| 1. |
- Kehoe, Laura, et al.
(författare)
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Make EU trade with Brazil sustainable
- 2019
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Ingår i: Science. - : American Association for the Advancement of Science (AAAS). - 0036-8075 .- 1095-9203. ; 364:6438, s. 341-
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Haider, L. Jamila, 1987-, et al.
(författare)
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The undisciplinary journey : early-career perspectives in sustainability science
- 2018
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Ingår i: Sustainability Science. - : Springer Science and Business Media LLC. - 1862-4065 .- 1862-4057. ; 13:1, s. 191-204
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Tidskriftsartikel (refereegranskat)abstract
- The establishment of interdisciplinary Master’s and PhD programs in sustainability science is opening up an exciting arena filled with opportunities for early-career scholars to address pressing sustainability challenges. However, embarking upon an interdisciplinary endeavor as an early-career scholar poses a unique set of challenges: to develop an individual scientific identity and a strong and specific methodological skill-set, while at the same time gaining the ability to understand and communicate between different epistemologies. Here, we explore the challenges and opportunities that emerge from a new kind of interdisciplinary journey, which we describe as ‘undisciplinary.’ Undisciplinary describes (1) the space or condition of early-career researchers with early interdisciplinary backgrounds, (2) the process of the journey, and (3) the orientation which aids scholars to address the complex nature of today’s sustainability challenges. The undisciplinary journey is an iterative and reflexive process of balancing methodological groundedness and epistemological agility to engage in rigorous sustainability science. The paper draws upon insights from a collective journey of broad discussion, reflection, and learning, including a survey on educational backgrounds of different generations of sustainability scholars, participatory forum theater, and a panel discussion at the Resilience 2014 conference (Montpellier, France). Based on the results from this diversity of methods, we suggest that there is now a new and distinct generation of sustainability scholars that start their careers with interdisciplinary training, as opposed to only engaging in interdisciplinary research once strong disciplinary foundations have been built. We further identify methodological groundedness and epistemological agility as guiding competencies to become capable sustainability scientists and discuss the implications of an undisciplinary journey in the current institutional context of universities and research centers. In this paper, we propose a simple framework to help early-career sustainability scholars and well-established scientists successfully navigate what can sometimes be an uncomfortable space in education and research, with the ultimate aim of producing and engaging in rigorous and impactful sustainability science.
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| 3. |
- Jansson, Inger, et al.
(författare)
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Beyond conventional healthcare for mental health problems : Experiences of existential group conversations
- 2024
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Taylor & Francis. - 1103-8128 .- 1651-2014. ; 31:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Mental health problems (MHP) are a major public health challenge. Conventional healthcare has shown limitation on reducing MHP and there is a call for offering methods beyond healthcare as well as improve access to healthcare.Aims: To explore experiences among people having MHP of (i) taking part in existential conversations in groups beyond conventional healthcare and (ii) seeking and receiving conventional healthcare.Materials and methods: Four focus group interviews were conducted after finishing existential conversations in groups. Data was analyzed following thematic analysis.Results: The theme Access to a community for exploration and acceptance describes communication through impressions and expressions together with others. A reflective perspective on everyday life, describes re-evaluation through reflection. Within the theme Experiences of healthcare related encounters, referring to the second aim, participants recollected feelings of disconnectedness, difficulties verbalizing MHP and dealing with rigid, standardized measures.Conclusion: Existential conversations in group may contribute to a more reflected doing in accordance with one’s own values as well as improved mental health literacy. Design and measures within healthcare need to explicitly address MHP and consider individual’s own preferences.Significance: This study contributes to understanding of coping with MHP in everyday life from an existential perspective.
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| 4. |
- Jones, Marc V., et al.
(författare)
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Psycho-physiological responses of repeated exposure to natural and urban environments
- 2021
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Ingår i: Landscape and Urban Planning. - : Elsevier. - 0169-2046 .- 1872-6062. ; 209
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Tidskriftsartikel (refereegranskat)abstract
- The ‘dose’ of nature required for health benefits, and whether repeat visits to the same environment consistently confer health benefits, is unclear. We sought to provide proof of concept for testing this. Data were collected on repeated visits to either a natural or pleasant urban environment from 41 adults on three days, and at one follow-up assessment. Participants completed baseline profiling, then attended; three repeated visits to either an urban (n = 17) or natural (n = 24) environment; and a 24-hour post-exposure final session. In each environment, participants undertook a 30-minute walk at a self-directed pace. Measures included mood, cognitive function, restorative experience and salivary cortisol. Walking in both environments conferred benefits for mood, with additional improvements in restorative experience observed from visiting the natural environment. There was no change in response to visits to the natural environment over time, suggesting benefits may be consistently realized.
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| 5. |
- Kjellström, Sofia, 1970-, et al.
(författare)
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The complexity of leadership in coproduction practices : a guiding framework based on a systematic literature review
- 2024
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Ingår i: BMC Health Services Research. - : BioMed Central (BMC). - 1472-6963. ; 24:1
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Forskningsöversikt (refereegranskat)abstract
- BackgroundAs coproduction in public services increases, understanding the role of leadership in this context is essential to the tasks of establishing relational partnerships and addressing power differentials among groups. The aims of this review are to explore models of coproduction leadership and the processes involved in leading coproduction as well as, based on that exploration, to develop a guiding framework for coproduction practices.MethodsA systematic review that synthesizes the evidence reported by 73 papers related to coproduction of health and welfare.ResultsDespite the fact that models of coleadership and collective leadership exhibit a better fit with the relational character of coproduction, the majority of the articles included in this review employed a leader-centric underlying theory. The practice of coproduction leadership is a complex activity pertaining to interactions among people, encompassing nine essential practices: initiating, power-sharing, training, supporting, establishing trust, communicating, networking, orchestration, and implementation.ConclusionsThis paper proposes a novel framework for coproduction leadership practices based on a systematic review of the literature and a set of reflective questions. This framework aims to help coproduction leaders and participants understand the complexity, diversity, and flexibility of coproduction leadership and to challenge and enhance their capacity to collaborate effectively.
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| 6. |
- Kondo, M. C., et al.
(författare)
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Momentary mood response to natural outdoor environments in four European cities
- 2020
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Ingår i: Environment International. - : Elsevier. - 0160-4120 .- 1873-6750. ; 134
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Tidskriftsartikel (refereegranskat)abstract
- Exposure to natural outdoor environments (NOE) has been shown in population-level studies to reduce anxiety and psychological distress. This study investigated how exposure to one's everyday natural outdoor environments over one week influenced mood among residents of four European cities including Barcelona (Spain), Stoke-on-Trent (United Kingdom), Doetinchem (The Netherlands) and Kaunas (Lithuania). Participants (n = 368) wore a smartphone equipped with software applications to track location and mood (using mobile ecological momentary assessment (EMA) software), for seven consecutive days. We estimated random-effects ordered logistic regression models to examine the association between mood (positive and negative affect), and exposure to green space, represented by two binary variables indicating exposure versus no exposure to NOE using GPS tracking and satellite and aerial imagery, 10 and 30 min prior to participants’ completing the EMA. Models were adjusted for home city, day of the week, hour of the day, EMA survey type, residential NOE exposure, and sex, age, education level, mental health status and neighbourhood socioeconomic status. In addition, we tested for heterogeneity of effect by city, sex, age, residential NOE exposure and mental health status. Within 10 min of NOE exposure, compared to non-exposure, we found that overall there was a positive relationship with positive affect (OR: 1.39, 95% CI: 1.06, 1.81) of EMA surveys, and non-significant negative association with negative affect (OR: 0.80, 95% CI: 0.58, 1.10). When stratifying, associations were consistently found for Stoke-on-Trent inhabitants and men, while findings by age group were inconsistent. Weaker and less consistent associations were found for exposure 30 min prior to EMA. Our findings support increasing evidence of psychological and mental health benefits of exposure to natural outdoor environments, especially among urban populations such as those included in our study.
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| 7. |
- Masterson, Daniel
(författare)
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Co-producing a map and compass to guide us : experiences of co-production through digital platforms
- 2023
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Konferensbidrag (refereegranskat)abstract
- This paper delves into the process, experiences, and reflections of co-producing a learning journey and practical co-production toolkits with patient and public contributors, students and health professionals through digital platforms. The context is within an online international course, Co-production in Health and Welfare, which introduces students who are new to the concept. By examining the experiences of digital co-production in the context of an online course, this paper explores the possibilities and challenges of remote collaboration, and the value of utilizing digital tools for co-production. The lessons learned and recommendations provided aim to inform practitioners, educators, and policymakers on how to effectively harness digital platforms to engage stakeholders, enhance service delivery, and actualise co-production values and principles.
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| 8. |
- Masterson, Daniel, et al.
(författare)
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Co-production in digital courses – Tips from Daniel Masterson [blog post]
- 2022
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Annan publikation (populärvet., debatt m.m.)abstract
- Introductory paragraph: There are many ways to teach online, but co-producing course content, learning journeys and student activities are less common. However, the international course, “Co-production in health and welfare” is an example of how this could be done with flipped class-rom approach. Therefore, we have invited the course developer and course leader Daniel Masterson, to present his tips on how to actively co-produce with students, patients and public contributors to optimize learning together.
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| 9. |
- Masterson, Daniel, et al.
(författare)
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Learning from co-creating an online, flexible distance course in co-production in health and welfare
- 2022
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Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 57-59
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- BackgroundCo-creation and shared learning between actors and institutions on all levels of society are important for an inclusive society. In order to realise the potential of these participatory concepts in society, there is a requirement to improve reporting and evaluation of the activities involved (Slattery, Saeri & Bragge, 2020). This suggests a need for guidance on how to apply co-creation and related concepts in practice. Work-integrated learning provides an opportunity for learning within higher education to be applied directly into a relevant context, and to problematize the relation between practical and theoretical knowledge of co -production. Learning integrated in the students’ present or future workplace can be built on practical tasks and work situation s to meet needs in practice (Hattinger et al., 2014).The purpose of this paper is to report learning and the pedagogical underpinning, co-creation and evaluation of a flexible distance course which is integrated into the working life of the students. The Co-production in Health and Welfare course is available as free-standing, English, online distance course held at Jönköping University and available to all international students. The course is offered both as a part-time course (7.5 ECTS credits) a full-time course. With each course, we have co-produced with students and patient and public contributors which has improved the learning journey.MethodThis discussion paper is based on our own experiences from a selected case of co-creation, supported by literature and pedagogical theories incorporating pedagogy from cognitive behaviourist, social constructivist and connectivist perspectives. Through this reflection, we explain how co-creation with students takes place, how dialogue is encouraged, how this is documented, co-refined and how agreement is reached. The co-creation of course content survey and frequent feedback survey which have been used to co -create and co-evaluate the course are presented. Co-creation of a learning communityAs noted by Keller & Hrastinski (2009), a key challenge of online education is to “create an interactive context, a learning community, with appropriate levels of social presence, providing higher-order learning” (Keller & Hrastinski, 2009, p104). During each course, we set out to create a Community of Inquiry (Garrison, 2007). This framework identifies three factors which interconnect to form the student’s educational experience of a given course. These include the cognitive presence; the teaching presence; and the social presence. These were achieved through a practical and applied group assignment which is encouraged to be applied to their workplace and professional background. In their group assignment, students consider a specific context and issue relevant to their work. In collaboration with their student group, patient public contributors and the course facilitator, students co-produce a tool to be applied on a specific issue within an applied setting. By the end of the course, not only do students complete their learning objectives, but they also have a co-produced resource to take with them into practice. Through their experience of co-producing, students reflect on the process and consider areas for their professional and personal development in future. To ensure that we ‘practice what we preach’, each course is co-created with those who were about to embark upon this learning journey. Students co-produce their learning journey via a ‘co-creating course content survey’ to gain an understanding of how students want to engage with the course. This is followed by interactive dialogue in the first live session to refine the learning journey, clarify the objectives and establish the ways of working with students, teachers and patient and public contributors. This is an essential step as without this dialogue, the learning content of the course may not match the students’ needs which can lead to lack of motivation and consequently surface learning (Winefield, 2004).Co-evaluationTo promote interaction between students and the course lead within this distance course, there were a number of tools employed in addition to a traditional course evaluation. There was an open discussion forum (co -production café), two dedicated discussions for the group assignment and reflective assignment and a ‘thought board’ within the student digital whiteboard. The ‘frequent feedback’ survey is live throughout the course and encouraged to be completed at the end of each topic and live event. This provides an opportunity for continuous dialogue with students and allows us to respond to students needs as they develop and within the timescales of the course. At the start of each session, any thoughts, concerns or issues from students or the wider learning community are added to a ‘thought board’. These are reviewed and agreed when to be discussed (at the start/end of each live session, or to be discussed asynchronously within the co-production café.FindingsThrough applying the Community of Inquiry framework (Garrison, 2007) and frequent feedback, we have been able to highlight the interconnecting elements of the course design and establish which elements of the course have worked well in forming a positive educational experience and identify areas which required improvement.The vast majority of students rated their experience with the course positively and we see improvements in perceived understanding of co-production during the course. The majority of positive feedback related to opportunities for engagement and interaction within the course, the flexible course structure and course content. Recommendations for improvement related to navigation in canvas, more interactive discussions, less reading material and clearer communication on upcoming activities. The learning presented is relevant to application of theories of work-integrated learning, collaborative learning and distance learning pedagogics. Two practical tools are provided for those interested in co-creating courses to apply and build upon, with examples of how to apply these in practice.ConclusionThis case study highlights the elements of the course design which promoted a positive educational experience through co-creation with students and provides tools for application of co-creation of courses in practice. Co-creating curriculum enhances work-integrated learning, but demands adaptation to novel roles from teachers in higher education. It is hoped that these reflections prvoides guidance and tools for these adaptations to take place. Our focus for quality improvement in future will be co-evaluating the ‘learning community’ with students and patient and public contributors.
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| 10. |
- Masterson, Daniel, et al.
(författare)
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Mapping definitions of co-production and co-design in health and social care : A systematic scoping review providing lessons for the future
- 2022
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Ingår i: Health Expectations. - : John Wiley & Sons. - 1369-6513 .- 1369-7625. ; 25:3, s. 902-913
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Forskningsöversikt (refereegranskat)abstract
- OBJECTIVES: This study aimed to explore how the concepts of co-production and co-design have been defined and applied in the context of health and social care and to identify the temporal adoption of the terms.METHODS: A systematic scoping review of CINAHL with Full Text, Cochrane Central Register of Controlled Trials, MEDLINE, PsycINFO, PubMed and Scopus was conducted to identify studies exploring co-production or co-design in health and social care. Data regarding date and conceptual definitions were extracted. From the 2933 studies retrieved, 979 articles were included in this review.RESULTS: A network map of the sixty most common definitions and-through exploration of citations-eight definition clusters and a visual representation of how they interconnect and have informed each other over time are presented. Additional findings were as follows: (i) an increase in research exploring co-production and co-design in health and social care contexts; (ii) an increase in the number of new definitions during the last decade, despite just over a third of included articles providing no definition or explanation for their chosen concept; and (iii) an increase in the number of publications using the terms co-production or co-design while not involving citizens/patients/service users.CONCLUSIONS: Co-production and co-design are conceptualized in a wide range of ways. Rather than seeking universal definitions of these terms, future applied research should focus on articulating the underlying principles and values that need to be translated and explored in practice.PATIENT AND PUBLIC CONTRIBUTION: The search strategy and pilot results were presented at a workshop in May 2019 with patient and public contributors and researchers. Discussion here informed our next steps. During the analysis phase of the review, informal discussions were held once a month with a patient who has experience in patient and public involvement. As this involvement was conducted towards the end of the review, we agreed together that inclusion as an author would risk being tokenistic. Instead, acknowledgements were preferred. The next phase involves working as equal contributors to explore the values and principles of co-production reported within the most common definitions.
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