Why Mass Media Matter to Planning Research: The Case of Megaprojects

This article asks how planning scholarship may effectively gain impact in planning practice through media exposure. In liberal democracies the public sphere is dominated by mass media. Therefore, working with such media is a prerequisite for effective public impact of planning research. Using the example of megaproject planning, it is illustrated how so-called "phronetic planning research," which explicitly incorporates in its methodology active and strategic collaboration with media, may be helpful in generating change in planning practice via the public sphere. Main lessons learned are: (1) Working with mass media is an extremely cost-effective way to increase the impact of planning scholarship on practice; (2) Recent developments in information technology and social media have made impact via mass media even more effective; (3) Research on "tension points," i.e., points of potential conflict, are particularly interesting to media and the public, and are especially likely to generate change in practice; and (4) Tension points bite back; planning researchers should be prepared for, but not afraid of, this

Building Links Between IS Research and Professional Practice: Improving the Relevance and Impact of IS Research

There has been a great deal of debate about the status of information systems (IS) as an academic discipline, its progress, and continued survival. Most of these critiques have been rather inward-looking, and have focused either on research methodology or the need to develop theoretical foundations. This paper argues that as an applied discipline, IS will not achieve legitimacy by the rigor of its methods or by its theoretical base, but by being practically useful. Its success will be measured by its contribution to the IS profession, and ultimately to society. We argue that to be effective, research must be both (1) relevant to the needs of practice and (2) disseminated and used by practitioners. We use medicine, a discipline which has a high level of integration between research and practice, as a model for radically changing IS research so that it can become more relevant and have a genuine impact in practice

Establishing the values for patient engagement (PE) in health-related quality of life (HRQoL) research: an international, multiple-stakeholder perspective

PurposeActive patient engagement is increasingly viewed as essential to ensuring that patient-driven perspectives are considered throughout the research process. However, guidance for patient engagement (PE) in HRQoL research does not exist, the evidence-base for practice is limited, and we know relatively little about underpinning values that can impact on PE practice. This is the first study to explore the values that should underpin PE in contemporary HRQoL research to help inform future good practice guidance. MethodsA modified ‘World Café’ was hosted as a collaborative activity between patient partners, clinicians and researchers: self-nominated conference delegates participated in group discussions to explore values associated with the conduct and consequences of PE. Values were captured via post-it notes and by nominated note-takers. Data were thematically analysed: emergent themes were coded and agreement checked. Association between emergent themes, values and the Public Involvement Impact Assessment Framework were explored. ResultsEighty participants, including 12 patient partners, participated in the 90-min event. Three core values were defined: (1) building relationships; (2) improving research quality and impact; and (3) developing best practice. Participants valued the importance of building genuine, collaborative and deliberative relationships—underpinned by honesty, respect, co-learning and equity—and the impact of effective PE on research quality and relevance. Conclusions An explicit statement of values seeks to align all stakeholders on the purpose, practice and credibility of PE activities. An innovative, flexible and transparent research environment was valued as essential to developing a trustworthy evidence-base with which to underpin future guidance for good PE practice.Peer reviewe

Practice And Tournament Volumes Of Young Golfers In Regional And National Squads

Practice plays a part in determining skill development, expertise (Ericsson & Pool, 2016; Baker et al., 2003), levels of creativity (Memmert et al., 2010) psychological preparation, increases in novice golfers’ gray matter (Bezzola et al., 2011), and decision making (Baker et al., 2003). Currently there is little empirical research demonstrating the amount of practice golfers conduct on a session to session, weekly, monthly, seasonal or annual basis and the impact this can have on their handicap. Previous research has suggested that deliberate practice can explain some of the variance in performance levels (Macnamara et al., 2016). However, with a paucity of golf specific research in this area, it is important to establish the volumes being undertaken and the impact of those volumes on the golfer’s ability. This initial study aimed to establish the practice and tournament volumes of young golfers involved in a national governing body’s development programme and investigate how practice volumes influence handicap

Kaupapa Maori research: An indigenous approach to creating knowledge

This paper seeks to identify how issues of epistemological racism are addressed in practice within an indigenous Kaupapa (philosophy) Maori approach to research, and how such considerations may impact on the Western trained and positioned researcher. One fundamental understanding to a Kaupapa Maori approach to research is that it is the discursive practice that is Kaupapa Maori that positions researchers in such a way as to operationalise selfdetermination (agentic positioning and behaviour) for research participants. This is because the cultural aspirations, understandings and practices of Maori people implement and organise the research process. Further, the research issues of power; initiation, benefits, representation, legitimation, and accountability are addressed and understood in practice by practitioners of Kaupapa Maori research through the development of a participatory mode of consciousness

The Research Excellence Framework (REF): Assessing the impact of social work research on society

This paper reviews one aspect, impact, of the forthcoming assessment of research in UK universities, the Research Excellence Framework (REF), and examines its meaning and potential for enhanced partnerships between social work practice and academia in the context of the current economic crisis. Examples of case studies being developed to show how research has societal impact are described and some of the complexities of what, on the surface appears to echo social work 19s desire to make a positive difference to the lives of people in society, are drawn out. The importance of the REF for the integration of social work practice and academia have been rehearsed many times. This paper argues that making an impact is everybody 19s concern and practitioners and those who use social work services and their carers have a role to play in its creation and identification

Workers researching the workplace using a work based learning framework: Developing a research agenda for the development of improved supervisory practice

This is a preprint of an article which later appeared in Impact: Journal of Applied Research in Workplace E-learning.The article is case study of academic practice in respect of the supervision of research in the workplace by distance learners using a Work Based Learning (WBL) framework. Key aspects of the WBL are described including the role of technology in delivery. Drawing upon tutor experience at one institution and knowledge of practice elsewhere several conceptual and practical issues are raised as the basis for a planned research exercise to identify commonalities and differences in approach among practitioners. Ultimately, the purpose is to improve the relevance and application of workplace research by practitioners

Research that serves: building active teacher-researcher partnerships

The impact of scholarly research in education on educational practice in classrooms remains low (Admiraal, Buijs, Claessens, Honing, & Karkdijk, 2017). As a result, educational practices in schools remain tied to practical wisdom, rather than educational theories that have been developed and tested in classrooms. This research to practice gap, as it is widely known, is attributed to beliefs that scholars in higher education tend to examine problems that teachers in schools find irrelevant. Classroom teachers contend that because scholars’ primary purpose is to publish, they tend to aim toward generalizations rather than to focus on the improvement of relevant educational practice. Gore and Gitlin (2004) argued that existing tensions between researchers and practitioners may be related to long-standing traditions of framing educational research in such a way that classroom teachers are positioned as “users” rather than “producers” of knowledge.Accepted manuscrip

Qualitative outcome assessment and research on chronic disease management in general practice : highlights from a keynote lecture, EGPRN May 2011, Nice

At its 2011 conference in Nice, France, the European General Practice Research Network (EGPRN), considered the issue of Relevant Outcome Measures in General Practice Research into Chronic Diseases. This paper, which is adapted from a keynote lecture given during that conference, considers the role of qualitative outcome assessments in research. Such assessments have a great deal in common with the patient-centred approach of general practice as they can capture the overall state of a patient rather than capturing only certain aspects. Research suggests that patients can be categorized, based on qualitative outcome assessment, and over time might change category. This approach to assessment brings to our attention alternative ways of considering the future: future as currently being made or future as predictable, at least to some extent. Although general practice needs the evidence from research that predicts the future, it also needs to engage in research that seeks to understand patients as they make their future, and to understand the impact of clinical interventions on this process