Citizen advisory groups for the creation and improvement of decision aids: experience from two Swiss centers for primary care

Background Guidelines for patient decision aids (DA) recommend target population involvement throughout the development process, but developers may struggle because of limited resources. We sought to develop a feasible means of getting repeated feedback from users. Methods Between 2017 and 2020, two Swiss centers for primary care (Lausanne and Bern) created citizen advisory groups to contribute to multiple improvement cycles for colorectal, prostate and lung cancer screening DAs. Following Community Based Participatory Research principles, we collaborated with local organizations to recruit citizens aged 50 to 75 without previous cancer diagnoses. We remunerated incidental costs and participant time. One center supplemented in-person meetings by mailed paper questionnaires, while the other supplemented meetings using small-group workshops and analyses of meeting transcripts. Results In Lausanne, we received input from 49 participants for three DAs between 2017 and 2020. For each topic, participants gave feedback on the initial draft and 2 subsequent versions during in-person meetings with ~ 8 participants and one round of mailed questionnaires. In Bern, 10 participants were recruited among standardized patients from the university, all of whom attended in-person meetings every three months between 2017 and 2020. At both sites, numerous changes were made to the content, appearance, language, and tone of DAs and outreach materials. Participants reported high levels of satisfaction with the participative process. Conclusions Citizen advisory groups are a feasible means of repeatedly incorporating end-user feedback during the creation of multiple DAs. Methodological differences between the two centers underline the need for a flexible model adapted to local needs.

Amplifying Voice in Organizations

We extend the field’s understanding of voice recognition by examining peer responses to voice. We investigate how employees can help peers get a status boost from voicing, while also raising their own status, by introducing the concept of amplification—public endorsement of another person’s contribution, with attribution to that person. In two experiments and one field study, we find that amplification enhances status both for voicers and for those who amplify voice. Being amplified was equally beneficial for voicers who framed their ideas promotively (improvement-focused) and prohibitively (problem-focused; Study 1), and for men and women (Study 2). Furthermore, amplified ideas were rated as higher quality than nonamplified ideas. Amplification also helped amplifiers: participants reading experimentally manipulated meeting transcripts rated amplifiers as higher status than those who self-promoted, stayed quiet, or contributed additional ideas (Studies 1 and 2). Finally, in an intervention in a nonprofit organization, select employees trained to use amplification attained higher status in their work groups (Study 3). In all, these results increase our understanding of how social actors can capitalize on instances of voice to give a status boost to voicers who might otherwise be overlooked, and help organizations realize the potential of employees’ diverse perspectives.

Translanguaging Practices in Local Employees’ Negotiation to create Linguistic Space in a Multilingual Workplace

This study explores the language practices and beliefs of local employees at a Shanghai-based subsidiary of a German multinational company. We conducted a seven-month ethnographic study and collected data from the company’s publicly accessible documents, meeting transcripts, semi-structured interviews with five employees, and ethnographic notes. Qualitative data analysis revealed that local employees frequently utilized translanguaging practices despite the company’s implicit assumption that English would be used as the common corporate language. Four major translanguaging practices were identified: key terms in English, bilingual label quest, cross-language recapping, and cross-language alternation. In addition, local employees perceived language as both a resource and an obstacle, often engaging in translanguaging practices to establish their own linguistic and communicative spaces, indicating that translanguaging is a complex multilingual practice influenced by internal and external factors, subject to social milieu, personal language competence, and beliefs. Ultimately, this study extends the notion of translanguaging and probes its analytical benefits for understanding fluid and discursive activities in multilingual workplaces and the sustainability of linguistic ecology and knowledge dissemination.

Participation Without Power: A Critical Discourse Analysis of Community Meetings in North Denver

Universities help shape cities. Historical forms of racial domination repeat themselves, reproducing spatial subordination. In Denver, residences and businesses owned by families of color will be cleared as Colorado State University (CSU), two museums, and the mayor’s office redevelop the area to build an educational hub. An examination of Citizens Advisory Committee (CAC) meeting transcripts shows that relationships between the higher education institution and the city are changing in racialized ways, as normative institutions overpower low-income communities of color. Reading discursive events from CAC meetings through a theoretical lens reveals the CSU expansion to be an instance of a predominantly white institution working with city leaders to remove people from land so it can be used to better fulfill economic ambitions, exemplifying theories about the spatialization of race and the racialization of space (Lipsitz, 2006, 2007, 2011). This occurrence has implications for higher education researchers and municipal leaders beyond Denver.

Rethinking Graduate School Research Genres: Communicating With Industry, Writing to Learn

Technical and professional communication master’s students work with a faculty advisor to complete a three-credit independent research (IR) project, featuring original research. Stakeholders recommended the IR thesis be revised to better communicate IR to industry. Using a writing, activity theory, and genre theory lens, I analyzed what contradictions emerged between academic and workplace activity systems as stakeholders recommended genre revisions. I analyzed faculty and professional advisory board meeting transcripts, alumni and student surveys, and a Graduate School director and thesis examiner interview. Results indicated the thesis’ spectrum of functions, from its strengths encouraging students’ research proficiency to the limiting way it showcases IR as a product, not a process. Stakeholders suggested no thesis changes but recommended IR genre system modifications. As agents of change, students are uniquely positioned to use the IR genre system to address workplace communication problems and help mend our discipline’s academia-industry divide.

Text Mining in Big Data Analytics

Text mining in big data analytics is emerging as a powerful tool for harnessing the power of unstructured textual data by analyzing it to extract new knowledge and to identify significant patterns and correlations hidden in the data. This study seeks to determine the state of text mining research by examining the developments within published literature over past years and provide valuable insights for practitioners and researchers on the predominant trends, methods, and applications of text mining research. In accordance with this, more than 200 academic journal articles on the subject are included and discussed in this review; the state-of-the-art text mining approaches and techniques used for analyzing transcripts and speeches, meeting transcripts, and academic journal articles, as well as websites, emails, blogs, and social media platforms, across a broad range of application areas are also investigated. Additionally, the benefits and challenges related to text mining are also briefly outlined.

Negotiating Authority in the Ritual of the Public School Board Meeting

Purpose: To investigate how and in what way local governance of education is consequential to the work of changing public schools. The focus is on the board of education meeting as a ritual performance where authority is socially negotiated to manage the emotional and symbolic interactions that shape the district organization. Research Design: Data are drawn from 30 months of organizational fieldwork in New Haven Public Schools. Analysis is conducted on meeting transcripts, participant observer field notes, and stakeholder interviews. Findings: Observed as a ritual chain, four aspects of board of education meetings can be manipulated by those attempting to assert their authority within the organization. Organizational members used copresence, shared understandings of the ritual, emotions and symbols, and feelings of solidarity to set boundaries around the organization and maintain stability. Conclusions: Performances of organizational routines such as board meetings are consequential to the micro-level work of leading and changing education. School improvement and reform initiatives must account for the midlevel of school governance at the district and board level to make meaningful and sustainable change.

Data for learning? Confirming and contesting performative practices of data governance

This article examines evidence of teachers’ work and learning in one school setting in the northern regions of Queensland, Australia, revealing how globalized performative practices that circulate around the collection and use of data in schooling settings are both confirmed and contested. Drawing upon the literature on the nature of accountability, particularly in relation to educational governance, and alternative theorizing of educational practice as praxis, the research reveals how teachers’ work and learning are heavily implicated in the development and perpetuation of reductive, performative conceptions of education, even as teachers seek to foster a more educative disposition. The research draws upon interviews and meeting transcripts of teachers seeking to enhance their own learning for student learning. The article reveals that even as teachers are actively involved in developing and analysing a plethora of data to foster their own learning for enhanced student learning, they also struggle to do so in a context that ascribes particular standardized forms of school, regional and national data as the data of most value. At the same time, the article describes how more sustainable practices do exist, and serve as examples of forms of praxis that challenge more reductive, performative conceptions of learning in schools more broadly.

“Sites of control and resistance”: outlaw emotions in an out-of-school book club

Purpose The purpose of this paper is to explore how three young women of color responded with “outlaw emotions” to the novel Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Sáenz in a literature discussion group. This paper considers how readers respond with outlaw emotions and how responses showed emotions as sites of control and resistance. The aim of this paper is to help English language arts (ELA) teachers construct culturally sustaining literature classrooms through an encouragement of outlaw emotions. Design/methodology/approach To examine how youth responded with emotion to Aristotle and Dante, the author used humanizing and ethnographic research methodologies and conducted a thematic analysis of meeting transcripts, journal entries from youth and researcher memos. Findings Analyses indicated that youth responded with outlaw emotions to Aristotle and Dante, and these responses showed how youth have both resisted and been controlled by structures of power. Youth responses of supposed “positive” or “negative” emotion were sites of control and resistance, particularly within their educational experiences. Youth engaged as a peer group to encourage and validate outlaw emotions and indirectly critiqued emotion as control. Originality/value Although many scholars have demonstrated the positive effects of out-of-school book clubs, there is scant research regarding how youth respond to culturally diverse literature with emotion, both outlaw and otherwise. Analyzing our own and characters’ outlaw emotions may help ELA educators and students deconstruct dominant ideologies about power, language and identity. This study, which demonstrates how youth responded with outlaw emotions and gave evidence of emotions as control and resistance, shows how ELA classrooms might encourage outlaw emotions as literary response. These findings suggest that ELA classrooms attempting culturally sustaining pedagogies might center youth emotion in responding to literature to critique power structures across the self, schools and society.

Addressing the Challenges of Palliative Care for Homeless Veterans

Background: Veterans who nearing the end of life (EOL) in unstable housing are not adequately served by current palliative care or homeless programs. Methods: Multidisciplinary focus groups, interviews with community and Veterans Affairs (VA) leaders and with 29 homeless veterans were conducted in five cities. A forum of national palliative and homelessness care leaders (n=5) and representatives from each focus group (n=10), then convened. The forum used Nominal Group Process to suggest improvements in EOL care for veterans without homes. Modified Delphi Process was used to consolidate and prioritize recommendations during two subsequent tele-video conferences. Qualitative content analysis drew on meeting transcripts and field notes. Results: The Forum developed 12 recommendations to address the following barriers: (1) Declining health often makes independent living or plans to abstain impossible, but housing programs usually require functional independence and sobriety. (2) Managing symptoms within the homelessness context is challenging. (3) Discontinuities within and between systems restrict care. (4) VA regulations challenge collaboration with community providers. (5) Veterans with unstable housing who are at EOL and those who care for them must compete nationally for prioritization of their care. Conclusion: Care of veterans at EOL without homes may be substantially improved through policy changes to facilitate access to appropriate housing and care; better dissemination of existing policy; cross-discipline and cross-system education; facilitated communication among VA, community, homeless and EOL providers; and pilot testing of VA group homes or palliative care facilities that employ harm reduction strategies.