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We have added some projects we have supported/are aware of. Please do add examples of projects you are/have been involved in. If you're interested in sharing learning at one of our events, please contact impact@manchester.ac.uk

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This padlet is the starting point for a conversation about what participatory, co-produced, collaborative and participatory research and engagement and activity at the University of Manchester looks like - and could/should do.

We have formed an ad hoc working group of people across different roles and functions across the University with a passion for meaningful engagement in and with research to move this forward. However, we hope this can be the start of a wider, ongoing dialogue that shapes future activity.

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Journal article - three pillars of effective co-production

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Journal article - three pillars of effective co-production

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Tippett, J. and How, F. (2020), Town Planning Review, Where to lean the ladder of participation: a normative heuristic for effective coproduction processes, 91, (2), 109–132.  https://doi.org/10.3828/tpr.2020.7

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Methods for Change Handbook: Hands-on on learning and engagement with Ketso

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Methods for Change Handbook: Hands-on on learning and engagement with Ketso

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Online toolkit to help you develop workshop and lesson plans - produces editable word document with timings

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It is increasingly important to engage with people - communities, diverse groups, stakeholders, everyone - to enable effective research and to co-create change. This toolkit is aimed primarily at researchers or practitioners who are new to participatory activities and engagement, although we hope it will provide value to veterans too.

Foundations and theory has information about 'where this is coming from': related disciplines, knowledge and theory... for the curious.

Workshop planning offers a way of approaching workshop and focus group design, building upon the theoretical foundations and decades of practical experience, to help you to create well thought-out and effective engagement activities.

Examples and resources has sample workshop plans and other useful stuff for you to use, adapt and learn from.

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It is increasingly important to engage with people - communities, diverse groups, stakeholders, everyone - to enable effective research and to co-create change. This toolkit is aimed primarily at researchers or practitioners who are new to participatory activities and engagement, although we hope it will provide value to veterans too.

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Short video on co-produced research into sustainability learning with UK National Commission for UNESCO

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Short video on co-produced research into sustainability learning with UK National Commission for UNESCO

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The University of Manchester- Faculty of Humanities

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Joanne Tippett explains what her British Academy innovation fellowship means for RoundView

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We are a co-created participatory research project based on Manchester looking at the inequalities facing women over 50 in work (paid and unpaid). We recently released our report and our documentary . You can read the report here (https://lnkd.in/ewtma6xY) and watch our documentary here (https://lnkd.in/eSfFzRdg).

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We have 43,000 students each of whom undertake assessment. If each of those students dedicated one assignment we could harness 7.5million hours of research time, every year. The University Living Lab brokers applied research between external organisations - NGOs, businesses, charities, etc - near and far, and our students. We frame the projects with the UN's Sustainable Development Goals. Students can adapt the projects for their assignments, dissertations, etc. Once marked as normal, our platform links quality research back to the organisation who set the work. We are offering accessible, flexible assessment that enhances student experience and employability whilst making a difference.

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Since 2017 this programme of research has documented the history of the NHS and Covid-19 using participatory approaches to research and engagement. Over 160 volunteer researchers were supported to record over 1300 personal testimonies from people across the UK on their experience of the NHS and Covid-19. This collection is now preserved at the British Library. The 1300 people who took part in a recorded interview felt valued, included and were proud to have contributed to the archive, to leave a legacy and to have their story known.

The latest part of this programme NHS@75 is further developing the archive and understandings of its potential reach and use through a series of co-produced artworks with local communities in Manchester, engagement workshops and interviews.

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Based at The University of Manchester we are a UK wide research programme which has developed 'Voices of Our National Health Service'.

Voices of Our National Health Service documents the history of the National Health Service (NHS) and Covid-19 through the personal stories of patients, staff and communities, creating a unique capture of the 75 year history of a national health and care system.

This globally significant oral history collection of over 2200 interviews is archived at the British Library, for use now and in the future.

The collection has been developed through an innovative and values-led development of practices and processes, which sought to promote inclusivity and agency across the project team, volunteers and stakeholders helping us to make history together.
Find out more about us here

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Collaborative and Participatory Methodological Special Interest Group

Established in December 2021, this MSIG provides a supportive community of social researchers from across the UK who are interested in, or carry out, research using collaborative approaches, participatory methods or a co-design approach. Our organisers meet monthly to develop their focus and understanding of these methodological approaches. Our strength is in being a group of cross-sector, mixed-level, social researchers at different stages of our careers.

We focus on the practicalities of using and developing our research methods. The monthly meetings allow members to share their practice and/or seek advice from others. In addition, we identify annual priorities and organise events that are free and open to all.

The MSIG is organised by a group of social researchers committed to these methods. The activities, events and resources that are created and delivered are free and open to everybody interested in these approaches.

The National Centre for Research Methods is funded by the ESRC, and is made up of three hub institutions; the Universities of Southampton, Manchester and Edinburgh. This MSIG is facilitated by NCRM's Senior Engagement Manager Ali Hanbury who is based at UoM.

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Established in December 2021, this MSIG provides a supportive community of social researchers from across the UK who are interested in, or carry out, research using collaborative approaches, participatory methods or a co-design approach. Our organisers meet monthly to develop their focus and understanding of these methodological approaches. Our strength is in being a group of cross-sector, mixed-level, social researchers at different stages of our careers.

We focus on the practicalities of using and developing our research methods. The monthly meetings allow members to share their practice and/or seek advice from others. In addition, we identify annual priorities and organise events that are free and open to all.

The MSIG has prioritised three main themes for 2023, which reflect the interests, needs and expertise of the organising group. These are: 1) influencing policy, 2) impactful collaborative and participatory methods, and 3) research with children and young people.

The MSIG is organised by a group of social researchers committed to these methods. The activities, events and resources that are created and delivered are free and open to everybody interested in these approaches.

Critical Conversations webinar series

This webinar series is designed to create a space for critical conversations to emerge, so that participants can explore a variety of topics related to collaborative and participatory research.

Series 2

The second series will take place in October-December 2023. The three events will focus on:

Influencing policy (4 October)

Impactful methods (1 November). Register.

Research with children and young people (6 December). Register.

Series 1

The first series took place in late 2022. Following the events, participants wrote blog posts to cover the key points raised. These were published on the NCRM website. The themes of the three webinars were:

Current organisers

Emma is qualitative insight manager at the Joseph Rowntree Foundation (JRF), a social change organisation working to solve poverty. She is based in the recently-created Insight and Analysis Infrastructure team tasked with producing powerful and impactful resources and insights that can significantly contribute to solving UK poverty. Emma specialises in qualitative and participatory research on poverty and destitution. Prior to joining JRF in 2019, Emma was a university academic for over 20 years researching and teaching criminology and social policy. She continues to hold an honorary academic post, Senior Research Fellow in the Department of Social Policy, Sociology and Criminology at the University of Birmingham.

Dr Hayley Trowbridge

Hayley is a facilitator and researcher who works with communities across the UK and Europe to explore, learn and create social change. She specialises in working with people and their lived experience to dismantle hierarchies and find more equitable ways of working, often with the use of creative technologies entwined. Her work spans research, civil society and public services. Hayley is currently the CEO of People's Voice Media and Research Fellow at SPARC, Cardiff University.

Niamh is an Associate Professor of Social Inclusion and Young People at Anglia Ruskin University, whose expertise is in undertaking participatory approaches to research involving young people. Working in research since 2004 and receiving her doctorate in 2016, her interests are in bullying and enabling young people to have a voice in areas, which interest and/or affect them. Niamh has also conducted participatory research studies with care-experienced young people, including exploring their experiences of support during the lockdowns. Niamh holds an Honorary Research Fellowship at the National Anti-Bullying Centre, Dublin City University. Niamh is a member of the All-Party Parliamentary Group on Bullying, which meets at Westminster in an attempt to tackle and understand the consequences of school bullying in the UK. She is a premier member of the International Bullying Prevention Association.

Lenka teaches psychology and research methods. Lenka promotes participatory approaches to research enquiries into the peer relationships and wellbeing of children and young people.

Ali is NCRM's Senior Engagement Manager and her role is to work with social researchers in areas of methodological innovation. Having launched the MSIGs in October 2021, Ali is leading on the development of these groups, aiming to create a forum where shared discussion, supportive networks and dissemination of methodological insight occur. Ali has extensive cross-sector experience in working with strategic stakeholders, as well as young people and communities. She gained a PhD in Sociology (Centre for Gender and Women's Studies) from Lancaster University in 2016.

Jo Ferrie is a Senior Lecturer at the University of Glasgow. She is Deputy Director - Training of the Scottish Graduate School for Social Sciences and founding Director of the Glasgow Q-Step Centre. Her research focuses on teaching and learning of research methods and human rights frameworks. Jo has published on teaching skills underpinning emotionally demanding fieldwork, fostering skills valued by industry, working with co-production and participatory approaches and impacting on policy.

Kathryn is Senior Lecturer in the Division of Arts and Media, University of the West of Scotland, teaching across inter-disciplinary undergraduate and master's programmes in creative arts practice, music and media. With a background in social anthropology, sociology and cultural studies, Kathryn's research interests include the mediatisation and representation of remote and island spaces; identity, ecologies and place narratives of Scotland's rural communities, coasts and islands; cultural work, precarity and creative enterprise; Scottish cultural heritage and arts contexts including Gaelic and Scots for applied creative practice; sustainable communities, resilience, development, entrepreneurship, cultural policy and the commons in small island, remote, peripheral and rural contexts. Kathryn is Co-Director of the Scottish Centre for Island Studies, an interdisciplinary and international network for island studies and islandness with particular reference to collaborative research working for Scotland's cultural, social and economic contexts, policy and potential.

Alison Harvey

Alison has been employed by the University of Cambridge for more than 20 years in a range of senior management posts, particularly focusing on research facilitation, training and professional development. In Alison's current role, she is the professional lead for doctoral training in the School of the Humanities and Social Sciences. As well as delivering and sourcing training, Alison works within an advisory capacity relating to policy and management of doctoral student experience. She has an integral role in the ESRC-funded doctoral training partnership that sits within the school and she oversees continuous evaluation and monitoring of doctoral training requirements, as well as working in a consultative position both within the school and often wider in the university.

Laura Shobiye is a doctoral researcher in the School of Social Sciences at Cardiff University, where she explores the learning experiences of mothers seeking sanctuary in Wales. She is carrying out a longitudinal qualitative study with a voluntary sector collaborative partner, Oasis Cardiff. Her work involves interviews and participatory creative methods for thematic and narrative analysis and is primarily informed by critical race theory and intersectional feminism through a social justice lens. Laura was one of the co-founders of the Migration, Ethnicity, Race and Diversity Research Group, co-convening the group from its launch in December 2019 to July 2021.

Akua Quao

Akua is a Senior lecturer in Public Health at the University of Central Lancashire. She has over 20 years' experience of working in professional roles using training, copywriting and broadcasting skills to manage media and training projects. For example, for Burson Marstellar, Department for Work and Pensions, RBE Associates, Royal Society for Public Health and GlaxoSmithKline. Akua has been responsible for the curriculum design and taught on accredited Health Trainer and Health Champions programmes for local authorities, NHS trusts and Premier League football clubs in London. She worked as a senior radio producer on health programmes, broadcast on commercial radio stations in the South East, and syndicated programmes across university student radio stations. Akua has co-authored award-winning health promotion material with the Terrence Higgins Trust. Akua's research interests include the use of media as a health promotion resource and health literacy.

Olimpia Mosteanu

With a PhD in sociology and over a decade of experience in the third sector and academia, Olimpia is passionate about urban health, evidence-based policy and creative place-based research methodologies. She is currently working as a programme lead (research) at Social Life in London, UK. Her research is located at the intersection of the fields of the built environment, health and wellbeing. In her work as an educator, Olimpia has mentored and advised on community-based participatory research, socially engaged practice and collaborative design.

Di Levine

I began my career as a primary school teacher and was then in civil service for over a decade before completing my PhD. As a result, I have been - and continue to be - committed to social change and addressing social inequalities through co-conceived learning and research. My research is focused on understanding the ways in which children and adolescents survive and thrive when life is challenging, particularly in a digital world, and in relation to addressing child abuse, neglect, maltreatment and child protection. I align myself with the Africa(n)-aligned/Africa(n)-centred research movement as most of my research is located in and carried out with Africans who are vastly under-represented in most literatures on childhood and adolescence.

Julia is an educational psychologist and international consultant in inclusive education whose previous roles include being a teacher and children's participation coordinator for Barnardo's. She gained ESRC funding for her PhD at the University of Cambridge to research the education of children with disabilities in Colombian Escuela Nueva schools. Additionally, Julia illustrates conferences, live. Using her illustration skills in her research and work with children with disabilities, she specialises in visual participatory methods. Following her graduation, she now travels around the world delivering training for adults on inclusive approaches towards education and participation.

Kirsty Pattrick

Kirsty is Research Manager at the Mass Observation Archive and is responsible for overseeing and developing the current Mass Observation Project. This is a source of contemporary qualitative longitudinal narrative data. The material is generated in collaboration with a national panel of volunteers, capturing everyday life in Britain, their thoughts, opinions and experiences. She supports projects across both Mass Observation phases (1937-1950s and 1981-today), generating new material, increasing its use amongst academic and non-academic communities, collaborating with partners and building its profile for learning, teaching and research. She teaches students in HE across different disciplines, introducing them to archives and developing their research skills using this unique collection.

David Shallcross

David is the Impact and Evidence Manager at the Connection at St. Martin's, a homelessness charity based in central London. In this role David is responsible for monitoring, evaluation, learning and research. One aspect of this is trying to promote co-production so that people who access our services are at the heart of service design, delivery and evaluation as well as decision-making more generally. Prior to working at the Connection, David worked in public health, particularly HIV and maternal health. During this period he undertook qualitative research and action research with patient groups. David is currently a member of the Strategic Advisory Network for the Economic and Social Research Council, where he has been primarily advising on evaluation.

Ellen is a PhD student in the Department of Psychology at the University of Cambridge. Their research explores autistic overwhelm/overload, with a particular focus on the lived experiences of autistic adults. This research combines quantitative and qualitative methods to develop a better understanding of psychological and physiological experiences of overwhelm. A more comprehensive understanding of this phenomenon would enable the development of more tailored therapeutic support to help autistic individuals manage overwhelming experiences in their daily lives. Using participatory and collaborative methods, including working closely with a dedicated Research Advisory Group, Ellen aims to demonstrate how autistic-led autism research can benefit both academic research and clinical practice, as well as helping to rebuild trust with autistic communities.

Tallulah is a part-time Researcher at the Centre for Local Economic Strategies (CLES), with a background in developing evidence-based solutions to social and economic issues. Alongside her role at CLES, she is pursuing a PhD in Sociology at the University of Cambridge. Her research focuses on empowering local government and citizens to have economic and political agency. Tallulah is passionate about effecting meaningful change and promoting a new approach to government and governance based on civil society, social action, and participatory democracy.

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Collaborative and Participatory Methodological Special Interest Group

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The Collaborative and Participatory Methodological Special Interest Group provides a supportive community of social researchers from across the UK who are interested in, or carry out, research using collaborative approaches, participatory methods or a co-design approach.

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Share any resources for collaborative and participatory approaches to research & engagement. This could include toolkits, guides, training, key contacts.

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Public and Patient Involvement and Engagement Toolkit

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Public and Patient Involvement and Engagement Toolkit

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Navigating Participatory Research: a visual guide

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Navigating Participatory Research: a visual guide

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Guidance on how to Co-produce. Source: Durham University

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UoM Public & Patient Involvement & Engagement Toolkit

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UoM Public & Patient Involvement & Engagement Toolkit

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ULC Co-production Collective - Resource Library

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ULC Co-production Collective - Resource Library

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Website of a Community Land Trust set up by a community. A Community Land Trust (CLT) is a not for profit community-based organisation run by volunteers that delivers housing and other community facilities at permanently affordable levels for local people. There are a number of benefits to setting up and running a CLT.

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Durham University Centre for Social Justice & Community Action - Resource Library

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Durham University Centre for Social Justice & Community Action - Resource Library

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centre for social justice & community action

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Toolkits, Guides and Case Studies - Durham University

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National Co-ordinating Centre for Public Engagement - Resource Library

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National Co-ordinating Centre for Public Engagement - Resource Library

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Search the library for resources, guides of particular relevance include:

Advice: Supporting Partnerships

Guide: Working with Local Communities

Toolkit: The Partnership Cycle

Report: Taking stock of Engaged Learning: How universities are supporting community-based and service-learning

Report: Lessons from the Enhancing Place-based Partnerships in Public Engagement programme (EPPE) programme

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Access NCCPE reports, publications and guides.

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We are a group of people who embrace the philosophy, principles and potential of participatory research.

The term participatory research (PR) is now widely used as a way of categorising research that has moved beyond researching "on" to researching "with" participants. The aim of PR is to maximize the participation of those whose life or work is the subject of the research. In PR people with experience of the focus of the research influence decision making and shape that research. This differentiates it from other forms of research where people are invited to take part in research that has already been shaped without their involvement.

Follow us on Twitter - @UKPRNet

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We are a group of people who embrace the philosophy, principles and potential of participatory research. The term participatory research (PR) is now widely used as a way of categorising research that has moved beyond researching "on" to researching "with" participants.

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Research benefits from including people from outside the research community in a process of shared learning. This may be described in a variety of ways: co-production, collaboration or participant and public involvement.

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Co-authors Harminder Kaur and Philip Kerrigan are delighted to announce the launch of Stronger Together: a guide for co-researchers working on co-produced projects.

Back in November 2018 I co-organised an event with colleagues in the University's Research Development Team that brought together around 40 researchers from across all three faculties of the University to showcase and share best practice in co-production. The event revealed a clear appetite for further capacity-building, training and practice-sharing activity going forwards. At a follow-up meeting and in individual discussions with attendees, I asked whether it might be helpful if I were to create a how-to-guide and reference manual on co-production for academics.

I received a positive response but several people told me that what would be even more useful would be if I could devise a short booklet that would introduce members of the public to what to expect from taking part in a co-produced research project. What the researchers wanted was a guide that would explain to prospective and new co-researchers the underpinning principles of co-production, that would highlight the benefits to them of taking part as well as alert them to some of the challenges, that would introduce some of the techniques and that would provide important practical information about remuneration, data protection and safe-guarding.

I decided that if I was to do this, then it very much needed itself to be an exercise in co-design and co-production. I was lucky enough to meet co-author Harminder Kaur at an event organised by Martin Webber in the School for Business and Society that was celebrating the completion of a study on which she had been a co-researcher. When I discovered at the event that Harminder had had a particular hand in the authorship and design of some of the impressive materials generated, I recognised that she would be the ideal person to work alongside and so it proved. It is indeed her vision, understanding and experience that underpins the guide. We also consulted with a number of other co-researchers and experts by experience, with academics, and with third sector organisation with particular expertise in this area, including the 'McPin Foundation' and 'Shaping Our Lives', all of whom were extremely generous with their thoughts and time.

We engaged Lincoln-based artist Jade Sarson to create the vivid and characterful illustrations which convey so well the both empowering and power-sharing ethos of co-production and the diversity of communities engaged. The talented Yorkshire-based designer Annina Diston generated the overall design.

Harminder and I hope that this resource will be one more useful tool to help boost the effectiveness of your engagement. We would be delighted to receive any feedback - please email cfh@york.a.uk - and please do share the resource with your friends and colleagues.

Philip Kerrigan

CFH Project Officer

Stonger Together Guide to co-producing research (PDF , 6,610kb)Screen-reader friendly version of the guide

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Co-authors Harminder Kaur and Philip Kerrigan are delighted to announce the launch of Stronger Together: a guide for co-researchers working on co-produced projects. Back in November 2018 I co-organised an event with colleagues in the University's Research Development Team that brought together around 40 researchers from across all three faculties of the University to showcase and share best practice in co-production.

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NIHR ARC West - Resources &  training to support people working together in co-produced health and social care research

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NIHR ARC West - Resources &  training to support people working together in co-produced health and social care research

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University of Bristol

The University of Bristol is internationally renowned and one of the very best in the UK, due to its outstanding teaching and research, its superb facilities and highly talented students and staff. Its students thrive in a rich academic environment which is informed by world-leading research. It hosts the Elizabeth Blackwell Institute for Health Research.

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Resources and training to support people working together in co-produced health and social care research - ARC West

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Co-producing research is when researchers, practitioners and members of the public collaborate to develop research. The aim is to get everyone to work together in more equal partnerships and share responsibility and power throughout the research project. However, there are many inequalities that affect how we work together, such as hierarchies in universities and in [...]

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considerations of power dynamics (extractive versus generative)

How do you seek to represent and prioritise different groups of people, e.g., citizens, experts and elites?

Are you seeking representative samples, or representative voices, of those who are marginalised and excluded?

Use conduit organisations (rather than gate keepers), who have established relationships of trust, rather than parachuting in.

Training people to do community research. What do you want your long-term impact to be? (influencing further action and advocacy)

Capturing impact – documenting change journeys through data and the components, looking for trends across a journey – making recommendations, specific, rather than broad.

Creating places where people connect.

What are the barriers/ challenges we may face when utilising these new methods? (language, literacy, access, power, resources, publication/ dissemination)

How to you represent your research participants, in ways that are more meaningful to them?

How much does any of this matter, for whom, and why?

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Arnstein's typology of citizen participation 

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Arnstein's typology of citizen participation 

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Arnstein's typology of citizen participation offers a comprehensive framework for understanding the intricacies of citizen engagement and its relationship with the distribution of power. In her exploration of "citizen participation and control," she identifies eight distinct levels of citizen participation, shedding light on how these levels intersect with the dynamics of power and powerlessness.

The central question addressed in Arnstein's work is the nature of citizen participation and its relevance to contemporary societal needs. Her fundamental assertion is that citizen participation is synonymous with citizen power. It signifies the reconfiguration of power structures to include those who have historically been excluded from political and economic decision-making processes. In essence, citizen participation is a strategy that enables marginalised citizens to play a deliberate role in shaping information sharing, goal setting, resource allocation, programme operation, and the distribution of benefits. It empowers them to advocate for significant social reforms that grant them a stake in the benefits of a prosperous society.

Arnstein distinguishes between superficial participation and genuine empowerment, emphasising that meaningful participation is contingent on the redistribution of power. Mere participation rituals, devoid of real influence, maintain the status quo.

Her typology encompasses eight levels of participation, ranging from manipulation and therapy to authentic citizen control:

1. Manipulation: At this level, participation is a superficial façade. Power holders employ tactics to control and manipulate citizens' involvement, often with the aim of garnering support for predetermined decisions. Citizens' input is neither valued nor genuinely considered.

2. Therapy: Similar to manipulation, therapy involves non-participation that masquerades as engagement. In this case, power holders offer token opportunities for citizens to participate, often framed as a form of "therapy" to educate or cure participants. These initiatives typically serve the interests of the powerful, rather than empowering citizens.

3. Informing: In this level, citizens are informed about policies, programmes, and decisions, but it predominantly involves a one-way flow of information from authorities to citizens. There is no mechanism for feedback, negotiation, or influence, and the power dynamics remain largely unchanged.

4. Consultation: Consultation represents a tokenistic form of participation where citizens may express their views, but the powerful have no obligation to act on them. The emphasis is on soliciting citizens' opinions, but there is no guarantee that their input will shape decisions or policies.

5. Placation: This level of participation allows citizens to offer advice, but power holders retain the final say in decisions. Placation strategies aim to provide the appearance of inclusion while ensuring that the powerful maintain control over outcomes.

6. Partnership: Partnership involves citizens negotiating with power holders and having the ability to engage in trade-offs. It represents a higher degree of citizen influence and allows for meaningful interactions between both groups. Organised power bases and resources are often essential for effective partnerships.

7. Delegated Power: At this level, citizens obtain a significant say in decision-making processes. They may hold seats or positions of influence within the power structure and have a meaningful role in shaping policies and programs.

8. Citizen Control: The highest level of participation, citizen control, entails the empowerment of citizens to make decisions and have full managerial power. Citizens govern policies, assets, and services and ensure accountability of programmes to the community. This level of participation is marked by self-governance.

Nevertheless, Arnstein acknowledges that both the powerless and the powerful are not monolithic entities. They are characterised by diverse perspectives, competing interests, and fragmented subgroups. Her typology does not delve into the challenges associated with establishing representative and accountable citizen groups, which are essential for meaningful participation.

The typology serves as a compelling reminder of the vital role of citizen participation in democratic systems. It highlights the need for a more profound examination of the obstacles preventing meaningful engagement. Arnstein's framework can guide efforts to evaluate the success of citizen participation initiatives and their impact on power dynamics and local governance.

Arnstein's typology of citizen participation has significant implications for understanding citizen engagement within the context of devolution and local democracy. It highlights the importance of shifting power to include marginalised citizens, moving beyond tokenism, and promoting genuine citizen control.

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Participatory systems mapping for population health research, policy and practice - guidance

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Participatory systems mapping for population health research, policy and practice - guidance

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Blake, C. et al. (2024) Participatory systems mapping for population health research, policy and practice: guidance on method choice and design. Documentation. University of Glasgow, Glasgow, UK. (doi: 10.36399/gla.pubs.316563).

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Guidance document.pdf - Published Version
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Design Framework (supplementary file 1).pdf - Supplemental Material
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Appendices.pdf - Supplemental Material
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Abstract

Executive Summary: What is participatory systems mapping? Participatory systems mapping engages stakeholders with varied knowledge and perspectives in creating a visual representation of a complex system. Its purpose is to explore, and document perceived causal relations between elements in the system. This guidance focuses on six causal systems mapping methods: systems-based theory of change maps; causal loop diagrams; CECAN participatory systems mapping; fuzzy cognitive maps; systems dynamics models; and Bayesian belief networks. What is the purpose of this guidance? This guidance includes a Framework that aids the choice and design of participatory systems mapping approaches for population health research, policy and practice. It offers insights on different systems mapping approaches, by comparing them and highlighting their applications in the population health domain. This guidance also includes case studies, signposting to further reading and resources, and recommendations on enhancing stakeholder involvement in systems mapping. Who is this guidance for? This guidance is designed for anyone interested in using participatory systems mapping, regardless of prior knowledge or experience. It primarily responds to calls to support the growing demand for systems mapping (and systems-informed approaches more broadly) in population health research, policy and practice. This guidance can however also be applied to other disciplines. How was it developed? The guidance was created by an interdisciplinary research team through an iterative, rigorous fivestage process that included a scoping review, key informant interviews, and a consultation exercise with subject experts. What is the 'Participatory Systems Design Framework' included in this guidance? The Design Framework supports users to choose between different methods and enhance the design of participatory systems mapping projects. Specifically, it encourages users to consider: 1) the added value of adopting a participatory approach to systems mapping; 2) the differences between methods, including their relative advantages and disadvantages; and 3) the feasibility of using particular methods for a given purpose. An editable version of the Framework is available to download as a supplementary file. How will this guidance support future use of these methods? Participatory systems mapping is an exciting and evolving field. This guidance clarifies and defines the use of these methods in population health research, policy and practice, to encourage more thoughtful and purposeful project design, implementation, and reporting. The guidance also identifies several aspects for future research and development: methodological advancements; advocating for and strengthening participatory approaches; strengthening reporting; understanding and demonstrating the use of maps; and developing skills for the design and use of these methods.

Item Type:

Research Reports or Papers (Documentation)

Additional Information:

The development of this guidance document was funded by the UKRI Medical Research Council (SPHSU/MRC EU - Participatory Systems Mapping MC_PC_20039). Additional time on the study was funded by further grants from UKRI MRC for BR, LM, SAS (MC_UU_00022/1); CB, KM (MC_ UU_00022/3); PM (MC_UU_00022/5); and RAM, MW (MC_UU_00006/7). Additional time on the study was also funded by grants from the Chief Scientist Office of the Scottish Government Health Directorates for BR, LM, SAS (SPHSU16); CB, KM (SPHSU15); and PM (SPHSU20); and by a UKRI ESRC grant (ES/Y001907/1) for NG and AP.

Glasgow Author(s) Enlighten ID:

Rigby, Dr Benjamin and Mitchell, Professor Kirstin and Meier, Professor Petra and Moore, Professor Laurence and Blake, Ms Carolyn and Simpson, Professor Sharon

Authors:

Blake, C., Rigby, B. P., Armstrong-Moore, R., Barbrook-Johnson, P., Gilbert, N., Hassannezhad, M., Meier, P., Mitchell, K. R., Penn, A., Readman, B., Simpson, S. A., White, M., and Moore, L.

College/School:
College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > MRC/CSO SPHSU

Publisher:

University of Glasgow

Copyright Holders:

Copyright © 2024 The Authors

Publisher Policy:

Reproduced with the permission of the authors.

University Staff: Request a correction | Enlighten Editors: Update this record

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Participatory systems mapping for population health research, policy and practice: guidance on method choice and design

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Blake, C. et al. (2024) Participatory systems mapping for population health research, policy and practice: guidance on method choice and design. Documentation. University of Glasgow, Glasgow, UK. (doi: 10.36399/gla.pubs.316563). Text Guidance document.pdf - Published Version5MB Text Design Framework (supplementary file 1).pdf - Supplemental Material1MB Text Appendices.pdf - Supplemental Material11MB Executive Summary: What is participatory systems mapping?

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We are a team of researchers with lived experienced of being in a minoritised setting. We are co-producing inclusivity initiatives with people from underrepresented groups in the research software community.

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A. Banerji Research associate - impact and equity, diversity and inclusivity

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Inclusive RSE project starts next stage | Software Sustainability Institute

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The next stage of the SSI’s Inclusive RSE project has started, in which we are co-producing engagement methods for building inclusivity initiatives with people from underrepresented groups in RSE. We would like to introduce our four research partners who are working on this project:

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Co-produced evaluation of a student mental health service

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Co-produced evaluation of a student mental health service

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A podcast from a student team who delivered a co-produced evaluation of the Greater Manchester Student Mental Health Service.

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Special thanks to the University of Manchester for supporting this project and to the Office for Students for funding it.

We are a team of eleven student partners from the five Greater Manchester Universities: The University of Manchester, Manchester Metropolitan University, The University of Bolton, The University of Salford, and the Royal Northern College of Music.

Starting in September 2020 we have been working on a co-produced project evaluating the Greater Manchester Universities Student Mental Health Service (GMUSMHS). This is a relatively new service that works in partnership with the five Greater Manchester universities to support students struggling with their mental health to achieve their university ambitions and improve their overall experience.

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Based at the University of Manchester, our evaluation project is funded by the Office for Students and is part of the Mental Health Challenge Competition. Our evaluation falls under the Student Mental Health Partnerships Project headed by The University of the West of England.

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Over the last year we have been speaking to students who have used this service through focus groups and interviews that we, the student partners, have designed and delivered. This is where co-production comes in! Co-production, in its simplest form, is professionals and the users of a service working together to shape the future of that service. It's important to us that the students that use the GMUSMHS have a say in the direction it takes because ultimately we want the service to meet their needs!

In addition to working with student service users, from the very start, our project has been co-designed and delivered by students. We believe that we as students have a unique perspective that allows us to better connect with users of the GMUSMHS, who also happen to be GM university students. We like to think we're a little less intimidating than professional researchers with white lab coats and clipboards!

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Co-production isn't just about mental health services. We believe universities should utilize co-production to engage students in shaping their university experience. Students could play an active role in how courses are run, how buildings are used, and the kind of academic and pastoral support available.

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This podcast explores our experiences with co-production, from the logistics to the environment the co-production ethos creates. We hope you'll join us and maybe even bring co-production into your own systems!

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Special thanks to the University of Manchester for supporting this evaluation project and to the Office for Students for the funding.

Meet The Team

Elli is a third-year BSc Psychology student at Manchester Metropolitan University. She is completely undecided about post-graduation plans, but knows she wants to work with children. She currently works as a teaching assistant and in her free time she's on the path to making the perfect home made wontons!

Anvita is in her final year of her Masters of Science doing Clinical and Health Psychology at the University of Manchester. As a South Asian student, she hopes to encourage other ethnic minorities to share their experiences and destigmatize mental health. In her spare time she loves playing guitar and piano and spending time outside with her dog.

Joe is a student at Manchester Metropolitan University, doing his Masters in International Relations and Global Communications. He is particularly interested in the role that demographic factors play in our mental health. He's a football and music geek and claims distinctly middling abilities at both!

Sigourney (Zigi for short) is a recent graduate of the Popular Music: Vocal Performance course at the Royal Northern College of Music. In 2022, she will be starting her Masters in Music Therapy at the University of the West of England! In her spare time she adores climbing, kayaking and cooking.

Madeleine is a recent graduate of the Royal Northern College of Music where she completed her Bachelors of Music in Violin Performance. She is interested in education and getting students to become an active part of their own learning, which fits perfectly in with co-production! In her spare time you'll usually find her cooking Japanese food.

Caitlin is a third-year psychology student at the University of Manchester. In her spare time she enjoys pole dancing!

Tobi is a medical student at the University of Manchester.

Alice is a recent graduate of the Royal Northern College of Music where she earned her Bachelor's of Music in Violin Performance. She was president of the RNCM Students' Union in 2019/2020. She reckons she'd be in for a good shot at winning Great British Bake Off if they were competing purely for the best Millionaire's Shortbread!

Shaheen is a Masters student at Manchester Metropolitan University where she is studying Biomedical Science.

Anita works at the University of Manchester as the Evaluation Co-ordinator on this project. In her free time she enjoys going on meditation retreats, walking in the Lakeland fells, and expanding her cooking repertoire with recipe boxes.

Kiye is in her third year of her undergraduate degree in Health and Social Care at The University of Bolton. In her spare time she collects plants...lots of plants.

Lili is a Masters student at the University of Manchester where she studies Political Science, Governance, and Public Policy.

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Trust Me, I'm a Student is a podcast exploring eleven students' year with co-production: what it is, why it works, and why we love it!

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Responsible Research and Innovation at UoM

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Responsible Research and Innovation at UoM

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Responsible Research and Innovation (RRI) came to prominence as a concept in Horizon 2020 and is an important concern for the UKRI. The UKRI definition of RRI aligns closely with the University of Manchester Purpose as set out in Our Vision.

For the UKRI, responsible research is " socially desirable and undertaken in the public interest", aligning closely with the University of Manchester Purpose as set out in Our Vision. However, for the UKRI, RRI " includes, but goes beyond, considerations of risk and regulation, important though these are ".

Getting Started

To help you get started on incorporating RRI perspectives into our own research practice, you will find information below on using the UK Research and Innovation AREA approach. This approach will help you recognise the RRI work you may already be doing and provide links to support and resources at the University of Manchester.

You will also find links to further external information and resources as well as case studies of RRI work already underway at the University.

Responsible Research and Innovation (RRI) came to prominence as a concept in Horizon 2020 and is an important concern for the UKRI. The UKRI definition of RRI aligns closely with the University of Manchester Purpose as set out in Our Vision.

For the UKRI, responsible research is " socially desirable and undertaken in the public interest", aligning closely with the University of Manchester Purpose as set out in Our Vision. However, for the UKRI, RRI " includes, but goes beyond, considerations of risk and regulation, important though these are ".

Getting Started

To help you get started on incorporating RRI perspectives into our own research practice, you will find information below on using the UK Research and Innovation AREA approach. This approach will help you recognise the RRI work you may already be doing and provide links to support and resources at the University of Manchester.

You will also find links to further external information and resources as well as case studies of RRI work already underway at the University.

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Responsible Research and Innovation (RRI) came to prominence as a concept in Horizon 2020 and is an important concern for the UKRI. The UKRI definition of RRI aligns closely with the University of Manchester Purpose as set out in Our Vision.

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Co-production is everywhere but is it useful? 

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Co-production is everywhere but is it useful? 

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Thought provoking briefing by Liverpool's Catherine Durose, UoM's Liz Richardson and Sheffield's Beth Perry.