Basic principles
To make the best use of the CAYR methodology and deploy it flexibly and tailor-made, it is important to be able to think and act ‘in the spirit of the methodology’. For this, it is necessary to know the four basic principles on the basis of which the CAYR methodology was developed. These four basic principles are: ‘prioritising practice’, ‘highlighting multi-perspectivity’, ‘adjusting decisions’ and ‘creating impact’. The four principles are described individually below:
- Prioritising practice
A research project takes place in or for a specific practice and adapts to it.
A practice-centred research process takes into account the specific context of that same practice (Van Beest, 2023). For example, the hectic nature of the Emergency Department (ED) requires a different approach compared to research involving independent, yet lonely, elderly people living at home. In the ED, research takes place in- and contributes to a high workload environment, while in the homes of the elderly, there is generally little hectic activity and research may be a welcome distraction. The research process should fit the specific practice context.
This means that all the elements of a research proposal serve the practice.
The fact that practice-based research starts with a question from practice does not mean that it always leads to results with appropriate evidential value and knowledge that is usable and can be applied in practice (Ganzevles et al., 2020). This calls for an appropriate research process, in which the practice perspective takes centre stage. Ensuring the research is practice-centred does not necessarily mean that it always takes place in and with practice, but rather that we always consider whether practice partners or end users are appropriately involved in the research project (Van Beest, 2023). For example, research activities can tie in with a programme of activities in the practice context, or a researcher can collaborate in practice, thus lessening the burden in practice rather than increasing it. This means that in a research proposal, practice is reflected not only in the formulated practice issue, but also in the research approach adopted.
This requires the involvement of stakeholders in practice in the development of the research proposal, right from the start.
Involving relevant practice partners turns out to be one of the most important factors in practice-based research when it comes to increasing impact. This requires involving practitioners in all phases of the research project; in the development of the research proposal (initiative phase), implementation, formulating recommendations, delivering results and conveying the findings of the research (Brouns et al., 2023). Developing knowledge in co-creation with those active in practice benefits the usability and applicability of knowledge in the practice context (Hessels, 2022).
- Highlighting multi-perspectivity
Both scientific knowledge, practical knowledge and experiential knowledge are necessary and important in practice-based research. In practice-based research, these three forms of knowledge are valued equally. The gap between the three forms of knowledge can be bridged through participation and interaction, aimed at co-deciding on meaningful change (Johnson 2018, p. 10; Lewin, 1951).
In this, it is important to always make sure to highlight the different perspectives of those involved: multi-perspectivity.
Successful partnerships are not a matter of luck. After all, all partners bring their own interests to the table. In a well-functioning partnership, there is room to talk about interests, values and norms in a safe atmosphere and to agree on these. It is essential to formulate the objectives and results of the research project with each other from the start, but also discuss what this research project does not cover. This makes expectations clear and prevents excessive workloads (Janssen, 2016; Van der Linden, Cox, & Holleman, 2010; Wehrens et al., 2011). ‘Circling’ (which is what applying CAYR is commonly called by participants) therefore takes place with all relevant parties involved in the practice issue at hand. This way, everyone is a participant in the development and consequentially the direction of the research project.
From the start, the research proposal is developed together with relevant stakeholders in practice: ‘Circling’ takes place collectively.
The CAYR methodology is based on responsive research where stakeholders in practice participate as partners. In responsive research, decision-making power is shared with the researchers, whose task it is to create the conditions for dialogue between the various stakeholders in practice (Abma & Widdershoven, 2006; Abma, Bos & Meininger, 2011). The main responsibility of the researcher is not to delegate power to participants, but to enhance the quality of the dialogical process between different types of stakeholders in practice. In responsive research, dialogue is central. Dialogue is seen as a mutual learning process between researchers and stakeholders in practice.
- Adjusting decisions
Since complex problems have no single solution, it is necessary to alternate zooming in and out in developing a research proposal and dare to again fine-tune delineations.
Practice-based research often focuses on complex social issues. Within practice-based research, we also see switching between a theoretical foundation, a conceptual exploration of possibilities and working in and with those active in practice. This is necessary to arrive at appropriate solutions that do justice to both the complex social problems in daily practice and the scientific basis that has been or should be laid (Van Beest, 2023). This calls for a reduction in pace, in which different sources of knowledge, objectives and perspectives are explored from different angles.
This requires participants to sometimes dare to postpone or revise decisions on the research proposal for a while.
Divergence and convergence is necessary for the purpose of the above content and this is also necessary for the process the different participants have to go through together (Snoeren, 2021). All participants will have to relate to the research idea from their own context. They will have to find a way to join in, each of them with their own background, motivations and interests. This ensures that a collective opinion or decision, for example on the objectives of a project or on an appropriate approach, sometimes has to be deferred for a while. Or that a previous delineation needs to be adjusted (again).
- Creating impact
Practice-based research aims to maximise its impact in practice. This impact can occur before, during and after the research project.
The impact of practice-based research has to do with both the process of research and the results that emerge from the research project (Andriessen & Franken, 2016; Van Vliet, 2022). Du
ring a practice-based research project, a collaborative investigation is conducted into the cause of a practice issue or certain aspects within a profession. There is collaboration to improve practices in the field while generating knowledge about it.
This takes into account multiple types of objectives that practice-based research can have. It involves product development, personal development, systemic development and knowledge development.
A practice-based researcher switches between the ‘worlds’ of research, change, learning and design throughout the research project (Van Lieshout, 2023). These four ‘worlds’ correspond to the four actions in the PRIME model of Greven and Andriessen (2019): analysing, changing, learning and creating. The actions presuppose that a connection is made between people, things and processes, causing impact. The impact of practice-based research is aimed at different types of objectives based on these action types: knowledge objectives, change objectives, professionalisation objectives and design objectives.
This means that the approach to a practice-based study is determined not only by the research question, but also by the design, professionalisation and change objectives.
Working on the different forms of impact sometimes requires a different professional identity that does not always fit with the professional identity that (practice-based) researchers are used to, given their background (Ruijters, 2021). After all, changing, designing and learning set other requirements compared to analysing. In light of that, to create impact, practice-based researchers need insights and tools to deal with this change of role (Van Lieshout, 2023). Some research approaches combine the different types of objectives. Examples include action research or some forms of participatory research, in which change processes are part of the research project. In design-based research, designing is an objective in the research project. Other research projects involve students based on the idea that students can not only contribute something to the project, but also learn something at the same time. Whatever form is chosen, the research approach should be designed in such a way that all the different types of established objectives can be achieved.