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Despite increasing evidence for the effectiveness of off-the-shelf and rehabilitation-specific active video games (AVGs) and virtual reality (VR) systems for rehabilitation, clinical uptake remains poor. A better match between VR/AVG system capabilities and client/therapist needs, through improved end-user involvement (UI) in VR/AVG implementation research, may increase uptake of this technology. The purpose of this paper is to review four case examples from the authors’ collective experience of including end users in VR/AVG research to identify common benefits, challenges and lessons learned.

The authors apply knowledge and lessons learned from the four cases to make recommendations for subsequent user-engaged research design and methods, including evaluation of the impact of end UI.

A better match between VR/AVG system capabilities and client/therapist needs leads to improved end UI in all stages of VR/AVG implementation research. There are common benefits of increasing buy-in and soliciting early on the knowledge and skills of therapists as well as input from the ultimate end users: people participating in rehabilitation. Most settings have the challenges of balancing the technology requirements with the needs and goals of the practice setting and of the end users.

Increasing end UI in VR/AVG implementation research may address issues related to poor clinical uptake. In the VR/AVG context, end users can be therapists, clients or technology developers/engineers. This paper presented four case scenarios describing the implementation of different VR/AVG systems and involving a variety of populations, end users and settings.

The set of recommendations for subsequent user-engaged research design and methods span the process of development, research and implementation. The authors hope that these recommendations will foster collaborations across disciplines, encourage researchers and therapists to adopt VR/AVGs more readily, and lead to efficacious and effective treatment approaches for rehabilitation clients.

The research examines how contextual coaching (Gorrell and Hoover, 2009; Valentine, 2019) can act as a lever to build collaborative professionalism (Hargreaves and O'Connor, 2018) and lead to school improvement.

The multi-case study (Stake, 2013) draws on two bespoke examples of contextual coaching in education and uses the ten tenets of collaborative professionalism as a conceptual framework for its abductive analysis. Data from both cases were collected through interviews, focus groups and documentation.

The findings demonstrate that effective contextual coaching leads to conditions underpinning school improvement. Specifically, there are patterns of alignment with the ten tenets of collaborative professionalism. Whereas contextual coaching is found on four of these tenets (mutual dialogue, joint work, collective responsibility and collaborative inquiry), in more mature coaching programmes, three others (collective autonomy, initiative and efficacy) emerge. There is also evidence that opportunities exist for contextual coaching to be further aligned with the remaining three tenets. The study offers insight into how school improvement can be realized by the development of staff capacity for teacher leadership through contextual coaching.

The impact of coaching in education is enhanced by recognizing the importance of context and the value of iterative design and co-construction.

The principles of contextual coaching are generalizable, but models must be developed to be bespoke and to align with each setting. Collaborative professionalism offers a useful framework to better design and implement contextual coaching programmes.

The research introduces contextual coaching in education, and how coaching can enhance collaborative professionalism in schools.

Purpose – Responsible investor (RI) engagement seeks to change corporate strategic priorities while balancing the financial imperative. This chapter uses an institutional theory framework to explore the tension between financial performance and environmental, social, and governance (ESG) issues in RI engagement.

Methodology – Discourse of the proponent, supporters and opponents of Australia’s first climate change shareholder resolution – a minority proposal, will be analyzed using framing analysis.

Findings – Framing indicated that the discourse emphasized the dominant financial performance logic while often omitting the ESG logic. One possible explanation is that the process of shareholder proposal nomination and the financial imperative of investment organizations effectively co-opted the engagement.

Research limitations – A case of responsible investment engagement is used to illustrate multiple logics in the investment field. Although there are significant limitations to drawing inferences from a single example, the discussion is relevant to RI support for engagement initiatives such as the UN Principles of Responsible Investment clearinghouse and Carbon Disclosure Project Carbon Action. This chapter argues that attempts to change corporate strategic actions on climate change by RI through engagement will be less effective while the financial performance logic provides relatively more legitimacy to investors.

Practical implications – Integrating the ESG logic with the financial logic is vulnerable to co-optation due to incommensurability. Operationalizing both logics requires establishing a boundary between ESG and financial logics to develop legitimacy.

Social implications – RI engagement on climate change has the potential to be an important part of the social response to the sustainability agenda.

Originality – In applying institutional theory to RI climate change activism this chapter presents original insights into the potential of engagement to effect change.