A new sustainable change theoretical framework for the professional disciplines

O’Connell, Brendan; Stupans, Ieva; Jollands, Margaret

doi:10.1111/hequ.12402

Cited by 3 publications

(3 citation statements)

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“…For this reason, we attempted to minimize bias through our re exive approach by means of regular discussions, memoing and peer reviewing. In addition, each theory is known to have it aws such as the transtheoretical model of behavior change that was originally developed to facilitate health behavioral change, but which we adopted to the context of higher education as transformational changes in behavior is inherent to the process of learning [45,115,116]. We also reiterate that interpretations are historically and culturally bound and subject to further advancements in the eld, for which we invite other researchers to add to our understanding of IPI development and to determine the transferability of our ndings [68, 69].…”

Section: Strengths and Limitationsmentioning

confidence: 99%

“…The process through which readiness is built can be nicely illustrated with the well-adopted transtheoretical model of behavior change by Prochaska and DiClemente [44]. Based on this model, students differ in their motivation for IPL and, as such, are situated within different stages ranging from precontemplation to maintenance [45,46]. In order to progress to one of the next stages, tailored educational interventions are needed to increases their readiness [45].…”

Section: Introductionmentioning

confidence: 99%

“…Based on this model, students differ in their motivation for IPL and, as such, are situated within different stages ranging from precontemplation to maintenance [45,46]. In order to progress to one of the next stages, tailored educational interventions are needed to increases their readiness [45]. In the early phases of the cognitive process leading to readiness, an awareness of what needs to change and an appraisal of whether to change by outweighing the costs and bene ts is essential [41,44,46].…”

Section: Introductionmentioning

confidence: 99%

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Interprofessional Identity Development: Awareness as the Beginning of Change

Cantaert,

Lauwerier,

Reinders

et al. 2023

Preprint

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Background: Developing an interprofessional identity (IPI) generates an intrinsic motivation for interprofessional collaboration owing to pro-diversity beliefs that mitigate identity threat within dynamic teams. However, personal experiences and contextual changes such as the transition into practice may decrease this openness and, as such, disrupt the complementarity between an individual’s professional and IPI. This study explores the construct of readiness-to-change as a missing link in strengthening IPI by revisiting the contested Readiness for Interprofessional Learning Scale (RIPLS). Methods: A pragmatic constructionist stance combining quantitative and qualitative approaches was adopted to determine the meaning and utility of a translated Dutch version of the RIPLS in an undergraduate university context. The validity and reliability were evaluated by analyzing cross-disciplinary data obtained from a cross-sectional (n=3311) and two prepost studies (n=330/n=89). In addition, a content analysis was performed by means of a coding frame and on the basis of interviews with teachers (n=2) and trainees (n=6) in health sciences. Results: Exploratory factor analysis, informed by the content analysis, led to a hypothesized one-factor model comprising 8 items with factor loadings between .512 and .697 and explaining 35.35% of the total variance (eigenvalue=3.463), which was relabeled the Awareness of Interprofessional Learning Scale (AIPLS). Confirmatory factor analysis with posttest data (n=456) showed excellent model fit (SRMR=.018, RMSEA=.068, CFI=.969, TLI=.957) and factor loadings (.62-.77), while both the unidimensional and 4-dimensional RIPLS’ structure showed very poor (SRMS=.071/RMSEA=.083) to reasonable (SRMS=.059/RMSEA=.067) model fit. Additionally, the AIPLS has a high coefficient omega (.81), moderate stability (ICC=.725) and confirmed convergent validity. Conclusions: The comprehensive approach adopted in this study led us to reject the RIPLS as a multidimensional instrument as the subscales showed considerable overlap and did not reflect the construct of readiness. Instead, the AIPLS measures interprofessional awareness, which is vital in the first stages in developing readiness, allowing us to reinterpret past research and to revisit the scale’s applicability in a theory-driven way. Moreover, we consider interprofessional awareness to be the beginning of change because it is a precursor of self-efficacy, openness and commitment, which may prove to be missing links to leverage in the delivery of interprofessional education.

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Section: Strengths and Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Interprofessional Identity Development: Awareness as the Beginning of Change

Cantaert,

Lauwerier,

Reinders

et al. 2023

Preprint

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Could ‘flipping’ professional development engage teaching academics? Perceptions of authenticity and relevance

Horey,

Bridge,

Julien

et al. 2024

Higher Education Research & Development

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Sustainable innovations through project partnerships at higher education institutions: challenges and implications for stakeholder engagement

Grunwald,

Kara,

Spillan

2024

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PurposeThe purpose of this study is to identify challenges and derive options for stakeholder engagement of project partnerships for sustainable innovations in higher education institutions (HEIs).Design/methodology/approachGuided by Donabedian’s structure-process-outcome (SPO) model, our conceptual exploration focuses on understanding stakeholder experience and identifying stakeholder engagement options in different project phases. This research includes empirical data on sustainability expectations towards HEIs collected from 239 business students from the USA and Germany. The Kano method and factor analysis were used for data analysis.FindingsThis research suggests that balancing differences in stakeholder types and priorities, identifying and fulfilling key stakeholder expectations and addressing their resource limitations play a crucial role in the partnership’s structure stage. Adjustments for timing and forms of engagement, based on the stakeholder types and their expectations, are necessary during the process stage. Attaining stakeholder consensus on goal achievement and fostering trust and long-term commitment for sustainability are vital tasks in the outcome stage.Practical implicationsHEIs are advised to identify and assess stakeholders according to their anticipated inputs and contributions to the expected project outputs. They should consider adopting minimal thresholds of involvement and actively engaging key stakeholders, students, by demonstrating direct sustainability impacts.Originality/valueThis conceptual study adds value by enhancing the understanding of sustainable project partnerships in HEIs through the adoption of concepts from open innovation, service management and relationship management research. It illuminates the significance of stakeholder engagement and experience, including the management of expectations, thereby supporting HEIs in effectively implementing sustainability initiatives.

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A new sustainable change theoretical framework for the professional disciplines

Cited by 3 publications

References 84 publications

Interprofessional Identity Development: Awareness as the Beginning of Change

Interprofessional Identity Development: Awareness as the Beginning of Change

Could ‘flipping’ professional development engage teaching academics? Perceptions of authenticity and relevance

Sustainable innovations through project partnerships at higher education institutions: challenges and implications for stakeholder engagement

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