Right Here Right Now (RHRN) pilot study: testing a method of near-real-time data collection on the social determinants of health

Background: Informing policy and practice with up-to-date evidence on the social determinants of health is an ongoing challenge. One limitation of traditional approaches is the time-lag between identification of a policy or practice need and availability of results. The Right Here Right Now (RHRN) study piloted a near-real-time data-collection process to investigate whether this gap could be bridged. Methods: A website was developed to facilitate the issue of questions, data capture and presentation of findings. Respondents were recruited using two distinct methods – a clustered random probability sample, and a quota sample from street stalls. Weekly four-part questions were issued by email, Short Messaging Service (SMS or text) or post. Quantitative data were descriptively summarised, qualitative data thematically analysed, and a summary report circulated two weeks after each question was issued. The pilot spanned 26 weeks. Results: It proved possible to recruit and retain a panel of respondents providing quantitative and qualitative data on a range of issues. The samples were subject to similar recruitment and response biases as more traditional data-collection approaches. Participants valued the potential to influence change, and stakeholders were enthusiastic about the findings generated, despite reservations about the lack of sample representativeness. Stakeholders acknowledged that decision-making processes are not flexible enough to respond to weekly evidence. Conclusion: RHRN produced a process for collecting near-real-time data for policy-relevant topics, although obtaining and maintaining representative samples was problematic. Adaptations were identified to inform a more sustainable model of near-real-time data collection and dissemination in the future

Teaching and Learning in First Year Seminars

This Journal of Information Technology Education article compares the relative successes of three different teaching techniques in seminars for a first year university course. This paper tests to see if there is one overriding approach that enables all students to learn effectively in seminars or whether different students benefit from different teaching techniques. Educational levels: Graduate or professional

Why do racial disparities in school discipline exist? The role of policies, processes, people, and places

This brief is part of larger regional study of racial equity in discipline policies and practices conducted by Virginia Commonwealth University’s Metropolitan Educational Research Consortium (MERC). The goal of the broader project is to: (1) analyze racial disproportionality in discipline across the Richmond area, (2) explore various interventions designed to ameliorate disproportionality, and (3) provide recommendations that inform policymaking and practice in the Richmond region. This is the first of two research briefs on racially inequitable school discipline. The subsequent brief will examine the history and theory of action behind different discipline models or interventions, as well as evidence of their impact on racial disproportionality. At the end of this brief, five of the key research studies on this topic are summarized

Performance measurement for the strategic management of healthcare estates

Purpose The purpose of this study is to explore the role of performance measurement in current practices for strategic management of health-care estates. Design/methodology/approach The research adopts a constructivist grounded theory approach, combining different methodologies of a pan-European qualitative questionnaire, interviews with international health-care providers and a case study of National Health Services (NHS) Scotland. Here, documentation analysis, observations and in-depth interviews involving NHS stakeholders were undertaken. Findings The analysis shows evidence that measuring estate performance has limited value for individual NHS boards regarding strategic decisions related to long-term planning and investment. This was due to design issues and the prioritisation of clinical delivery, which contribute to the neglect of the estate as a consideration in long-term strategic planning. This misalignment results in a tool which is valuable for accountability but which is less helpful to NHS boards in shaping future decisions around the estate. Practical implications Responding to a gap in understanding of the application of performance measurement in the context of health-care estates, this research provides three recommendations to promote a more effective and relevant performance measurement system. These actively recognise the importance of the estate within strategic decision-making as helping to inform the long-term planning and management of the estate within the individual NHS boards. Originality/value This paper shows the current role of performance measurement for the strategic management of health-care estates and identifies issues related to its applicability and value. </jats:sec

Austrian higher education institutions' idiosyncrasies and technology transfer system

The aim of this paper is to present the findings of a PhD research (Heinzl, 2007) conducted on the Universities of Applied Sciences in Austria. The research is to establish an idiosyncrasy model for Universities of Applied Sciences in Austria showing the effects of their idiosyncrasies on the ability to successfully conduct technology transfer. Research applied in the study is centred on qualitative methods as major emphasis is placed on theory building. The study pursues a stepwise approach for the establishment of the idiosyncrasy model. In the first step, an initial technology transfer model and list of idiosyncrasies are established based on a synthesis of findings from secondary research. In the second step, these findings are enhanced by the means of empirical research including problem-centred expert interviews, a focus group and participant observation. In the third step, the idiosyncrasies are matched with the factors conducive for technology transfer and focused interviews have been conducted for this purpose. The findings show that idiosyncrasies of Universities of Applied Sciences have remarkable effects on their technology transfer abilities. This paper presents four of the models that emerge from the PhD research: Generic Technology Transfer Model (Section 5.1); Idiosyncrasies Model for the Austrian Universities of Applied Sciences (Section 5.2); Idiosyncrasies-Technology Transfer Effects Model (Section 5.3); Idiosyncrasies-Technology Transfer Cumulated Effects Model (Section 5.3). The primary and secondary research methods employed for this study are: literature survey, focus groups, participant observation, and interviews. The findings of the research contribute to a conceptual design of a technology transfer system which aims to enhance the higher education institutions' technology transfer performance

Factors that Influence the Way Communities Respond to Proposals for Major Changes to Local Emergency Services: A Qualitative Study

According to policy commentators, decisions about how best to organise care involve trade-offs between factors relating to care quality, workforce, cost, and patient access. In England, proposed changes such as Emergency Department closures often face public opposition. This study examined the way communities respond to plans aimed at reorganising emergency services, including the trade-offs inherent in such decisions

Research-practice interactions as reported in recent design studies: Still promising, still hazy

This study portrays recent research–practice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture, teacher education, etc.). Close collaboration between researchers and practitioners was prominent in all of the 18 projects studied. Participants in primary and secondary education projects have quite distinct roles regarding the teaching and researching, but they design their instruction solutions often collaboratively. Nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data. All articles indicated that research fed (re-)design, but few specified how. Based on our findings, we call for increased research and reporting on the specific strategies employed by design research participants to facilitate the production of new theoretical understanding through design of instructional solution