Search results

This article aims to address the confusion related to the meanings of interorganisational cooperation, control, coordination and collaboration in collaborative projects by developing a conceptual framework. From this, the authors aim to describe the links among these concepts in terms of development levels of stakeholder relationships. In addition, the authors aim to identify challenges and preconditions in relation to developing relationships at different levels.

The authors have adopted the directed approach of qualitative content analysis method to validate and extend the conceptual framework of this study. The context of this study is a large hospital construction project located in northern Finland.

The findings of this study suggest that collaboration is a multilevel process of active engagement of multiple stakeholders. These stakeholders must have a high degree of shared understanding in terms of cooperation, control and coordination to achieve the mutually desired outcomes. This study also identifies the challenges that project stakeholders could face in developing collaborative relationships and propose preconditions for the same.

This study provides a better understanding for project managers to manage interorganisational collaborative construction projects successfully. The outcome of this research would be beneficial to project management team to deliver dispute-free construction projects.

Existing practical research on the development of relationships at different levels in collaborative construction projects is limited. This study offers a framework for the same which is validated in a real-life project.

The purpose of this paper is to identify the key drivers and challenges to supply chain collaboration in the humanitarian sector; to appraise the relationships between international non-governmental organizations (INGOs) and local non-governmental organizations (LNGOs) during disaster relief; and to explore the humanitarian context in regard to supply chain collaboration.

Literature from both the commercial and humanitarian sectors is discussed in the context of vertical partnerships. A Jordanian study spanning a network of 26 international and LNGOs is explored via semi-structured interviews.

The research provides valuable insights on the challenges facing LNGOs and INGOs when developing partnerships. Contextual factors, including host governmental policies and the social-economic setting of a disaster directly affect the motivations for supply chain collaboration between LNGOs and INGOs.

The research is built on interviewees with 30 humanitarian professionals working in one country during an extended crisis. The majority of the empirical data are only from one actor’s perspective, thus further research into dyadic and network relationships is required. Approaches to addressing the diverse cultural and decision-making perspectives of LNGOs and INGOs warrant further investigation.

Recognizing the motives and challenges to vertical partnerships between LNGOs and INGOs will assist the managers, both at the strategic and operational levels, to find solutions and evolve strategies to build effective partnerships. Compromise and consideration for partner’s drivers and cultural views are essential for effective joint humanitarian relief initiatives.

This paper extends supply chain collaboration to a humanitarian context. Overcoming the challenges facing collaborative efforts and complementary nature of the drivers provide a means to achieve effective partnerships. Despite the uniqueness of the humanitarian context, such as the secondary nature of cost and dynamic demand, the core principles of collaboration still hold.

To effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential. To adequately prepare students for collaboration across academic and non-academic disciplines and stakeholders, Living Labs (LLs), unique research internships have emerged in the educational systems, which are focused on generating insights for society while embedding student learning in both practice and academia. To legitimise the LLs as a method of education in the academic curriculum, it is necessary to evaluate the experience of and potential benefits for students with regard to the development of their academic, professional and personal skills. Hence, this paper aims to investigate the outcomes of participating in LLs from the student's perspective via a case study at the University of Groningen in the Netherlands. A secondary aim is to evaluate the influence of the COVID-19 pandemic on the learning experience of the students.

The authors employed self-reported pre-and post-questionnaires into students' confidence levels with regard to their academic, professional and personal skills. A total of 35 questionnaires were conducted during the period February 2020–July 2021. The authors subsequently applied evaluation research, using a benchmarking approach, to analyse the data.

This study firstly indicates that students are most confident in their personal skills, both before and after conducting the LL, and that they further developed these due to being pushed outside of their growth zone by the various challenges posed during the LL, including the COVID-19 pandemic. Secondly, while students seem to have become more aware of their professional skills in the LL, this was the aspect on which no improvement was reported after conducting the LL, potentially due to an increased awareness of one's own room for improving professional skills outside of academia. Thirdly, students' reported academic skills improved the most during the LL, which highlights the importance of embedding academic learning both in theory and practice. Lastly, the impact of COVID-19 changed the setting of the LL which led to challenges but also opportunities with respect to research design, time investment and communication.

As LLs seem to contribute to transversal and academic skill development of students, we can legitimise their increasingly common place in higher education curricula. LLs are not only beneficial for stakeholders and society as they generate new insights into societal questions, they are also of added value to students who actively collaborate with the external organisations and researchers. The LLs can thus be seen as a method of education which contributes to students' preparation for future careers, which is one of the main tasks of higher education institutions. Due to the COVID-19 pandemic the LLs were conducted online, which resulted in disadvantages and advantages. Future LLs can be anticipated on more hybrid or even further online collaborations, which also opens the possibility of collaboration with international organisations located at different parts of the world. In this case, extra attention will need to be devoted to aligning expectations among the different stakeholders and specifically focussing on ways to ensure good communication.

This case-study is one of the first studies that specifically looks at the newly emerging concept of LL research internships and the perception of the student while conducting LLs with societal partners. Previous literature on the topic is scarce and, if existing, has mainly focused on the benefit of the partner organisation or society. Instead, we purposefully reflect on how the collaboration contributes towards students' professional development and employability. By doing so, this paper is one of the first to shed light on the benefits accrued to students’ development by participating in an LL. In addition, as the case study, unexpectedly, took place at the height of the COVID-19 pandemic, we were also able to evaluate the influence of COVID-19 on the LLs and draw insightful lessons learned for future collaborations with local and international partners in an online setting.

Digital transformation shapes industries and influences the forms of collaboration between companies. This study aims to investigate digital business strategy as a key to facilitating collaboration beyond organizational boundaries.

The study focuses on the connection between digital business strategy and collaboration performance. The authors identify five types of digital business strategy elements based on the literature: development, objectives, resources, management capabilities, and digital leadership. The authors then studied the implications of these elements for collaboration performance using a survey. The study’s empirical data were collected from manufacturing and service companies, and 202 valid responses were received. The implications of the research elements were tested through regression analysis, which included the moderating effects of digitally enabled performance measurement.

The theoretical research framework identifies digital business strategy as a key determinant of collaboration performance, thus advancing the understanding of how companies can utilize digital business strategies and achieve enhanced collaboration performance. The results also show that the effect of digital business strategy on collaboration performance may be moderated by digitally enabled performance management.

The results suggest that management capabilities associated with digital strategy are a crucial element in positively influencing collaboration performance. Further, digital strategy-related resources can be better managed with digitally enabled performance measurement system, which is reflected in improved collaborative performance. Thus, companies should invest in management capabilities and connect their digital business strategies and performance measurement systems to develop collaboration in digital transformation.

The study is among the first to translate an empirical understanding of the digital transformation of small and medium-sized companies into a conceptual framework of a digital business strategy.

Major incidents in tunnel environment will pose several challenges for the emergency service organisations in terms of heat, visibility and lack of experiences from working in confined environments. These aspects, in turn, could pose challenges to establish collaboration. This study aims to contribute to the field of collaborative tunnel responses by exploring how “common knowledge” (Edwards, 2011) is built by the emergency services organisations, that is, what the organisations consider important while working on a potentially common problem, and their motives for the interpretations and actions if a major tunnel incident occurs.

Participants from the road traffic control centre, emergency dispatch centre, emergency medical service, rescue service and police were included in the study. Data from four focus group sessions was analysed using thematic analysis.

The study revealed that the tunnel environment presents specific aspects of how common knowledge was produced related to lifesaving and safety. The themes structuring mechanisms to reduce uncertainty, managing information for initial priorities, aligning responsibilities without hampering each other's work and adjusting actions to manage distance, illustrated how common knowledge was produced as crucial aspects to a collaborative response. Organising management sites, grasping and communicating risks, accessing the injury victims, was challenged by the confined environment, physical distances and imbalance in access to information and preparedness activities in tunnel environments.

This study offers new insights of common knowledge, by illustrating a motive perspective on collaborative responses in tunnel incidents. Creating interoperability calls not just for readiness for action and tunnel safety, but also training activities acknowledging different interpretations and motives to further develop tunnel responses.

Virtual collaboration in teams becomes increasingly popular at work. With the advantages of working in virtual teams come leadership challenges for which the shared leadership theory is discussed as a potential solution. While previous empirical studies investigating shared leadership in virtual teams generally confirm positive effects on team outcomes, this study aims to investigate in detail the leadership behaviors that are typically shared in these settings and how these shared leadership behaviors affect individual level outcomes.

Individuals from different teams participated in a questionnaire study (n = 411). Structural equation modeling was used to assess the effects of shared task- and relations-oriented leadership behaviors on team member’s subjectively perceived productivity and satisfaction with leadership.

Results indicate that shared task-oriented leadership behaviors have a significant positive effect on subjectively perceived productivity and satisfaction with leadership, while relations-oriented leadership behaviors have a significant negative effect. A hypothesis stipulating a moderating effect of task interdependence was not confirmed.

Practical implications include that in virtual teams with hierarchical organizational structures, it may be recommended that task-oriented leadership behaviors are shared among team members, whereas relations-oriented leadership behaviors should remain the responsibility of the official leader.

The findings complement previous research with new insights on behavioral dimensions of shared leadership and their effects on outcomes on the level of the individual.

Since the turn of the 21st century, various institutions of higher education have been established in the Gulf Cooperation Council region, several of which are branches of universities from North America, Europe, Australia, and other regions. Quality education is currently a required component in the models of collaboration between Universities; yet the literature suggests that challenges remain in how the quality education will be practiced in a region that lacked for long time private universities. In this paper, we present an exploratory investigation to determine what could be learned by studying the practicalities of collaboration and accreditation of a newly established institution in Oman, namely, Dhofar University. The case study focuses on the practicalities of DU’s external collaboration, national accreditation, and good practices University-wide and within the College of Engineering in particular. The paper aims to present and analyze challenges, good practices, faculty and staff experiences, and solutions that could be a useful pattern for similar institutions. The investigation builds on an internal University-wide self-study and an external review by an accreditation council.

While tourism scholars have increasingly recognized the significance of collaboration as an essential element in tourism development, there is a lack of theoretical and empirical research centering on (trans)local collaboration as a central means for future tourism development in Greenland. The purpose of this paper is to analyze the conceptual and analytic potentials and challenges of collaboration in an explorative case study.

The paper applies a case study approach to scrutinize collaboration in the setting of a tourism workshop in South Greenland. This research approach is exploratory in nature and focuses on collaborative activities among participants from different research institutions and countries, from Campus Kujalleq in Qaqortoq, from small-scale enterprises and businesses, managers of destination marketing organizations and local fishermen.

Four “collaborative configurations” emerged during the workshop. These inspire and challenge ways of (re)conceptualizing collaborative tourism development in South Greenland and call for the reconsideration of the present approach toward tourism development for shaping new possible future(s) of tourism in the Greenlandic context.

The relevance of this paper emerges from the crucial significance that tourism actors in Greenland credit collaboration. Moreover, by approaching development issues from within and mutually developing possible practice solutions through collaboration with local tourism actors, the paper aims to give voice to the local community, which currently is lacking in the debate on tourism development in Greenland.