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This paper sets out to analyze the implementation of an academic social network that connects faculty members, administrators, and graduate students in a multi‐campus university system. Part of a new generation of university‐sponsored virtual spaces that foreground social networking, the CUNY Academic Commons has fostered a growing community of members who use the site to collaborate with colleagues across the system. This paper seeks to describe the processes involved in creating the site and to offer guidance to institutions considering similar projects.

The paper presents a case study of the CUNY Academic Commons that is supported by site analytics, usage reports, and public site materials.

The CUNY Academic Commons has increased awareness of member projects and research interests, built a greater sense of community between discrete campuses, promoted an open culture of sharing, and encouraged collaborative ventures across the system. The site gives members a greater degree of control over the design, presentation, and content of their own web‐based work than is traditionally possible in closed‐source, closely managed university websites.

The paper will be of interest to academic institutions interested in using social‐networking technologies to strengthen their communities.

This article makes the case that the education community can learn from professional learning and innovation practices, collectively called “Working in the Open” (or “Working Open”), that have roots in the free/open source software (F/OSS) movement. These practices focus on values of transparency, collaboration and sharing within communities of experimentation. This paper aims to argues that Working Open offers a compelling approach to fostering distributed educational professional networks that focus on co-constructing new projects and best practices.

Insights presented here are based on three sources: expert perspectives on open source work practices gleaned through interviews and blog posts, a qualitative case analysis of a collaborative project enacted by a group of informal learning organizations within the Hive NYC Learning Network, a community of over 70 youth-facing organizations in New York City, as well as an overview of that network’s participation structures, and, finally, knowledge-building activities and discussions held within the Hive NYC community about the topic in situ. From these sources, the authors derived general principles to guide open work approaches.

The authors identify five practices deemed as central to Working Open: public storytelling and context setting, enabling community contribution, rapid prototyping “in the wild”, public reflection and documentation and, lastly, creating remixable work products. The authors describe these practices, show how they are enacted in situ, outline ways that Hive NYC stewards promote a Working Open organizational ecosystem and conclude with recommendations for utilizing a Working Open approach.

Drawing from the F/OSS movement, this article builds on standard practices of professional learning communities to provide an approach that focuses on pushing forward innovation and changes in practice as opposed to solely sharing reflections or observing practices.

The purpose of this paper is to understand the needs of the supply-chain (SC) network when coping with permanent and temporary demands, this paper analyzes the Swedish emergency preparedness SC network. This network comprises planning procedures and resources, as well as numerous organizations and other participants in civil society that take part in the system to cope with threats and ongoing crises. Planning constitutes a critical infrastructure because the system must develop the ability to shift SC functions from permanent to temporary networks in ongoing crises and war.

A research study is performed based on data gathered by three qualitative methods concerning the SC network of emergency preparedness planning.

This study demonstrates the relevance of a wide empirical field challenging several theoretical perspectives of the SC network in preparedness planning and the shift to ongoing crises. Further research targeting key capabilities is needed to further improve understanding of the challenges for developed countries in managing potential threats and crises.

Actors taking part in the preparedness system have found it challenging to coordinate. Due, in part, to the lack of a common threat profile, key capabilities remain outside preparedness planning, e.g., military, commercial and voluntary actors as well as unclear and inconsistent regulations. Thus, building the SC network demonstrates the need to target the military, the voluntary and commercial sectors and their ability to develop the networks in preparedness planning. In a reformed system, all actors must strengthen civil defense in an all-hazard approach, which in planning encompasses the entire threat scale, demonstrating key functions and the ability to shift to temporary networks responding to ongoing crises, including war.