Year: 2025
Type: article
Abstract: INTRODUCTION: Recovery Colleges (RCs) are educational hubs offering a unique approach to enhance mental health and wellbeing by fostering inclusive learning opportunities. Co-production, integrating lived and learned knowledge and experience, is central to RCs. However, in Australia, there is limited understanding of how co-production is defined and implemented. This study explored the definition, interpretation, and practice of co-production in Australian RCs. METHODS: Seventeen stakeholders were interviewed to examine their perspectives on co-production in RCs. Using inductive reflexive thematic analysis, we constructed four superordinate and eight subordinate themes exploring co-production's relational and contextual dynamics. RESULTS: Superordinate themes were: (1) Conceptual Fluidity and Experiential Integration; (2) Enacting co-production; (3) Navigating power and relationships; (4) Resources for success. CONCLUSION: Co-production practices in Australian RCs are highly complex and variable. Developing consistent definitions, practical guides, and consistent strategies may support a more adaptable and context-sensitive approach for individual RCs. Further research could explore how different RCs manage co-production stages, involve stakeholders over time, and identify metrics to evaluate impact. SO WHAT?: Addressing contextual nuance is critical to strengthen co-production practices. Doing so could enhance the transformative potential of RCs to foster meaningful health and social outcomes and inform other programs applying co-production principles.
DOI: 10.1002/hpja.70047
Authors: Katheryn Jones, Gemma Crawford, Jonine Jancey
Institution: Curtin University
Language: English
Subfield: General Health Professions
Field: Health Professions
Domain: Health Sciences
Open Access status: hybrid
Estimated APC paid: $3,150
Funder: Curtin University of Technology
OpenAlex ID: W4409965995