Factors Influencing Interprofessional Collaboration in Healthcare Environment: An Empirical Analysis

International audienceThe increases in complexity of patient care, healthcare costs, and technological advancements shifted the healthcare delivery to interprofessional collaborative care. The study aims for identifying factors influencing the quality of team collaboration. The study examines the impact of trust and technology orientation on collaboration with the mediating effects of communication, coordination, and cooperation. The results of the study validate that (1) collaboration has positive and significant relationship with coordination, and cooperation; (2) trust has positive and significant relationship with communication, coordination, and cooperation; and (3) technology orientation has positive and significant relationship with cooperation but not with communication and coordination. The research and managerial implications of these factors are given in the discussion. The results can be used by healthcare professionals and managers to advance their understanding on the impact of trust and technology on collaboration mediating communication, coordination, and cooperation practices. © 2021, IGI Global

Summative literacy assessments and how they imagine children: An international comparison

As scholars from Australia, South Africa, and the United States, we have individually and collectively encountered both summative and formative assessment practices over many years and in many contexts. Some of these assessment practices have global talons originating in other parts of the world as policy practices increasingly entail global policy borrowing. Others are local. Significantly, we are all employed by universities, teach in mid-sized or large urban areas, and engage with communities and schools where the dominant language is English. While each context brings its own set of challenges, policies and resources, we share a commitment to serving children who have been historically underserved by school education. We are particularly interested in how assessments position and treat children who have traditionally been denied access to quality equitable schooling..