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States that the NHS is using a “collaborative” method as part of its plans to carry out widespread improvements in care. Explains that a collaborative is a group of practitioners from different sites who meet periodically to exchange ideas and methods of making changes while maintaining quality. Gives ten suggestions for leaders who want to run an effective collaborative. Concludes that, by following these suggestions, a successful collaborative is not certain, but that waste of time and money will be less likely.

The purpose of this paper is to explore educator collaborative inquiry in the shared workspace in professional learning communities (PLCs). Specifically, this investigation was part of an ongoing investigation of well-established PLC collaborative interactions and self-directed learning of educators as part of the shared workspace as a component of school improvement.

A qualitative design was used for this investigation. Participants were purposefully selected to provide qualitative data on existent, well-established PLCs and their practice as educators in the shared workspace. Qualitative data were collected about participant perception. Data were collected from each participant by conducting semi-structured interviews, observations, and the collection of document and artifacts.

Findings from this ongoing investigation point to positive collaborative physical interactions and intellectual discourse that lead to educator learning through the collaborative inquiry process.

Theories on PLCs and educator job-embedded professional learning are unique in this paper. The concepts of PLCs and the collaborative inquiry process have been well developed but not in the context of the shared workspace. Recent literature on effective collaborative inquiry educators undergo in PLCs as a continuing professional development model provides a foundation for the work done in this ongoing case study. Sustained collaboration and continued professional development of teaching innovations as a product of the collaborative inquiry process in the shared workspace are underdeveloped as yet but further developed in this paper.

Meetings with colleagues are an essential activity in workplace collaboration. The iterative nature of collaborative work demands spaces that team members can access quickly and easily. Creating suitable meeting spaces will become more critical if the hybrid work model continues and the workplace environment becomes the hub for face-to-face collaborative time, learning and training. Workspace and fit-out is expensive so it is crucial that the investment in meeting spaces supports employees’ collaboration activities.

This paper presents a case study of a corporate organisation undertaken in New Zealand to investigate how employees from two business units use their workspace to collaborate within their own team and across other teams in their organisation. The study uses ethnographic techniques, including participant observation and in-depth face-to-face interviews.

The findings show that the frequency and nature of small group work in collaboration was underestimated in the initial planning of the new workspace. Although participants found the design and fit-out of the formal meeting rooms supportive of collaborative work, the meeting rooms were in high demand, and it was difficult to find a room at short notice. The breakout spaces were confusing because they lacked key design attributes identified by the participants as conducive to small group work. Design shortfalls together with fit-out features perceived as supportive of collaborative work are identified.

The research reports on employees’ perceptions and experiences across two functionally diverse business units, reflecting their different needs and concerns.

Using visual metaphors with physical artefacts can improve collaboration planning processes in strategic meetings. The study presented here aims to examine these processes.

In this study, the participants used the LEGO® Serious Play® method in strategic planning meetings. The meetings were video recorded, and a thematic analysis method was applied to produce coded themes and narratives of collaboration planning based on the visual metaphors used in the meetings.

The study participants built LEGO artefacts representing three primary visual metaphors of collaboration focussing on landscapes, interaction processes and shared goals. The participants began with building landscapes by stacking and connecting LEGO base pieces as surfaces to build on, and to represent separate physical locations and more abstract business concepts. Alternatively, landscapes were built to centre activities around key business stakeholders. In terms of interaction processes, the participants lined up LEGO character pieces to explore communications between product developers, salespersons, customers and external partners. As for shared goals, tower-like high structures were created to represent open discussions, data sharing, prototyping and threats that should be avoided.

This study shows that using visual metaphors with physical artefacts provides an effective method for planning strategic collaboration areas, communications and future goals. Creating and communicating visual metaphors using physical artefacts enhances the creativity and participation of the meeting participants. Our future work will focus on studying the use of physical artefacts other than LEGO pieces in different group meetings contexts to better understand the role of visual metaphors.

The purpose of this paper is to investigate frontline meetings in hospitals and how they are used for coordination of daily operations across organizational and occupational boundaries.

An in-depth multiple-case study of four purposefully selected departments from four different hospitals is conducted. The selected cases had actively developed and embedded scheduled meetings as structural means to achieve coordination of daily operations.

Health care professionals and managers, next to their traditional mono-professional meetings (e.g. doctors or nurses), develop additional operational, daily meetings such as work-shift meetings, huddles and hand-off meetings to solve concrete care tasks. These new types of meetings are typically short, task focussed, led by a chair and often inter-disciplinary. The meetings secure a personal proximity which the increased dependency on hospital-wide IT solutions cannot. During meetings, objects and representations (e.g. monitors, whiteboards or paper cards) create a needed gathering point to span across boundaries. As regards embedding meetings, local engagement helps contextualizing meetings and solving concrete care tasks, thereby making health care professionals more likely to value these daily meeting spaces.

Health care professionals and managers can use formal meeting spaces aided by objects and representations to support solving daily and interdependent health care tasks in ways that IT solutions in hospitals do not offer today. Implementation requires local engagement and contextualization.

This research paper shows the importance of daily, operational hospital meetings for frontline coordination. Organizational meetings are a prevalent collaborative activity, yet scarcely researched organizational phenomenon.

This research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to design and implement integrated STEM (Science, Technology, Engineering and Mathematics) lessons with young children (ages 4–7 years).

Three teachers were introduced to and participated in four cycles of Lesson Study over the course of one school year. Qualitative data were generated from interviews, collaborative weekly meetings and observation sheets.

Analysis suggests that Lesson Study supported the development of a culture of collaboration and provided an opportunity for teachers to share their knowledge. Findings also reveal that Lesson Study motivated teachers to reflect on their role within the classroom and enabled them to move away from teacher-led approaches. Although teachers perceived Lesson Study to be a beneficial form of PD, factors constrained their engagement, including practical, cultural and sustainability challenges.

The study explores the adaptability of Lesson Study in first level education in the context of STEM education. It reveals teachers’ first experience of Lesson Study, given its stark contrast to more “traditional” PD experiences they are accustomed to. This article will, therefore, be of interest to teachers, school leaders and policy makers.

This paper contributes initial findings to a currently under-researched area, Lesson Study in a rural context. This study also combines Lesson Study with STEM education, which has not been widely explored.

In the context of the risks inherent in global warming, public libraries can partner with each other, community-based environmental groups and/or other institutions to enhance community resilience and sustainability. This chapter presents a case study of an ongoing experiment to address this opportunityand challenge. In April 2021, six Western MA libraries formed a collaborative in conjunction with a local citizens’ group, Voices for Climate [V4C], to expand public education opportunities relating to understanding, mitigating, and adapting to climate change. In its initial year, this effort yielded 13 separate programs serving more than 110 patrons, all within the 7 days of Climate Preparedness Week, a state-wide program held annually. Subsequently, this Pioneer Valley Library Collaborative [PVLC] has grown to 10 library partners and continues its close alliance with V4C. In describing the programs offered in the first year, the challenges met, limitations encountered, and lessons learned, the chapter provides one model for how libraries can jointly choose to become hubs of climate conversation and education as a means to promote their communities’ quality of life, sustainability, and resilience.

The purpose of this paper is to address studies of New Public Governance (NPG) as a post-New Public Management (NPM) tendency. Although NPG is considered a contrast to NPM and its market incentives, it argues that the practices emerging in tensions of NPM and NPG discourses indicate not a clear-cut shift away from NPM, but rather changes that combine competition with collaboration and trust.

It offers a discourse approach to advance the theorizing and empirical unfolding of the tensions of contradicting, yet co-existing discourses of NPM and NPG and their effects in practice. Drawing on a case study from the Danish daycare sector, it investigates local collaborative governance initiatives that develop new quality-management methods.

The study elucidates how NPM and NPG discourses collide in local practices of public sector management within daycare. It shows that the discursive tensions between such value-laden practices indicate a changing marketization associated with collaboration and trust, yet also competition.

To research it becomes critical to advance theoretical and empirical knowledge on the constitutive effects of such complex discursive tensions in public organizations.

To practice it becomes necessary to acknowledge and handle co-existing, yet contradicting management discourses, and not mistake their opposing values as necessarily distinct, but rather as entangled in practice.

The paper contributes with original findings that shed new light on colliding management discourses in practices and their effects within the public sector area of daycare.

This study explores the perceptions of the leadership team on knowledge creation in lesson study (LS) using P. Gronn's concept of hybrid leadership.

This study included teachers from a public elementary school in Japan that has been engaged in autonomous LS for several years. Teachers (n = 8) from the leadership team of the LS practice for four years (2016–2019) were interviewed for the study.

The findings are threefold. First, teachers in the leadership team most often referred to teachers' leadership practices as occurring in the phases of externalisation and combination, which are the important phases in the organisational knowledge creation process. Second, in the context of LS, the study found that teachers in the leadership team used three approaches to take the lead in knowledge creation, approaching the individual and the groups using tools. Third, using the concept of hybrid leadership helped detail the complexity of the leadership practices performed by the leadership team in LS.

This study focusses on teachers in the leadership team in LS, which has been an overlooked topic in this field of research. In many Japanese schools where LS has been practiced for many years, leadership teams have been set up with certain expectations. The findings of this study highlight certain leadership team practices that will contribute to the development of a sustainable LS.

The purpose of this paper is to discuss learning about service-user and carer involvement from an action research (AR) study into self-directed support implementation in one English mental health trust. The paper promotes appointing and supporting carers and people with experience as co-researchers to obtain authentic local perspectives when undertaking service implementation or redesign.

The researchers used an AR spiral method incorporating carers and people with mental health experience as co-researchers. The co-researchers worked alongside the lead researcher gathering data from focus groups, training sessions and other meetings over four years and attending collaborative steering group meetings alongside professional workers throughout the study.

The authors suggest that participation gave co-researchers a powerful and effective voice in this service redesign. This approach revealed more authentic research data and required professionals to be more accountable for their perceptions and to make explicit their understandings throughout the study, which enabled more effective working. Steering group participation was central to securing this participation.

The paper illustrates how carer and service-user co-researchers can be supported to benefit both mental health organisations undergoing change and to co-researchers themselves. It also identifies AR’s utility in uncovering learning as well as structuring change.