Managing Co‐creation Design: A Strategic Approach to Innovation

Co‐creation offers firms and their network of actors significant opportunities for innovation, as each actor offers access to new resources through a process of resource integration. However, despite the significant advantages that co‐creation can offer, there is surprisingly little research providing a strategic approach for identifying the most advantageous co‐creation opportunities, especially when many possible options are available. Recently, scholars have called for research that develops tools and processes related to co‐creation. This study addresses these priorities, making two contributions. First, in contrast to previous work considering co‐creation more generally, or focusing on one specific form only, e.g. co‐production, this paper offers a detailed and granular approach to co‐creation design. A co‐creation design framework is developed, which incorporates multiple design dimensions and categories that can reveal new co‐creation opportunities. Second, the research extends the application of a design approach, specifically within the context of co‐creative activities. The authors use field‐based research with senior executives to develop a framework that includes key co‐creation design elements. A morphological approach is used to explore how a lead firm can identify attractive co‐creation opportunities. An innovation solution in one organization provides an illustration of how the co‐creation design framework can be applied.     

“Teachers think the kids around here,don't really want to learn”: Street-identified black men and women's attitudes toward teachers and schooling

This street participatory action research project explored the reflective schooling experiences of street identified Black men and women (ages 18–35) in two small low-income neighborhoods. Secondary analysis of survey (N = 520) and interview (N = 46) data examined: (1) How are attitudes toward schooling and teachers affected by race, gender and age?; and (2) How do students utilize a street-identity as a site of resilience inside schools? Overall, street-identified study participants held positive attitudes toward schooling, but generally performed poorly in schools and had negative experiences with educators. No significance was found as a function of gender and age regarding attitudes toward schooling and attitudes toward teachers. Also, interview results, across gender and age, suggest school-related structural challenges and poor teacher-student relationships contributed to severe conflict between students and teachers; and between students. Interviewees argued some Black students internalized a street identity or became disruptive and even engaged in school violence as a protective mechanism to endure hostile schooling environments. Moreover, Street PAR is discussed as a method and intervention to improve student performance and resolve concerns between students and educators.     

Demography and COVID-19: risks,responses and impacts

Journal of Population Research -