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Start date: 2021Subject: search.filters.subject.collaboration

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    Co-production and conservation physiology: outcomes, challenges and opportunities arising from reflections on diverse co-produced projects
    (y Oxford University Press and the Society for Experimental Biology, 2025-07-18) Cooke SJ; Bett NN; Hinch SG; Adolph CB; Hasler CT; Howell BE; Schoen AN; Mullen EJ; Fangue NA; Todgham AE; Cheung MJ; Johnson RC; Olstad RS-T; Sisk M; Sisk CC; Franklin CE; Irwin RC; Irwin TR; Lewandrowski W; Tudor EP; Ajduk H; Tomlinson S; Stevens JC; Wilcox AAE; Giacinti JA; Provencher JF; Dupuis-Smith R; Dwyer-Samuel F; Saunders M; Meyer LCR; Buss P; Rummer JL; Bard B; Fuller A; Helmuth B
    As a relatively nascent discipline, conservation physiology has struggled to deliver science that is relevant to decision-makers or directly useful to practitioners. A growing body of literature has revealed that co-produced research is more likely to generate knowledge that is not only relevant, but that is also embraced and actionable. Co-production broadly involves conducting research collaboratively, inclusively, and in a respectful and engaged manner - spanning all stages from identifying research needs to study design, data collection, interpretation and application. This approach aims to create actionable science and deliver meaningful benefits to all partners involved. Knowledge can be co-produced with practitioners/managers working for regulators or stewardship bodies, Indigenous communities and governments, industry (e.g. fishers, foresters, farmers) and other relevant actors. Using diverse case studies spanning issues, taxa and regions from around the globe, we explore examples of co-produced research related to conservation physiology. In doing so, we highlight benefits and challenges while also identifying lessons for others considering such an approach. Although co-production cannot guarantee the ultimate success of a project, for applied research (such as what conservation physiology purports to deliver), embracing co-production is increasingly regarded as the single-most important approach for generating actionable science to inform conservation. In that sense, the conservation physiology community would be more impactful and relevant if it became commonplace to embrace co-production as demonstrated by the case studies presented here.
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    Co-production of insights for place-based approaches to revitalise te taiao in Aotearoa New Zealand
    (John Wiley and Sons Australia, Ltd on behalf of New Zealand Geographical Society, 2024-11-16) Turner JA; Stokes S; Jones RTH; Hemi M; Collins H; Vannier C; Burkitt L; Bradley C; Doehring K; Macintosh KA; Young J; Roskruge N; Perry-Smith P; Iosefa RK; Walker N; Young F; Bell A; McDermott A; Wood C
    Communities across Aotearoa New Zealand are collaborating to reverse ecological decline, but little attention has been given to understanding the deeper relationship required with our physical and socio-cultural landscapes. We used knowledge co-production to develop 11 insights to support place-based strategies that nurture a collective responsibility to revitalise both people and place. Twenty-five subject matter experts across communities, government, industry and research drew from their collective expertise and the review of 63 local-to-global case study examples of farm-to-community-scale place-based approaches. A key output from this work is an Aotearoa New Zealand framework that diagrammatically represents the interdisciplinary nature of the 11 insights.
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    'Keep on Movin'', Everybody Soundsystem, Enjoy Public Art Gallery, Wellington, NZ
    (Enjoy Public Art Gallery, Wellington New Zealand, 2022-09-08) Galbraith H
    One of five texts commisioned in response to this collaboration by Gabby O'Connor, Jospehine Cachemaille, and Eve Armstrong, edited by Claire Harris. Text explores art works drawing on / responding to dance party culture in Aotearoa and internationally and responding to Everybody Soundsystem.
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    Embedding digital information literacy into contact workshops: Authentic, case-based research tasks informing cross-discipline case discussion
    (Flexible Learning Association of New Zealand, 2021) Laven, L; Baxter, K; Hill, K
    The Masters of Veterinary Medicine is a 120 credit, online programme, comprising four or five taught courses (15 credit), and a research report (45/60 credits). Each course incorporates a contact workshop (face-to-face and/or online) of ~3 days. Research shows support resources are crucial for enhancing information literacy in postgraduate students (Eldermire et al., 2019; Stagg & Kimmins, 2014). Initially, science librarians (SciLib) were integrated into the MVM through EndNote support forums (Laven et al., 2018), but real-time integration of SciLib has now been introduced at contact workshops. Prior to these workshops, each subject lecturer develops a case-based research task and relevant clinical research questions that are sent to the SciLib so they can prepare search strategies. Students complete a digital information literacy quiz, and collated responses are forwarded to the SciLib. This enables the subsequent tutorial to be customised to the needs of the individuals attending. During the workshop, the SciLib deliver a short tutorial on digital literacy before moving on to look at the research tasks set for the case. Students research the clinical questions, while librarians provide personalised support to students both in the room and online. Following these subject-specific library sessions, all classes combine for an interactive discussion session (also streamed) which showcases how library research can affect decision making in case management. This practice has resulted in students starting research report courses equipped with enhanced skills related to sourcing and reviewing literature.
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    Weaving earth stories : practicing art sustainably and collaboratively with community and cow dung : an exegesis presented in partial fulfilment of the requirements for the postgraduate degree of Master of Fine Arts at Massey University, Wellington, New Zealand
    (Massey University, 2021) Tomar, Manju
    This exegesis is a record of my MFA journey, in a new country, in a phase of my practice that had already matured to a degree where I was clear what direction and conscious choices I wanted to pursue as an artist and a human on this planet. Before migrating from India to New Zealand, I had determined that cow dung was a material in abundance with many redeeming properties. While this material is extremely significant to me and the culture I grew up in, it is strangely regarded as a waste or a nuisance in NZ. A paradox emerged: New Zealand’s problem with cow manure offers its own solution using traditional craft knowledge that I brought with me. The thesis project developed over the two years of study and evolved from a solo studio artist making sculptures to a socially engaged community-based artist collaborating, leading, and facilitating the material’s capacity in the New Zealand context. The research project consists of a collection of early works that were representational and figurative in nature and focussed on presenting a personal narrative. Throughout these experiences, I was adapting to New Zealand weather, culture, soil, customs, and climate in relation to cow dung; I was finding my feet. A collection of three works followed that each demonstrate the evolution of my creative practice in this space of working with communities, ecological concepts, and cow dung.
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    The value of textile education and industry partnerships
    (Taylor & Francis (Routledge), 31/05/2016) Heffernan S; Kane, F
    Textile research/industry partnerships have recently gained momentum in New Zealand. This paper makes a preliminary account by focusing on the benefits of the collaboration to Massey University Master of Design postgraduates, companies, and the academics. The students work on a significant problem faced by a company to rejuvenate business or to produce solutions for a particular or a set of problems. The company gains access to new university research and discoveries and faculty members complement their own academic research by securing funds for graduate students. During a one-year period, the students receive a government-funded scholarship and industry mentoring. The aim is to steer success across the textile value chain from economic and environmental perspectives while balancing academic requirements. Typically, the industry-centered design is developed using iterative processes with a strong emphasis on the role of technology, often requiring the acquirement of new software skills to design with industry equipment. The model establishes best practice to share resources and experiences within the thrust of daily industrial life and the demands of a Master of Design degree. This paper aims to gage the benefits of, and challenges in a range of wool-centered collaborative projects from yarn development to sustainable dye to bedding product development to the revitalization of a weaving mill innovative waste to blue sky solutions for a tannery. The research of novel ideas and process innovation leads to enhanced job placement opportunity and new exports.