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The recent spate of eminence received by the MOOCs (massive open online courses) from media to academia is revolutionary in higher education. MOOCs are a disruptive technological innovation which offers open learning with the aid of the internet and delivered by the faculty of reputed institutions, globally. Since Coursera being one such significant platform, its exploration would display the broader picture of MOOCs. As a result, studying it from various dynamics has been the motive of the current endeavour.

The quantitative study of the collected data was applied with help of descriptive research methodology to measure the contribution of the top six countries namely US, China, Japan, Germany, India and UK. All these six countries were selected on the basis of GDP (harvested from official website World Bank – data.worldbank.org/ to Coursera––an online platform providing MOOCs. The involvement of these selected countries was gauged (from the official website of Coursera https://www.coursera.org/) in terms of number, type of contributing institutions, number of courses offered by those institutions, type of courses offered, number of instructors and instructor gender ratio.

The findings reveal that the United States (US) is the top contributor in terms of partner institutes (97), courses (Specialization courses – 1,267 and degree courses– 40) and number of instructors (1,290). Interestingly, it was also observed that universities are the major contributor institutes in all six studied countries. Most of the institutes provide specialization courses while a very few provide degree courses. A large number of instructors are involved for imparting these courses online. Instructor gender ratio on average is 2:1 (male: female). It was also observed that there is usually a specific common time of starting courses on Coursera.

Online platforms are the main delivery points for MOOCs; therefore, vibrancy and articulacy of such platforms make this innovation a success, and examining such a platform which exhibits such characteristics would present an overall picture of its functionality, development, evolution and future expansion of the innovation (MOOCs).

Significant advances have been made in using applied methodological approaches. These approaches facilitate critical and creative ways to generate new knowledge, encouraging researchers to explore novel research questions which could not be sufficiently addressed using traditional “branded” methodologies. It is important that, in addition to design, researchers consider the most appropriate methods to collect data. The purpose of this paper is to explore the use of the draw and tell method in the context of an interpretive descriptive study.

Given the challenges associated with eliciting responses from adolescent populations, in addition to the use of a semi-structured interview guide, the authors encouraged adolescent participants to produce drawings as part of an interpretive descriptive study.

Despite the fact that drawings are seldom used with adolescents during research interviews, the authors found this method promoted conversation and facilitated deep exploration into adolescents' perspectives.

The authors argue that this creative approach to data collection should be embraced by researchers engaging in applied methodological research, particularly with participants who may be challenging to engage. Drawings, although seldom used with adolescent research participants, can stimulate engagement and facilitate conversations.

This work tries to detect the factors that can impact service innovation in the retail sector according to a service ecosystem (SES) perspective. This paper aims to understand whether it is possible to study innovation focusing on the impact of technology on resource integration practices in SESs and to rank different patterns of innovation by evaluating their effects in terms of value co-creation.

To show up the perception of actors, a case study has been carried out through semi-structured interviews. The aggregates of practices and the service innovation archetypes, drawn from the theoretical background, have been used as categories of analysis.

Service innovation is reconceptualised as the result of the application of new technology to resource integration practices in the retail SES, and it is possible to rank its patterns and outcomes by deepening its effects on the emergence of value co-creation phenomena. Shared intentions have been identified as drivers of service innovation, but greater transparency in systems used to embolden a higher willingness to use could be necessary.

Service innovation has been studied by focusing on value co-creation; for this reason, the willingness to use technology emerged as a determinant of service innovation. This result implies the need for a multilevel reinterpretation of contemporary SES, both regarding the technical features of digital solutions and their adherence to users' skills and the effects of willingness or unwillingness to use on value co-creation.

Technology-enhanced learning (TEL), undoubtedly, creates a big difference in higher education students' knowledge and growth, which helps them become globally competitive in the job market eventually. The present study aims to investigate the effect of various factors, i.e. informational quality, compatibility, resource availability, subjective norms, subject interest, institutional branding and self-efficacy on students' adoption intention to TEL enrolled in different government and private educational institutes in Chhattisgarh state.

The primary data were collected from 600 students from different universities and colleges using purposive sampling technique with “criterion sampling”. Hierarchal multiple regression (stepwise) analysis was used on the collected data.

Results concluded that factors, i.e. compatibility, resource availability, subjective norms, subject interest and institutional branding are significantly and positively influencing students' adoption intention to TEL in Chhattisgarh, whereas self-efficacy and informational quality of TEL did not contribute significant effect for students' adoption intention.

There is a lack of research in the knowledge domain, especially in the field of TEL, in the state of Chhattisgarh. The different variables taken in the present study, such as informational quality, self-efficacy, institutional branding, subjective norms, resource availability, compatibility and subject interest of TEL, are the first of its kind where these variables are being examined on the students' adoption intention to TEL.

The purpose of this paper is to understand the strategic management of a technology-enabled shift from a product-centric to a service-centric logic and to identify the sociotechnical dynamics underlying this transition. The study focuses on how manufacturers manage to create value in industrial markets through digital servitization.

An abductive research approach is used to investigate two manufacturing firms, and an interpretive framework is used as an analytical template. A cross-case analysis is conducted.

The case companies strategically managed sociotechnical processes of digitization to co-create value. Their service orientation delineates dissimilarity in terms of digital servitization. It reflects a viable ecosystem that moves toward datatization through adaptation in one case and a viable ecosystem that moves toward digitization through reconfiguration in the other case.

A theoretically grounded, empirically informed framework is proposed to detect transformational mechanisms to manage value co-creation in digitally servitized contexts, thus contributing to ecosystem viability.

This is the first study to adopt a system perspective such as the viable system approach combined with service-dominant logic to reconceptualize the overall sociotechnical processes and the underlying mechanisms leading to digitized value creation. In line with a systems view and a systematic process based on a transformative attitude toward digital servitization, the empirically informed framework identifies specific co-creation activities and recursive feedback loops.