though largely known to be familiar in corporate business houses, in recent years, open innovation is also becoming increasingly recognizable in small and medium enterprises (SMEs), and the trend is rapidly escalating. However, despite the potency of open innovation strategies, most of the enterprises are yet to find a sustained business model, especially for the SMEs working at the outmost periphery of that value chain. This chapter is trying to formulate a business model incorporating partnership approach from academia, research houses, intermediaries, practitioners, and other stakeholders.

Public-Private Partnership for Urban Housing Through Civic Engagement

Public-private partnership (PPP) is a contractual arrangement between a public agency and a private sector, whereby the private sector performs a public function in accordance with an output-based specification for a specified period of time in return for a financial benefit. The central problem investigated in this chapter is the challenges in urban housing delivery using the public-private partnership approach, to identify concerns and develop a framework to address them. Adopting a qualitative research strategy and descriptive approach, primary data was collected thru questionnaire administered to selected sample of staff, private partners, and beneficiaries of houses. This research analysed the identified challenges experienced in the urban housing based on the existing literature and theories on PPP. Findings reflect that, despite challenges, there is confirmation that the PPP concept is a catalyst to addressing urban housing delivery by using private investment.

ORIGINS OF THE PARTNERSHIP APPROACH IN ACTIVITY OF INNOVATOR TEACHERS OF THE SECOND HALF OF THE XX CENTURY

The article focuses on the unique activity of educators-innovators of the second half of the twentieth century. The paper looks at research dealing with the peculiarities of the implementation of the partnership approach due to the interaction of the teacher, learner and parents are revealed. The aspects of optimization of the educational process are distinguished through the prism of determination of the development of a partnership approach in a creative environment. The innovative educational system of educator-innovators is presented, which enables the intensification of interpersonal communication in the conditional partnership triangles: teacher-parents-learner. The scientific heritage of teacher-practitioners is analyzed to the specifics of educational and educational work, which envisaged the implementation of the dialogue strategy and cooperation. The work aims at revealing the origins of the partnership approach in the activities of educator-innovators (the 50s‒80s of the twentieth century). The methods used in the study are as follows: personal-biographical, historical and genetic, historical and comparative. This paper clarifies that the partnership approach is in the educational process through the cooperation of the teacher, parents and learner.It has been established that modern school education in Ukraine is developing in the system of “partnership pedagogy”, which is defined in the concept of “The New Ukrainian School” (2016). The genesis of the concept “partnership approach” is explained in the subject field of the heritage of educator-innovators; their ideas cultivate the educational intellectual and organizational core – a new culture of communication and cooperation. The tendencies of its formation revealed in the works of scientists are such as learner's motivation to learn, the autonomy of a learner, leadership, responsibility, effective assimilation of theoretical and practical knowledge on the principle of the partnership approach. As it is revealed, the ideas of teacher-innovators of the second half of the twentieth century are of practical significance since they provide a scientific understanding of the implementation of the tasks of modern education in Ukraine. Keywords: partnership pedagogy; affiliate approach; cooperation pedagogy; educator-innovator; personality; communication; interaction; school education.

An Interdisciplinary Partnership Approach to Improving the Digital Literacy Skills of Nursing Students to Become Digitally Fluent, Work-Ready Graduates

Digital transformation and the development of a digitally fluent nursing workforce are necessary for engagement with digital technologies in healthcare settings. For this purpose, educators aim to develop workforce-ready graduates equipped with disciplinary knowledge, expertise, and digital capabilities supportive of further professional development. Having identified a subset of nursing students with low levels of digital literacy, the nursing faculty engaged with library services and the academic skills unit to develop and embed a sustainable Nursing Digital Literacy Module in the graduate entry to practice nursing program. This paper reports on the model created and early evaluation of the student uptake of the module.

Frontline Responses to Domestic Abuse in Scotland

Scotland's progress in tackling domestic abuse is recognised for the gendered analysis which underpins it. This gendered analysis recognises structural gender inequalities as the context in which domestic abuse occurs, enabling more effective targeting of resources for prevention and response. The Domestic Abuse (Scotland) Act 2018, described as a 'gold standard' in legislation to tackle domestic abuse, draws on the gendered concept of coercive control. The Act seeks to recognise in law the nature of domestic abuse not as isolated incidents but rather as an ongoing exercise of power and control by the perpetrator, using various tactics. In this chapter, we describe what is known about domestic abuse in Scotland, the strengths and weaknesses of different data sources in capturing the gendered nature of domestic abuse and the reality of how victim-survivors experience it. We consider the multi-agency structures, in particular Multi-Agency Risk Assessment Conferences and Multi-Agency Tasking and Coordinating groups, which support Scotland's partnership approach in the front-line response to domestic abuse, recognising the crucial role of feminist third sector agencies alongside statutory agencies such as police, health, social work, and housing.

Trainee-led research using an integrated knowledge translation or other research partnership approaches: a scoping reviews

Background There are increasing expectations for researchers and knowledge users in the health system to use a research partnership approach, such as integrated knowledge translation, to increase the relevance and use of research findings in health practice, programmes and policies. However, little is known about how health research trainees engage in research partnership approaches such as IKT. In response, the purpose of this scoping review was to map and characterize the evidence related to using an IKT or other research partnership approach from the perspective of health research trainees in thesis and/or postdoctoral work. Methods We conducted this scoping review following the Joanna Briggs Institute methodology and Arksey and O’Malley’s framework. We searched the following databases in June 2020: MEDLINE, Embase, CINAHL and PsycINFO. We also searched sources of unpublished studies and grey literature. We reported our findings in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Results We included 74 records that described trainees’ experiences using an IKT or other research partnership approach to health research. The majority of studies involved collaboration with knowledge users in the research question development, recruitment and data collection stages of the research process. Intersecting barriers to IKT or other research partnerships at the individual, interpersonal and organizational levels were reported, including lack of skills in partnership research, competing priorities and trainees’ “outsider” status. We also identified studies that evaluated their IKT approach and reported impacts on partnership formation, such as valuing different perspectives, and enhanced relevance of research. Conclusion Our review provides insights for trainees interested in IKT or other research partnership approaches and offers guidance on how to apply an IKT approach to their research. The review findings can serve as a basis for future reviews and primary research focused on IKT principles, strategies and evaluation. The findings can also inform IKT training efforts such as guideline development and academic programme development.

Experiencing success: an occupational therapy partnership programme. Gymnastics for children with attention deficit hyperactivity disorder

Purpose This paper aims to outline and evaluate a pilot partnership programme – an Occupational Therapy–led gymnastics group intervention for children aged eight to twelve with a diagnosis of attention deficit hyperactivity disorder (ADHD). Design/methodology/approach The overall aim of this programme was to increase participation in a valued leisure occupation. Based on the needs of the children, a physical-activity-based intervention was chosen that was challenging, novel and motivating. The intervention was then developed to target executive functioning and processing skills; enhance motor coordination skills; develop social skills; and primarily provide a positive experience. Seventeen children attended 75-minute sessions weekly for eight weeks. The programme was evaluated using non-standardised qualitative measures – parent, child and coach evaluation questionnaires were developed by the occupational therapist for this purpose. Findings Children engaged well in the programme with results showing increased participation and enjoyment of a new leisure occupation; improvement in social interaction levels and a sense of belonging; and development of motor and process skills. The results demonstrate the benefit of a partnership approach and suggest sustainability of the programme as well as the gains made. Originality/value The results of this evaluation suggest that the programme met its aims and supports further research into the efficacy of this type of partnership approach and intervention in supporting children with ADHD attending Child and Adolescent Mental Health Services.

How I treat acne scars?

The approach to managing acne scars is unique to every dermatologist. This depends on the skin type of his/her clientele, the tools, techniques and devices available and/or used, and the protocols developed based on his/her experience with treating acne scars, developed over a period of time. Herein, we share our algorithmic treatment approach to acne scars, which allows for a consultative decision-making together with the patient, while offering adequate flexibility to modify the plan based on treatment response. Eventually, a customized and comprehensive system works best, and a partnership approach signified by a robust self-care home plan, helps accelerate the scar revision process.

Breaking the Binary

The need to make higher education curricula gender-inclusive is increasingly pressing as student cohorts diversify. We adopted a student-staff partnership approach to design, integrate, and evaluate a module that taught first-year science students the difference between biological sex, gender identity, gender expression, and sexual orientation in the context of genetics concepts at an Australian university. This module aimed to break the binary in misconceptions of both sex and gender, emphasising that both exist on separate spectra. Data triangulation was used to evaluate students’ attitudes towards the module and their learning of module concepts. Students’ attitudes were positive overall, and evaluation of students’ learning indicated that the majority of students understood and retained key concepts, while also identifying common misconceptions. Perhaps the most important finding was that students who identified as belonging to a minority group had significantly more positive attitudes towards the module than non-minority students. This finding supports previous research that has found inclusive curricula have greater benefit for students from minority backgrounds, indicating the importance of making such curriculum enhancements. Our results speak to both the co-creation process and students’ learning outcomes, providing valuable insights for practitioners both within science and beyond.