#SUSAN SAMARGE POWELL SANTA MONICA HOW TO#
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Samarge-Powell, who served as interim principal at. Feedback loops to inform ongoing and future research: A process of formative and summative evaluation will run alongside these activities, with shared feedback, capturing the value and impact of the work and leading to future collaboration In this chapter, we will discuss the approach we used to gather the data, how complexity theory underpins the approach and the interpretation, and how the findings led to the engagement cycle. Susan Samarge-Powell is the new principal at Webster Elementary School, the Santa Monica-Malibu Unified School District announced Wednesday. Co-creation of research: On the basis of these new partnerships, we anticipate projects of with mutual benefit to both academics and non-academic partners will be developed.

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The findings from the case studies led us to conceptualise an ‘engagement cycle' which has three phases or elements: - Creating the conditions: Development and hosting of a series of activities and events which bring researchers and non HEI communities together to foster the development of relations amongst academics, and between academics and potential non-academic partners. We used a participatory approach in the design and delivery of the research. We undertook an initial scoping study of the organisational culture within each Beacon and, using maximum variation sampling, selected seven resultant result projects which were our case studies.

We sought to understand how each Beacon had created the conditions for two-way engagement in the research design and delivery. Support was provided for each funded partner organisation to create a culture of engaging with the public to inform the design and delivery of research. In 2008 RCUK funded six ‘Beacons for Public Engagement.

#SUSAN SAMARGE POWELL SANTA MONICA HOW TO#

A key issue underlying these initiatives is the problem of how to secure culture change within Higher Education Institutes (HEIs) such that Public engagement becomes part of how research is done within that institution.

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Challenges present in this kind of embedded research range from being privy to information (whether tacit or explicit), pre-understanding, role duality, and managing organisational politics associated with perceived implications of one's research to its stakeholders.Ī number of drivers for contemporary research, including impact case studies for the UK Research Excellence Framework, pathways to impact for the RCUK grants, and the need to demonstrate patient and public involvement for health research in the UK, are focussing attention on how to achieve public engagement in research. Appropriate research methods must follow suit by disentangling these associations in insider-academic research of the system in question, clarifying the dynamic role science must now play in society toward greater socio-ecological well-being. There is a systemic relationship and interconnectedness that exists within the university and its surroundings. In the context of analysing transformations towards sustainability at universities, I relate the example of Action research at Maastricht University to exemplify the utility of participation and social impact of organisational research. Considering the recent resurgence of debate surrounding the role of the university in the 21 st century, and the complexity of interconnected sustainability challenges we face as a species, more reflexive and embedded research methods are required.

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