The phrase "analysis of collaborative" is correct and usable in written English.
It can be used when discussing the examination or evaluation of collaborative efforts, processes, or outcomes in various contexts, such as research, teamwork, or projects.
Example: "The analysis of collaborative strategies revealed significant improvements in team performance."
Alternatives: "examination of collaborative" or "evaluation of collaborative".
These four laboratories use experiments as a basic input for the analysis of collaborative design tools in use.
The analysis of collaborative networks for the exchange of knowledge between companies has been an area of interest to both academics and enterprise (Giuliani, 2007; Morrison & Rabellotti, 2009; Uzzi, 1997).
Finally we demonstrate how an analysis of collaborative dimensions of the shared multi-path video representation can be applied to discuss the design space and to raise the discourse about the usefulness of these representations in knowledge building environments.
The cumulative meta-analysis of collaborative care by Gilbody et al [ 60] of 37 randomised trials of depression found that outcomes improved at six months, with evidence of longer-term benefit for up to five years.
A meta-analysis of collaborative care for depression and diabetes mellitus noted that patients with diabetes and depression are poorly managed in primary care, which is associated with delayed diagnosis of depression and, once recognised, poor treatment outcomes.
One shared themes across both health professional groups evolved during data analysis: perceptions of collaborative roles.
Only the senior students (in both nursing and pharmacy programs) had prior in-patient clinical internship training experiences in their curriculum.> One shared themes across both health professional groups evolved during data analysis: perceptions of collaborative roles.
Prepared by a conceptual analysis, partly drawing on the arguments for extended peer review in post-normal science, and based on the in-depth analysis of one collaborative competition, it is argued that the idea of a collaborative competition is innovative and suggestive; however, in practice there is only weak evidence for collaboration – the competitive element clearly prevails.
These findings are complemented by an analysis of the collaborative network of participants and their institutions, as well as more traditional forms of impact assessment.
These themes shaped the final revision of the research questions (see above) and framed our analysis of teachers' collaborative activity and sense-making related to curriculum and instruction at RSA.
