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This research aims to examine the challenges of recruiting participatory action research (PAR) in managing innovation projects. An enhanced methodology based on PAR was developed to mitigate the challenges related to recruiting PAR in managing innovation projects. The proposed methodology was evaluated by comparing it to established methodologies/frameworks such as Scrum, Design Thinking (DT) and The Lean Startup (TLS). The evaluation aimed to determine the advantages and limitations of the proposed methodology in managing innovation projects.

The proposed enhanced methodology consists of eight steps, ranging from developing an understanding of the industry and business structure to learning and knowledge management. In addition, the enhanced methodology uses other techniques, such as Force field analysis and 12 boundary questions.

The research findings indicate that using the proposed methodology can improve the formalization of collaboration in PAR, enabling the organization to respond better to market changes. It helps define the project scope more clearly, encouraging innovation, addressing communication barriers and considering different worldviews and practical issues. Based on the findings, the proposed enhanced methodology could complement other methodologies/frameworks such as Scrum, DT and TLS.

The current research adds to the existing literature by identifying the challenges of recruiting PAR in managing innovation projects. A deductive reasoning process was utilized because there is no comprehensive research concerning the challenges of recruiting PAR in managing innovation projects. On the other hand, the PAR 4-phase cycle has been reviewed and enhanced to manage innovation projects.

The proposed methodology was used in a new product development project. The case study was done on one of the payment service provider companies that design, develop and deploy a digital product for marketing, installation, repair and maintenance of electronic funds transfer at point of sale devices.

No research has yet sought to identify the challenges of using PAR in innovation project management (IPM). Identifying the challenges associated with applying PAR in the IPM and providing an enhanced methodology to mitigate the challenges could fill a gap in IPM studies.

Scalar terms, such as “local” and “global,” “big” and “small” are fundamental in how academics and practitioners make sense of and respond to grand challenges. Yet, scale is so taken-for-granted that we rarely question or critically reflect on the concept and how it is used. The aim of this paper is to identify scale as an important concept in research on grand challenges and to point out why taking scale for granted can be problematic. In particular, I suggest that to date most research on grand challenges sees scale as a fundamental ontological feature of the world. Yet, scalar categories and hierarchies are not as self-evident and given as they may seem. Moreover, taking scale as an ontological fixed category limits our ability to make sense of, theorize and respond to grand challenges. As an alternative, I suggest seeing scale as an epistemological frame that participants employ in their everyday practices to make sense of, navigate and develop solutions to grand challenges. The chapter concludes with a research agenda for studying scale as socially constructed in practice.

This chapter explores the key role of industry partners in the adoption of challenge-based learning (CBL) in higher education institutions (HEIs). Considering that one defining feature of CBL is the use of real-world challenges situated within an authentic real-world context or scenario, partnerships that include students, academics, and industry partners are often established. These partnerships usually involve students, academics, and industry partners working together to define challenges, create and implement solutions, and provide feedback. Existing CBL literature has largely focused on the evaluation of challenges and benefits for students and academics, including disciplinary knowledge acquisition and the development of competencies and soft skills. Nevertheless, little attention has been paid to the expected input from industry partners, as well as their perceptions and benefits that they can gain from CBL partnerships. Thus, the focus of this chapter is on discussing industry partners' perceptions of the practical challenges, as well as potential opportunities that can translate into benefits, stemming from CBL partnerships. Based on empirical evidence, the chapter summarizes the current challenges of CBL within the context of HEIs. We discuss industry partners' perceptions of the practical challenges and the potential opportunities emerging from the CBL partnership, and whether these translate into benefits. We consider the practicalities of working across academia, industry, and government on the implementation of CBL, and the lessons for HEIs seeking to develop CBL activities to support innovation in their regions.

Using survey data from the 1993 Wilson Task Force on Gender and Equality in the Legal Profession and qualitative data from in-depth interviews with female law professors, we examine the social basis of professional authority in Canadian law school classrooms. Our quantitative and qualitative findings are consistent with classic sociological work and contemporary anecdotal accounts that suggest women experience greater difficulties achieving professional authority. In the law school classroom, however, we find that stratification within the profession and stratification within the knowledge base further undermine the professional authority of female law professors.

Sustainable development challenges have been gaining increased attention from scholars across a wide range of disciplines and governments and business leaders of developed and developing countries. In this chapter, we present selected Latin American socioeconomic indicators, and we note that much progress is needed to achieve the region's many sustainable development goals. We bring forth contributions from different streams of innovation studies for addressing grand challenges, and we discourse on how they push the sustainable development mandate forward. Innovation scholars have highlighted the need to elaborate novel transformational approaches to innovation for addressing such pressing grand challenges. Some scholars have also proposed that while the innovation systems framework is well-suited for addressing sustainable development challenges, it must first be profoundly and radically transformed to account for the novel ways of innovating and integrating a diversity of systemic economic actors and social stakeholders who have conflicting visions, interests, norms, and expectations. We present the different foundational strengths and weaknesses of the innovation systems framework and we discuss the pertinence for its profound and radical transformation. We conclude by organizing these different, yet complementary views of innovation in a conceptual framework while discussing the implications for Latin America and future research.

This chapter provides a critical discussion of challenge-based learning (CBL) within future trends in higher education (HE). It explores how CBL may address challenges facing higher education institutions (HEIs) in response to these future trends by using a framework of common CBL characteristics. Clear recommendations for CBL practitioners to succeed in CBL implementation within the ever-changing HE landscape are presented. It complements previous chapters on CBL case studies by situating CBL in the broader HE space. A discussion on the interrelationships between these characteristics and predictions on the future integration of CBL in HE concludes this chapter. These macrolevel discussions of CBL will be of interest to government officials, managers, business stakeholders, teachers, policy advisors, and academic teachers. Insights on the future institutional impact of CBL, how it may improve business and academic collaborations, how it aligns with sustainability and transversal skills policies, and where CBL is situated in the post-COVID-19 landscape are discussed. Ultimately, it argues that CBL is part of a pedagogical toolkit to meet future trends in HE.

A collaborative community is an organizational form that is increasingly being used in knowledge-intensive industries to accelerate innovation via collaboration. This study examines key design issues faced by a bilateral broker collaborative community at the point of its formation: (1) whether a critical mass of members is required for community survival, (2) the nature of the match between member skills and community challenges, and (3) how the mix of member skills needs to be adjusted over time to sustain community growth. Findings from our agent-based simulation study indicate that, contrary to suggestions in the literature, a critical mass of members is not necessary for a bilateral broker community to survive early on. The literature also suggests that there should be a match between the skill levels of community members and the skill requirements of the challenges that the community must solve in order for it to grow. We find that a match between skill levels and challenge requirements is necessary but not sufficient: the skill levels of community members must significantly exceed the skill requirements of the challenges. Lastly, we find that the appropriate amount of heterogeneity in member skills is contingent on several factors associated with how the community adapts over time. Implications of these findings for the theory and practice of organization design are discussed.

This study employs the social ecology model to comprehensively explore the complex challenges young Black men face in South Africa and aims to highlight the importance of collaboration in addressing these multifaceted issues.

A multidisciplinary approach combines insights from sociology, education and the health literature with regard to government reports and academic data, and provides a holistic analysis of challenges faced by young Black men. Furthermore, it emphasises formal and informal learning, social and environmental influences and health disparities.

Young Black men in South Africa encounter complex challenges throughout their developmental journey, including limited family support, educational barriers, financial constraints, societal expectations and health disparities. Therefore, collaboration among stakeholders is essential for creating an equitable and inclusive environment that supports their development.

This research provides a comprehensive understanding of the challenges faced by young Black men in South Africa by emphasising the interconnectedness of informal education, economic empowerment and healthcare. Future research should focus on longitudinal studies, cultural influences and international comparisons, informing evidence-based interventions for a more equitable society.

Shifting to OLSL classes during the pandemic can bring learners ambivalent experiences: negative, positive or both appraisals toward the technologies. However, few studies have examined how ambivalent experiences can influence students' learning behaviors, specifically cyberslacking and active participation. Using the challenge-hindrance stressor framework, this study investigates the impact of challenge and hindrance appraisals on these learning behaviors.

This study uses a mixed methods approach to answer research questions. An interview was conducted to identify the key components of ambivalent appraisals, and a survey was conducted to empirically examine the impact of challenge and hindrance appraisals on learners' behaviors in online live streaming learning (OLSL) contexts. The data of 675 university students were analyzed using structural equation modeling.

This study found that hindrance appraisal leads to cyberslacking while challenge appraisal leads to active participation, but it can also cause cyberslacking. Social presence has a double-edged effect, acting as both a facilitator and inhibitor, strengthening the effect of hindrance appraisal on cyberslacking and the impact of challenge appraisal on active participation.

Prior studies have primarily focused on the negative side (techno-distress) of technology appraisals. This study simultaneously examines the positive side, techno-eustress, on learners' behaviors in OLSL contexts, and explores the moderating effects of social presence. This study contributes to the technostress and technology adaptation literature by revealing how technology-induced ambivalent appraisals impact behavioral responses. It offers important theoretical and practical implications for education tool designers.