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This study aims to explore whether and how the two potential antecedents (i.e. relationship quality at the dyadic level and network density at the network level) affect firms’ internet-interactive capability (FIIC), referring to the capability of a specific firm to communicate and interact with the relevant partner firms on the basis of internet-interactive technologies in the internet environment and, at the same time, the following influence of FIIC on collaborative activities (i.e. joint planning and joint problem-solving).

This study designed a questionnaire and collected data on-site from 400 manufacturers. SmartPLS is used to validate the research model.

The results suggest that the dyadic relationship quality and network density of the partner group are both positively connected with a firm’s FIIC. Besides, FIIC is positively related to collaborative activities with its partners.

Given the nature of our data (i.e. cross-sectional), the authors can collect longitudinal or experimental data to retest the hypotheses.

This study gives certain guidance for firms to be aware of the factors that motivate FIIC and use their FIIC to influence their employees’ collaborative activities in their relationships with partners, thereby promoting cooperation performance.

This study attempts to extend the resource-based theory based on the logic of motivation-capability by exploring the potential antecedents of FIIC and makes contributions to the current studies on the antecedents of FIIC, which provides actionable insights for firms to play the role of FIIC in interfirm interactions.

Professional learning networks (PLNs) involve teachers’ collaboration with others outside of their school to improve teaching and learning. PLNs can facilitate teachers’ professional growth and school improvement. This study aims to explore the drivers for participation within PLNs, the enactment process and the impact of PLN participation on teachers, students and schools in Greece.

A descriptive phenomenological study was conducted to explore the lived experience of primary school teachers participating in PLNs.

The findings showed that individuals who were open to change were driving innovation to address a need or a lack in their daily practice that was not satisfied within their usual community of practice. The key element of the participation was peer collaboration with openness of communication without attendant accountability pressures. The change was mainly identified in teacher skills and the school climate. An individual could bring change only if the school is already open to change. In some cases, resistance to change in schools was identified before enactment or during enactment. The transformation of teachers’ and leaders’ stances is discussed, enabling the opportunity to maximise school improvement.

The study examines PLNs as European Union-funded initiatives that are developed by teachers in centralised education systems under the phenomenological research paradigm. It explores the PLNs in a different setting compared to the existing conceptual theory of change for PLNs.

The aim of this study was to shed some light on the extent to which digital literacy, epistemological belief and reading motivation and engagement predict pre-service teachers’ capabilities in teaching 21st century skills.

21st Century Skills Teaching Scale, Internet based Epistemological Beliefs Scale, Internet based Reading Motivation and Engagement Scale as well as Digital Literacy Scale were used to collect the data. A total of 512 pre-service teachers from four universities in Türkiye participated in the study. Descriptive statistics, correlation and structural equation model fitness tests were performed by using SPSS 24.0 and AMOS 22.0.

First, the results of the correlations analysis indicated that there were statistically significant positive correlations among measured variables. Second, the results of the path and SEM model fit tests demonstrated that all the model fit indices of X2/df, TLI, CFI, RMSEA met the acceptable criteria and were shown to be an adequate model structure. Finally, the results demonstrated strong evidence for predicting effects of digital literacy, epistemological belief as well as reading motivation and engagement on teaching 21st century skills.

This study is limited by the fact that the evidence relies solely on pre-service teachers' self-reporting. Secondly, although the hypothesised model explained 45.2% variance of pre-service teachers’ competence in the 21st century skills, 54.8% of it remains unexplained.

The results of this study suggest important implications for teaching programs as they underscore the importance of digital literacy on epistemological beliefs, reading motivation and competence in teaching 21st century skills.

The present article aims to examine the development of the theoretical framework surrounding collaborative consumption (CC) standards in recent years regarding European short-stay accommodation booking platforms. The sharing economy has significantly impacted the tourist accommodation market in recent years. Starting with the use of experimental data on CCs published on Eurostat in 2019, this article analyzes the correlation between choices of CCs for short-stay accommodation, employment and the economic crisis.

A vector autoregressive panel approach was applied to investigate the correlation between CC short-stay accommodation choices using panel organization data from 561 EU regions between 2018 and 2021.

Analyzing the connection between the main data panel variables, a positive correlation was found, followed by an increasing trend in CC use. A self-multiplying effect is generated; that is, the more people use CC, the more electronic captures occur. Consequently, the improvement of CC use and knowledge-intensive activities in short-stay accommodation is strongly linked with employment and GDP.

The originality of the investigation is to examine with a cross-sectional panel data overview the reasons that can push stakeholders to adopt CC and to clearly define a new perimeter of research in terms of the endpoint of CC in short-stay accommodation. Furthermore, the study seeks to assess the end-point congruence to utilize CC as a new gamble to accelerate digital knowledge in the hospitality sector.

Our study centered on activity-based workspaces (ABWs), unassigned open-plan configurations where users’ activities determine the workplace. These workspaces are conceived and shaped by accommodation professionals (APs) like managers and architects and are loaded with their ideas, ideals, norms and values; therefore, they are normative and hegemonic. Previous research has largely failed to consider how APs’ spatial conceptions materialize in the workplace. To address this omission, we adopted a narrative approach to study APs’ impact during the conceptualization stage.

The data were collected via a 10-year at-home ethnographic study at a Dutch university, including observations, interviews, documents and reports. Studying the researchers’ organization allowed for a longitudinal research approach and participative observations. The data focused on the narrative techniques of APs when establishing an ABW.

In introducing ABWs, APs resorted to two principal narrative strategies. Firstly, the ABW concept was lauded as a solution to a host of existing problems. Yet, in the face of shortcomings, lecturers were often blamed.

Despite the considerable influence of APs on both the physical layout of workspaces and the nature of academic labor, there is little insight into their conceptions of the academic workspace. Our research contributes a novel perspective by revealing how APs’ workspace conceptions drive the narratives that underpin the roll-out of ABWs and how they construct narratives of success and failure.

This paper examines open innovation (OI) based on sustainability principles within the agri-food sector. The study aims to understand the interplay between different actors and develop a typology of their roles in fostering sustainability. Three key research questions guided our inquiry: “WHY” sustainability is driving the OI initiatives as presented by companies, “WHO” participates in OI interactions and “HOW” these interactions are structured among diverse agri-food actors.

Through a theoretical prism encompassing OI modes, types, practices, sustainability dimensions and multilevel perspectives, we analyzed 78 agri-food sustainable OI initiatives, as described by the companies, to identify and explain why, who and how they engage in OI to drive sustainability shifts.

The results reveal typical patterns of transaction and cooperation between actors and confirm the collaborative nature of sustainable OI in the agri-food sector when actors must transcend traditional economic boundaries and reshape both the internal performance culture and the broader industrial or community mindset. The paper also conceptualizes the roles of actors in co-creating value in the context of sustainable food transitions.

This study brings the theoretical lenses of OI to conceptualize the collaborative nature of sustainability transitions in the agri-food system. The focus on sustainability transitions is dominantly placed on innovators at the niche level, while incumbents tend to be depicted as protecting the status quo. Thus, the focus on the collaborative interplay among different actors engaged in OI for sustainability contributes to offering a more nuanced view of innovation in sustainability transitions. In turn, the development of a typology of actors, motivations and configurations of OI from sustainability transition perspectives contributes to strengthening the conceptualization of sustainable value co-creation in the OI realm.

Innovation is vital for sustainable regional development. Government is generally not a source of innovation per se, but the authors shows that by establishing and funding an industrial innovation ecosystem, it can create fertile conditions for research institutions to introduce innovative technologies into industry and for industry to introduce its gaps and needs to motivate and direct academic research. This paper aims to present a case study of the Jiangsu Industrial Technology Research Institute (JITRI) as a “triple helix” collaboration model engaging Industry-University-Research (IUR) institutions. The authors aim to provide a fresh perspective on constructing innovation ecosystems, promoting value creation and advancing the adoption of industrial technology.

Taking JITRI as a case study, this research examines its innovative approaches to interfacing with IUR organizations within China’s Yangtze Delta region. The authors propose a multilayered framework where JITRI serves as the core, facilitating the formation of a robust innovation ecosystem with diverse IUR entities.

This framework comprises three layers: core, platform and support. JITRI acts as the central nexus, binding these elements together and fostering a cohesive innovation ecosystem. By analyzing the operational mechanisms of the Jiangsu Provincial innovation system, the authors gain valuable insights into how JITRI bridges the gap between academia and industry. This facilitates the efficient commercialization of technologies. The success of the JITRI approach presents a compelling model for emulation by other provincial innovation ecosystems seeking to enhance their innovation capabilities.

This study enriches the ongoing conversation on innovation ecosystems, proposing novel avenues for further research. However, the field requires continuous monitoring through longitudinal studies. Given the long-term nature of such initiatives, the full impact of this approach might only be realized over several decades.

JITRI aims to create a robust and innovative provincial innovation ecosystem through its focus on IUR collaboration. This unique approach offers valuable insights and ideas for fostering the development of thriving innovation ecosystems in other provinces. These insights encompass new perspectives on innovation ecosystem development, value creation and industrial advancement.

This study pioneers the use of the JITRI system as a case study, offering valuable insights with potential application to innovation ecosystems across China and globally.

The impact and collective threat of climate change is of key concern to all. Music and arts education can play a role by responding to the ongoing climate crisis through the creation of artworks as activism. This paper discusses a collaborative online international music project and its potential contribution to sustainable development education.

10,427 miles and 11 hours apart, music education students undertook the project, working in groups with a mix of students from Aberdeen, Scotland and Melbourne, Australia in each group. Each student collected video footage that captured their experience of climate concerns related to their environment. Students combined and edited the footage then collaboratively composed music to accompany the footage. This research was conceived as a collaborative self-study project undertaken by the authors as music teacher educators.

The results show a range of musical and extra musical outcomes and challenges. Evidence suggests that a collaborative online international music learning experience may contribute to sustainable development education and regenerative practice more broadly. Students began to develop their practice as educators for school and community contexts embedding learning for sustainability and climate consciousness, thus enabling them to develop as active global citizens.

This paper argues for greater attention to the affordances of digital collaborative music technology tools to facilitate creative projects as well as the need to reimagine musical experience, drawing together strands of music, sustainability education, technology and global citizenship. This paper also argues for the importance of embedding the UN Sustainable Development Goals in teaching and learning in Higher Education.

There is a lack of clarity about how lecturer collaboration in light of learning and (professional) development fits within the framework of a quality culture in higher education institutions (HEIs). More specifically, it is unclear how collaboration is present or stimulated in the organisational context, triggering working mechanisms leading to quality-related outcomes. Therefore, the purpose of this study is to relate HEIs' quality culture to lecturer collaboration.

This exploratory study relates institutions’ quality culture to lecturer collaboration via semi-structured interviews and document analysis at the institutional level in four Flemish HEIs.

The results demonstrate collaboration as a working mechanism driven by the institutional strategy. In this way, lecturers’ professional development (PD) is stimulated. The results also indicate that collaboration is present within lecturers’ PD: working together during or sharing experiences after PD initiatives is considered useful for quality teaching and learning.

Following the growing attention in research and practice to lecturer collaboration, this study incorporates lecturer collaboration in the framework of quality culture within HEIs.

The paper addresses the issue of change in Wikidata ontology by exposing the role of the socio-epistemic processes that take place inside the infrastructure. The subject of the study was the process of extending the Wikidata ontology with a new property as an example of the interplay between the social and technical components of the Wikidata infrastructure.

In this study, an interpretative approach to the evolution of the Wikidata ontology was used. The interpretation framework was a process-centric approach to changes in the Wikidata ontology. The extension of the Wikidata ontology with a new property was considered a socio-epistemic process where multiple agents interact for epistemic purposes. The decomposition of this process into three stages (initiation, knowledge work and closure) allowed us to reveal the role of the institutional structure of Wikidata in the evolution of its ontology.

This study has shown that the modification of the Wikidata ontology is an institutionalized process where community-accepted regulations and practices must be applied. These regulations come from the institutional structure of the Wikidata community, which sets the normative patterns for both the process and social roles and responsibilities of the involved agents.

The results of this study enhance our understanding of the evolution of the collaboratively developed Wikidata ontology by exposing the role of socio-epistemic processes, division of labor and normative patterns.