How can we promote co-creation in communities? The perspective of health promoting professionals in four European countries

PurposeThe aim was to identify the competencies professionals need to promote co-creation engagement within communities.Design/methodology/approachCo-creation could contribute to building community capacity to promote health. Professional development is key to support co-creative practices. Participants were professionals in a position to promote co-creation processes in health-promoting welfare settings across Denmark, Portugal, France and United Kingdom. An overarching unstructured topic guide was used within interviews, focus groups, questionnaires and creative activities.FindingsThe need to develop competencies to promote co-creation was high across all countries. Creating a common understanding of co-creation and the processes involved to increase inclusivity, engagement and shared understanding was also necessary. Competencies included: How to run co-creation from the beginning of the process right through to evaluation, using feedback and communication throughout using an open action-oriented approach; initiating a perspective change and committing to the transformation of co-creation into a real-life process.Practical implicationsOverall, learning about underlying principles, process initiation, implementation and facilitation of co-creation were areas identified to be included within a co-creation training programme. This can be applied through the framework of enabling change, advocating for co-creative processes, mediating through partnership, communication, leadership, assessment, planning, implementation, evaluation and research, ethical values and knowledge of co-creative processes.Originality/valueThis study provides novel findings on the competencies needed for health promoting professionals to embed co-creative processes within their practice, and the key concerns that professionals with a position to mediate co-creation have in transferring the abstract term of co-creation into a real-world practice.

L1 Speakers’ Attitudes toward L2 Speakers’ Negation Use in French

This article explores French L1 speakers’ attitudes toward French L2 speakers’ negation use. Negation in prescriptive grammars calls for a pre-verbal ne and a post-verbal element like pas. Although orally ne deletion is frequent, it is rarely or never taught. One common, albeit meagrely supported, explanation is that L1 speakers do not like L2 speakers to use informal styles. To test this assumption, the article addresses the following questions: Does L2 speakers’ ne deletion or retention influence their social evaluation by L1 speakers? Do age, gender, or being an educator influence judgments? A group of 157 French L1 speakers, aged 20 to 60, completed a matched-guise test judging three female L2 speakers. They gave statistically significant higher scores for politeness and distinction to two of the speakers in their ne-retention guise; judgments of the third speaker did not follow this pattern. The use of either ne retention or ne deletion had a significant impact on leadership assessment depending on the speaker. Findings refute the assumption that L1 speakers expect L2 speakers to behave prescriptively regardless of context. The conclusion presents pedagogical implications for teaching the social meanings of stylistic variants and developing students’ critical cultural competence.

Evaluación del liderazgo en las mypes de Acapulco

El propósito de este artículo es centrarse en la evaluación del liderazgo empresarial de las mypes del municipio de Acapulco. El instrumento de investigación (cuestionario) fue adaptado del elaborado por Víctor Mercader, Modelo de evaluación para el liderazgo empresarial, y fue diseñado en papel para ser contestado por el empresario o director de la empresa. Se analizaron y compararon los elementos de las dimensiones en estudio, procesos y factores en donde se observa que las mypes estudiadas deben mejorar en casi todos los elementos y variables que se consideran prioritarias en el liderazgo empresarial. AbstractThe purpose of this article is centered on leadership assessment of MSEs in the municipality of Acapulco. The investigative instrument (questionnaire) was adapted from Victor Mercader’s Assessment Model for Entrepreneurial Leadership and was designed in a paper-based format to be answered by entrepreneurs or directors of the company. An analysis and comparison of the elements of the dimensions being assessed as well as processes, and factors where we observed that, the MSEs studied, must improve in almost all the elements and variables that are considered a priority to entrepreneurial leadership.

How Coach Educators Deliver Formal Coach Education: A Full Range Leadership Perspective

While recent work recognizes a need for coach education to place greater emphasis on interpersonal knowledge when developing coaching expertise, it is our position that coach educators (CEs) must follow a similar trajectory in embracing the interpersonal knowledge requisite of their role and move beyond a reliance on content and professional knowledge in order to shape their delivery. To better understand CEs’ behaviors, the authors observed four experienced CEs in Alpine skiing, using an adapted version of the Coach Leadership Assessment System during delivery of a coach education and assessment course. The authors also interviewed CEs to further elucidate the observational data. The findings suggest the benefit of transactional approaches to leadership during assessment when set against the backdrop of an environment driven by intentions consistent with transformational leadership. Furthermore, we call for a greater appreciation of context when imagining CEs’ behaviors that align with effective practice.