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With an ageing society, the demand for health and social care is increasing. Traditionally, staff provide care for their clients rather than with them. In contrast, reablement aims to support people to maximise their competences to manage their everyday life as independently as possible. There is considerable variation between and within countries regarding the conceptual understanding of the approach. This variation affects the ability to evaluate reablement approaches systematically, compare and aggregate findings from different studies, and hinders the development of a robust evidence. Therefore, a Delphi study was conducted in 2018/9 with the aim of reaching agreement on the characteristics, components, aims and target groups of reablement, leading towards an internationally accepted definition of reablement. The study consisted of four Web-based survey rounds. In total, 82 reablement experts from 11 countries participated, reaching agreement on five characteristics (e.g. person-centred), seven components (e.g. goal-oriented treatment plan) and five aims (e.g. increase clients’ independency). Furthermore, most experts agreed that reablement is an inclusive approach irrespective of the person's age, capacity, diagnosis or setting. Based on these features, a definition of reablement was developed, which was accepted by 79 per cent of participating experts. This study is a significant step towards providing conceptual clarity about reablement. Future research should focus on evaluating the implementation of agreed reablement components to inform practice, education and policy.

The deep embeddedness of information systems (IS) in many areas of human activity poses a dual challenge to the IS discipline: advancing an expanding disciplinary boundary that includes an increasing set of IS topics; and engaging with other disciplines in order to understand IS-enabled phenomena. An inability to meet these challenges could lead to conceptually stunted development of the IS discipline, missed opportunities to inform other disciplines and a failure to effectively contribute to solving the pressing problems of our time. We undertook this study to investigate both how IS research has addressed these challenges in the past and how it can continue to do so in the future. Drawing on the concept of knowledge-materialization through knowledge-creating practice, and based on approaches for disciplinary and interdisciplinary knowledge creation, we theorize four different types of knowledge contribution that IS researchers can produce, encompassing both an intradisciplinary and an interdisciplinary view. We then analyze a wide-ranging sample of research studies published in 176 papers in the AIS basket of eight journals to investigate the nature of their contribution vis-à-vis these types. We find that the predominant types of knowledge contribution are intradisciplinary, with relatively few interdisciplinary contributions. Based on our analysis, we explain why each type of knowledge contribution is important to the IS discipline and provide guidance for IS scholars in planning their research strategies for these contributions. We comment on the implications of our study for IS scholars and for the vigor and growth of the IS discipline.

The continued popularity of agile information systems development (ISD) underscores its relevance to both researchers and practitioners. At the heart of the agile manifesto is the claim to value people over processes and, as a result, to increase employee job satisfaction. However, the research landscape on this topic is still heterogeneous and lacks a comprehensive overview. This manuscript develops a theoretical framework to guide future studies on job satisfaction in agile ISD. First, the status quo of job satisfaction in agile ISD within information systems and across the disciplines of computer science, psychology, and management is systematically reviewed and critically evaluated. Second, a theoretical framework consisting of three key themes is conceptualized. Third, based on the framework, significant research gaps are identified, and recommendations for future studies of agile ISD at the individual, team, and organizational levels are provided. Finally, strategic directions for the application of agile ISD practices are given.

The continued popularity of agile information systems development (ISD) underscores its relevance to both researchers and practitioners. At the heart of the agile manifesto is the claim to value people over processes and, as a result, to increase employee job satisfaction. However, the research landscape on this topic is still heterogeneous and lacks a comprehensive overview. This manuscript develops a theoretical framework to guide future studies on job satisfaction in agile ISD. First, the status quo of job satisfaction in agile ISD within information systems and across the disciplines of computer science, psychology, and management is systematically reviewed and critically evaluated. Second, a theoretical framework consisting of three key themes is conceptualized. Third, based on the framework, significant research gaps are identified, and recommendations for future studies of agile ISD at the individual, team, and organizational levels are provided. Finally, strategic directions for the application of agile ISD practices are given.

1. Many aspects of human behaviour impact on ecological systems. Ecologists therefore need information on changes in these behaviours and are increasingly using methods more familiar to social scientists. 2. Understanding patterns of wildlife harvesting is important for assessing the sustainability of harvests. Interviews are commonly used in which informants are asked to summarize their activities over a period of time. However, few studies have investigated the reliability of such data, the usefulness of interviews for monitoring trends, and how their information content can be maximized. 3. We carried out rapid assessment interviews with villagers in Madagascar about the quantity, timing and spatial patterns of crayfish Astacoides granulimanus and firewood collection. We compared the results with information from daily interviews with the same informants. We used mixed models to investigate how accurately people reported their activities in the rapid assessment interviews, and estimated the probability of detecting a change in harvesting from two such interviews using a Bayesian approach. 4. The interviews provided reliable information on quantities, effort, and the spatial pattern of harvesting. Simulations suggested the interviews would detect changes in catches and harvesting effort with reasonable power; for example, a 20% change in the amount of time spent crayfish harvesting could be detected with 90% power. Power is higher when the same informants are questioned in repeat interviews. 5. Synthesis and applications. Ecologists are increasingly using social techniques and it is vital that they are subject to rigorous testing to ensure robustness in trend detection. This study suggests that interviews can be used to monitor changes in harvesting patterns by resource users, but whether the power is adequate will depend on the needs of the study. To maximize the power of interviews, informants should be interviewed independently and the same informants interviewed in subsequent years.

In response to the climate crisis, there has been much focus on climate-smart agriculture (CSA); namely, technologies and practices that enhance adaptation, reduce greenhouse gas emissions, and contribute to food security; the so-called triple win. Success has tended to be measured in terms of the number of farmers adopting CSA with less focus given to the impacts especially on human development. CSA can inadvertently lead to ‘maladaptation’ whereby interventions reinforce existing vulnerabilities either by benefitting powerful elites or by transferring risks and exposure between groups. Such maladaptive outcomes often stem from overly technical adaptation programming that is driven by external objectives and discounts the social and political dynamics of vulnerability. Increasingly a more nuanced picture is emerging. This reveals how a failure to contextualize CSA in relation to the structural socio-economic dynamics associated with agricultural systems that render some categories of farmer especially vulnerable to climate change, undermines CSA’s contribution to reducing rural poverty and increasing equity. In response, there is a growing focus on transformative orientations that pursue a more deep-seated approach to social, institutional, technological and cultural change in order to address the structural contributors to vulnerability and differential exposure to climate risk. Addressing these questions requires a robust consideration of the social contexts and power relations through which agriculture is both researched and practiced. For agriculture to be transformative and contribute to broader development goals, a greater emphasis is needed on issues of farmer heterogeneity, the dangers of maladaptation and the importance of social equity. This entails recognizing that resilience encompasses both agro- and socio-ecological dimensions. Furthermore, practitioners need to be more cognizant of the dangers of (i) benefiting groups of already better off farmers at the expense of the most vulnerable and/or (ii) focusing on farmers for whom agriculture is not a pathway out of poverty. The success of these approaches rests on genuine transdisciplinary partnerships and systems approaches that ensure adaptation and mitigation goals along with more equitable incomes, food security and development. The greater emphasis on social equity and human well-being distinguishes climate-resilient from climate-smart agriculture.

Climate change is not being felt equally around the world. Regions where warming is most rapid will be among those to experience impacts first, will need to develop early responses to these impacts and can provide a guide for management elsewhere. We describe the research history in one such global marine hotspot—south-east Australia—where a number of contentions about the value of hotspots as natural laboratories have been supported, including (1) early reporting of changes (2) early documentation of impacts, and (3) earlier development and promotion of adaptation options. We illustrate a transition from single discipline impacts-focused research to an inter-disciplinary systems view of adaptation research. This transition occurred against a background of change in the political position around climate change and was facilitated by four preconditioning factors. These were: (1) early observations of rapid oceanic change that coincided with (2) biological change which together provided a focus for action, (3) the strong marine orientation and history of management in the region, and (4) the presence of well developed networks. Three case studies collectively show the critical role of inter-disciplinary engagement and stakeholder participation in supporting industry and government adaptation planning.

Research that addresses complex challenges often requires contributions from the social, life and natural sciences. The disciplines that contribute subject response data, and more specifically qualitative analyses of subject response data, to interdisciplinary studies are characterised by low consensus with respect to methods they use a diversity of terms to describe those methods and they often work from assumptions that are foreign to readers in the natural and life sciences. The first contribution this paper makes is to demonstrate that the forms of reporting that may be adequate for communicating quantitative analysis do not provide teams that include members from natural, life and social sciences with useful accounts of qualitative analysis. Our second contribution is to discuss and model how to report four methods appropriate for qualitative contributions to interdisciplinary projects.

This review paper covers most recent works on continuous formation of teachers for Educational Robotics. Our approach uses a systematic review methodology with a search for manuscripts related to teachers training and robotics in education keywords in order to select a set of papers that are strictly related to the topic. These papers are further analyzed in relation to several aspects besides teacher continuing education. We observe that project continuity is one of these aspects that is present in about half of the works. Nowadays, a growing on the pedagogical use of robotics is also observed in the education system of several countries. The works that are based on public policies supported by institutions at local or national levels turn out to be the ones that have more continuity as an effective training proposal. Further, from the observed projects, those that have implemented more consolidated educational practices for Educational Robotics are the ones that have a longer-term existence. Finally, our findings indicate that a focus on the use of robotics as a tool for trans-disciplinary contents is fast growing, overall. Roboticists allied with Educators play an important role in the process, as they are developing methodologies that allied with cutting edge techniques and materials are turning educational robotics into a very useful resource for enhancing the learning-teaching process.

Mentorship is pivotal for sustainability of a successful research culture at higher learning institutions. Various models have been proposed for provision of research mentorship in health sciences but are challenged by utilizing predominantly hierarchical mentoring, as well as being centred on one discipline or one institution. This paper describes the approach and successes of an inclusive mentorship model employed in a resource-limited setting in sub-Saharan Africa. Through the NIH-funded Transforming Health Professions Education in Tanzania (THET) project, a consortium of three prominent health sciences higher learning institutions in Tanzania (MUHAS, CUHAS and KCMUCo) and two collaborating US institutions (UCSF and Duke University) was formed. Within THET, the Community of Young Research Peers (CYRP) was constituted, comprised two cohorts of undergraduate students and young faculty (fellows), and senior scientists. Besides mentorship and research training, fellows received funded research awards and in turn mentored undergraduate students. By the first quarter of project year four, the number of fellows and mentored undergraduate students had increased from 12 to 24 and from 41 to 67, respectively. Fellows in the second cohort (junior fellows) included medical doctors, nurses, dentist, biomedical scientist, sociologist and education psychologist. In fostering peer-to-peer mentoring, the cross-institutional pairs of fellows from the first cohort (senior fellows) were assigned to reciprocal pairs of junior fellow mentees and took a leading role in research training. Furthermore, the senior fellows had made significant strides, including eight enrolled in PhD programmes, eight publications from mentored research projects, and six small to medium-size research grants won. The unifying model of research mentorship employed by the CYRP has been demonstrated as an effective model for joint research mentorship of the diverse group of young investigators from collaborating higher learning institutions in Tanzania. This model is recommended for scale-up, particularly in sub-Saharan Africa.