Lessons for co-innovation in agricultural innovation systems: a multiple case study analysis and a conceptual model

Purpose: This paper highlights important lessons for co-innovation drawn from three ex-post case study innovation projects implemented within three sub-sectors of the primary industry sector in New Zealand.

Design/methodology/approach: The characteristics that fostered co-innovation in each innovation project case study were identified from semi-structured interviews conducted with key stakeholders in each project, iterative discussions to confirm the findings and secondary document analysis. Common themes from the three cases are examined in relation to innovation system structure and function analysis and agricultural innovation system (AIS) literature. This study builds on the literature attempting to overcome methodological challenges in the applied AIS research space.

Findings: The findings have implications for co-innovation in practice; that there needs to be network-level capability and legitimacy, an understanding of priorities between actors, and adequate resources, to ensure proposed outcomes are likely to be attained.

Practical implications: Practically, project leaders need to ensure they embed an appropriate mix of actors in the research program and they also need to create and encourage room for open and honest dialogue between these actors to develop a shared vision of the future.

Theoretical implications: A conceptual model is developed to highlight and simplify lessons that can inform future projects involving co-innovation approaches to create value in the primary industries and AIS more generally. This model is unique to the applied AIS research space and provides new insights on enhancing the potential value of a co-innovation approach.

Originality/value: The paper adds to current scholarly debates and provides insight to key actions stakeholders need to take to foster co-innovation processes for successful outcomes in extension.     

Narratives of learning communities in environmental education

Abstract

This article introduces the core concepts that emerged from five environmental education action research studies conducted by a group called Learning Communities in Environmental Education, Science and Mathematics (CEAMECIM) from the Universidade Federal do Rio Grande (FURG) in the south of Brazil. The studies focus on teacher education processes in learning communities involving teachers, researchers and environmental educators, and the critical writing and reading texts of classroom recordings to problematise participants’ teaching practices. CEAMECIM used action research cycles to examine narratives of educational action, narratives from teachers concerning their development as environmental educators, and narratives of their development of a sense of belonging, with a particular focus on critiquing social models that are based on hierarchies and individuality. From this analysis, we propose a new perspective on being and learning how to become a learning community, crystallised by the belief that ‘we are more when we are together’.     

Helping secondary schools to be more inclusive of Year 7 pupils with SEN

The authors, all District Senior Educational Psychologists (DSEPs), were asked by a Principal Education Officer to design and implement a funded project to support inclusion in the county. This action research project aimed to help secondary schools be more inclusive of their Year 7 pupils with special educational needs. Inclusion issues were identified using pupils’ responses to questionnaires based on the Index for Inclusion materials. Schools then formulated interventions to suit their particular needs. The impact of the interventions was evaluated one year later. Positive results are reported in terms of responses from the pupils with SEN.     

Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia

The relationship between late-talkers' language development and reading and spelling outcomes was examined in children with and without familial risk for dyslexia. The late-talking subgroups were defined using parent- and test-based assessments of receptive and expressive vocabulary and grammar at 2 and 2.5 years as intake criteria. The language skills of late talkers and the remainders of these two groups were assessed at 3.5, 5, and 5.5 years. Reading/spelling outcomes were compared at the end of the second grade. Late-talking toddlers of the at-risk group who had both poor receptive and expressive skills performed less well than all other groups on language measurements at 5.5 years. In contrast, the control group's late talkers with an expressive delay reached the language level of their age-mates already by 3.5 years, and maintained their age-appropriate position two years later. The most significant differences in the reading skills were found between the at-risk children with receptive and expressive delay and the remainder of the controls. Age-appropriate early language skills did not, however, ensure norm-level fluent reading in the at-risk group. The remainder of the at-risk group performed at a significantly lower level than did the remainder of the controls, both on the oral reading and spelling tasks.     

Acute modification in plasma lipid levels in ultramarathon runners

We aimed to evaluate the effects of a 24-h ultramarathon, an aerobic test of high physical load, on lipid profile and apolipoproteins B (ApoB) and A1 (ApoA1) levels, minimally modified low-density lipoprotein (LDL), and oxidised LDL. Prospective evaluation of 16 male athletes who participated in an ultramarathon run, where the objective was to run the greatest distance possible in 24 h. Fourteen participants completed the run. The mean distance achieved was 133.1 km (maximum of 169.6 km). There was a trend in reduction of triglycerides and total cholesterol (P = 0.06 and 0.05, respectively), without significant modifications in high-density lipoprotein, LDL and ApoA1 levels (P = 0.16; 0.55 and 0.67). There was a marked reduction in ApoB levels (P < 0.001), correlated directly to the distance covered (Pearson R = 0.68). Accordingly, an increase in the LDL/ApoB ratio was observed. The stress of this physical activity was not associated to an increase in minimally modified LDL or oxidised LDL. Lipid profile levels were not acutely altered by prolonged physical activity. Similarly, there was no evidence of greater oxidation of LDL over a 24-h period of physical activity. The reduction in ApoB was directly proportional to the distance covered, suggesting an acute positive change in phenotype of LDL molecules.     

Exploring the Influence of Parasocial Relationships and Experiences on Radio Listeners’ Consumer Behaviors

The purpose of the present study was to explore the influence of radio listener experiences on radio listening behaviors, consumer perceptions and behaviors, and social media involvement. A national sample of listeners (N = 2,700) from a variety of small, medium, and large designated market areas (N = 9) throughout the United States revealed the presence of parasocial relationships (PSRs) and experiences of parasocial interaction (EPSI) with local and nationally syndicated radio personalities. Both PSRs and EPSI predicted radio listening, positive perceptions about, recall of, and purchasing of the brands, products, and services recommended by listeners’ favorite radio personalities. Results also show that PSRs and EPSI predicted listeners’ involvement with social media platforms.     

Where did the reference desk go? Transforming staff and space to meet user needs

ABSTRACT

A sharp decline in the number of reference queries prompted the library administration at Indiana State University to begin a project to combine the circulation, reference, and IT desks to reduce staffing at a new consolidated service point. All faculty and staff in the reference/instruction and circulation units participated in the project. The new arrangement and subsequent removal of librarians from routine desk duties have expanded instructional opportunities, consistent with the university's goals. Project participants plan further assessments to better determine the impacts of the new service arrangements.     

The early school leaver count as a policy instrument in EU governance: the un/intended effects of an indicator

ABSTRACT

The EU has embraced the use of indicators as policy instruments for achieving common aims. One of the indicators, ‘early school leaver’ (ESL), depicts the proportion of young people leaving education and training prematurely. Initially defined as an education policy indicator, it has been transformed into a performance indicator measuring the targets of the current Europe 2020 strategy. In this article, we examine how the indicator works as a policy instrument at different levels of governance applying the conceptual tools provided by the policy instrumentation approach to unpack the components, pinpoint the political effects, and reveal the power relations they produce. Thus challenging the taken-for-grantedness of comparison as a way of knowing we have intended to shift the focus of discussion concerning the role of large-scale comparisons in education towards more productive directions: moving from problematisation and deconstruction of comparison to engaging with processes of measurement.     

“Just like us”: Increasing awareness,prompting action and combating ageism through a critical intergenerational service learning project

In the Through their Eyes Project health sciences students are partnered with older adults to explore and assess the age-friendliness of their neighborhood. Using an innovative data collection tool – ‘moving interviews’ – these intergenerational research teams learn about the community and each other by traveling, observing, and discussing these landscapes together. The research project culminates in a community forum where findings are presented to government officials, the housing association and aging organizations. In addition to completing the research project, students are required to keep a journal to reflect on their experience.

The purpose of this study was to explore students experience participating in a critical intergenerational service learning project. Two research questions guided this inquiry: What was the experience for students and, what elements of the project are important to that experience?

Student journals collected over 5 years from 191 students comprised the data for this study. Data were analyzed using a 6-phase thematic analysis process.

Two key findings related to student experience emerged from the study: increased awareness and prompted to action. Elements of the course found significant to this experience included an aging simulation activity and the specific design of the project.

The paper concludes with suggestions for developing and integrating critical service-learning pedagogy into gerontological education.