The Role of Emotion in Enabling and Conditioning Public Deliberation Outcomes: A Sociological Investigation

Komporozos-Athanasiou, Aris; Thompson, Mark

doi:10.1111/padm.12188

Cited by 22 publications

(19 citation statements)

References 44 publications

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“…We advocate that aspiring and striving to meet the principles outlined in our literature review is essential to achieving impact, and also essential to ensuring that the involvement experience is positive and sustainable. Our evaluation highlighted 'fun' and enjoyment, emotion and sharing lived experiences as essential to making involvement a meaningful and worthwhile activity for public advisers, and while this repeats findings from other evaluations, these elements are not present in the standard list of principles [29,31,32].…”

Section: Discussionsupporting

confidence: 76%

Public involvement in health research: what does ‘good’ look like in practice?

et al. 2020

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Background Patient and public involvement means researchers working with members of the public, patients or carers to jointly plan and carry out research. Aim This article is written by members of three involvement groups, and the university employees that they work with. We wanted to jointly reflect on what enables our collaborative work, and what the challenges are for everyone involved. What we did and how we did it We wanted to establish what the literature defines as 'good' public involvement and compare this with processes and practices in our involvement groups. We therefore carried out a literature review and each group met separately to discuss what characterises good involvement, and what the challenges are. From these discussions we developed a set of descriptions about each group. We compared the literature review findings with what came out of the discussions within the involvement groups. Findings Some of the involvement principles from the literature were similar to the priorities of the involvement groups. In addition, the groups identified characteristics of 'good' involvement practice that were not reported in the literature: passion and enthusiasm, informal and welcoming meeting spaces, and opportunities to share lived experiences. In this article we present examples of how principles for good involvement are practiced in these groups, and difficulties we have experienced.

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Section: Discussionsupporting

confidence: 76%

Public involvement in health research: what does ‘good’ look like in practice?

et al. 2020

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“…Through Improbable, students did not merely enter a ‘theory learning’ process, but they also experienced an effectual process: creating art without pre-determined goals, in an uncertain and ambiguous environment (Sarasvathy, 2008). Importantly, such a detour with the art world and rules avoided the reproduction of simplifying dichotomies (Beyes and Michels, 2012; Lorino et al, 2011) such as art versus business, creative versus non-creative individuals, experts versus amateurs, explicit versus tacit knowledge, rationality versus emotions or mind versus body (Komporozos-Athanasiou and Fotaki, 2015; Komporozos-Athanasiou and Thompson, 2015).…”

Section: Discussionmentioning

confidence: 99%

Learning subversion in the business school: An ‘improbable’ encounter

Bureau

Komporozos-Athanasiou

2016

Management Learning

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Entrepreneurs develop activities that challenge the status quo, break the rules and subvert systems. How can such a thing be taught/learnt in a business school? This article contributes to current debates within entrepreneurship studies that aim to address the subversive nature of entrepreneurial activity. We conducted an ethnographic case study of an entrepreneurship course that seeks to redefine the teaching and learning boundaries of subversive activity in a leading European business school. Drawing on the theory of Bakhtin, which has thus far been overlooked in entrepreneurship studies, we unpick the potentiality of art practices in the learning and experiencing of the subversive dimension of entrepreneurship. We employ the concept of 'dialogical pedagogy' in order to address calls for more 'relationally experienced' approaches to management learning that foreground the conflicts, emotional strains and uncertainties that are embedded in the fabric of entrepreneurial practice. We show how 'subversive dialogues' are enacted between students and teachers as they engage in the learning process and discuss implications for critical entrepreneurship teaching in an increasingly commoditized education environment.

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“…Various studies have shown how government-convened spaces for 'participation' commonly exclude or reify patient experiences (Renedo et al, 2017), discounting them as 'unrepresentative' (Martin, 2008) or irrational (Komporozos-Athanasiou and Thompson, 2015;Renedo et al, 2017), serving ultimately to legitimate existing priorities and pre-decided agendas (KomporozosAthanasiou et al, 2016). Moreover, in a field rich with history of bottom-up participation such as health social movements (e.g.…”

Section: Accepted For Publication In Human Relationsmentioning

confidence: 99%

Performing accountability in health research: A socio-spatial framework

Komporozos-Athanasiou

Thompson

Fotaki

2017

Human Relations

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The article explores how spaces aimed at improving accountability in health systems are socially produced. It addresses the implications of an initiative to promote patient involvement in government-funded research in the context of a large cancer research network in England.We employ a socio-spatial theoretical framework inspired by insights from Henri Lefebvre and Judith Butler to examine how professional researchers, doctors and patients understand and perform accountability in an empirical context. Our data reveals fundamental tensions between formally-required and routinely-enacted dimensions of accountability as these are experienced by patients. Consequently, our analysis argues for a need to augment abstract, professionalised discourse about accountability in health services by acknowledging embodied spaces of representation, in which patients themselves can contribute to making participatory accountability a reality. We suggest that such a shift will provide a more rounded appraisal of patient experiences within health research, and health systems more widely.

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The Role of Emotion in Enabling and Conditioning Public Deliberation Outcomes: A Sociological Investigation

Cited by 22 publications

References 44 publications

Public involvement in health research: what does ‘good’ look like in practice?

Public involvement in health research: what does ‘good’ look like in practice?

Learning subversion in the business school: An ‘improbable’ encounter

Performing accountability in health research: A socio-spatial framework

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