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The purpose of the current research seeks to understand what role supply chain (SC) collaboration plays in effectively managing customers of a firm. The research also investigates what role industry competitive intensity plays on SC collaboration formation.

The current research utilizes empirical survey data from professionals whose companies collaborate within a SC. Structural equations modeling is employed to assess the relationship of collaborative process competence on SC collaboration as well as the moderating impact of industry competitive intensity. A further boundary condition is examined with the partner interdependence SC collaboration relationship. Additionally the SC collaboration account management relationship is also investigated.

The paper provides empirical insights on how SC collaboration contributes to focal firm customer account management. Additionally, results suggest that collaborative process competence and its relationship with SC collaboration works differently in the presence of partner interdependence and the moderator of industry competitive intensity.

While the findings help to promote the generalizability of the new research, future research could seek to understand how firms could develop specific account management value propositions through SC collaboration in specific contexts.

The main contributions of the work include empirical analysis of a proposed theoretical model, a better understanding of the role collaborative process competence plays on SC collaboration formation and the discussion of customer account management as an outcome of SC collaboration.

The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary and vocational levels of education.

The research is based on an interpretative and collaborative learning approach to teachers’ entrepreneurial competence development. The empirical work relies on teachers’ written learning reflections collected during the chosen training programme and applies an Interpretative Phenomenological Analysis (IPA) method to analyze the data.

The findings demonstrate that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach. The findings highlight that social interaction and collegial support are important “drivers” for building self-confidence, further showing that conceptual and pedagogical renewal leads to an in-depth understanding of the work role and its meaning in society.

The study is of an explorative nature and bound to a specific contextual setting in Finland. Therefore further empirical research is needed to affirm the study’s suggestions on the effects of other collaborative learning interactions.

The research findings provide new insights for teacher trainers and policy makers on how to enhance entrepreneurial teaching competences. The study concludes with new directions for designing and managing teacher training programmes.

The paper enhances the understanding of teachers’ entrepreneurial competences, the role of collaborative peer learning in this process and thus bridges the gap between teacher research and entrepreneurial competence literature.

While service innovation is an important issue for manufacturers, relatively little research lends empirical support to the perspective that service innovation enhanced by collaborative competence may impact the competitive advantage of original equipment manufacturing (OEM) suppliers. This study aims to advance a service-dominant logic by empirically investigating the linkage between collaborative competence, service innovation and competitive advantage for OEM suppliers.

Surveys were completed by representatives of 142 Taiwanese OEM suppliers in the electronics industry.

The results of path analysis suggest that information competence and coordination competence have positive effects on both exploitative service innovation and explorative service innovation. There only appears to be a significant relationship between joint innovation competence and explorative service innovation. Furthermore, two-pronged service innovations contribute to a supplier’s internal and external competitive advantage.

The empirical findings have important research and practical implications that help elucidate the antecedents and outcomes of OEM suppliers’ service innovation.

For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal competence. There is growing evidence that project-based sustainability courses facilitate interpersonal competence development. However, research so far has focused on single case studies and on assessing learning outcomes. The purpose of this study is to deepen the understanding of how graduate students learn interpersonal competence in project-based sustainability courses.

This study adopts a multi-case study approach triangulating observations, semi-structured interviews and focus groups supported by Photovoice method. A comparison of three project-based sustainability courses in graduate programs at universities in the USA, Germany, Switzerland and Spain is conducted to gain generalizable insights on how interpersonal competence can be developed through project-based sustainability courses.

Receiving inputs, experiencing, reflecting and experimenting are four learning processes supportive of interpersonal competence development. Interpersonal attitudes seem to be mostly learned through a combination of experiencing and reflecting, followed by experimenting; not surprisingly, interpersonal knowledge is mostly developed through a combination of receiving inputs, experiencing and (collective) reflection; and interpersonal skills seem to be mostly learned through a combination of receiving inputs and experimenting, or, more directly, experiencing and experimenting.

These findings support the unique learning opportunities offered through project-based sustainability courses and can help instructors to better facilitate students’ development of interpersonal competence.

The value of this study is three-fold: (i) it provides a comprehensive picture of interpersonal competence, including attitudes, knowledge, and skills; (ii) it spells out specific teaching and learning processes; and (iii) it links these to specific interpersonal competence facets and components.

The purpose of this paper is to demonstrate the similarities and differences of occupational identity among logistics managers, controllers and specialists.

After a thorough review of the literature, the authors opted for desk research and content analysis of job advertisements for these three occupations as the major research method, focusing on a sample of 60 Polish and German advertisements.

The analysis of these data confirmed that the three occupations have their own identity (although there is a certain closeness between controllers and managers), but, from a holistic perspective of logistics management considering current trends in logistics, these three occupations should be integrated as a whole.

This has been the first paper comparing ads focused on logistics professionals in two relevant European economies in terms of logistics development: Poland and Germany.

This study aims to assess higher education students’ interest in learning sustainability competencies and their pro-ecological worldviews at a large research-intensive university in Finland to provide a background information for developing a sustainability science course.

In total, 797 students participated in the study. The data were collected through an online survey that measured students’ interest in learning sustainability competencies and their pro-ecological worldviews. Participants were classified into five categories based on field of study. The data were analysed by using Pearson’s correlation, independent samples t-tests, and analysis of variance.

The participating students perceived learning of critical thinking and values thinking most interesting. Interest in learning sustainability competencies and pro-ecological worldview appeared to differ across fields of study. Participants studying humanities expressed lower interest in collaborative use of digital technology compared to the participating students in science and agriculture. Participating students in health and welfare scored lower on interest in learning values thinking than students in other study fields.

The response rate was low. It is likely that the participants felt strongly about sustainability challenges, therefore making them more interested in sustainability competencies. The limited number of sustainability competencies studied does not allow generalisation to all sustainability competencies.

The differences in interest in learning sustainability competencies and pro-ecological worldview should be understood and considered when planning sustainability education.

These results provide new insights into the interlinkage of students’ interest in learning sustainability competencies, their pro-ecological worldviews and their field of study.

The purpose of this paper is to identify critical barriers to partnering, as perceived by construction clients, and the specific measures that are taken to overcome them during implementation.

Empirical data were collected through a survey study of 87 professional construction clients in Sweden.

Clients regard the most critical barriers as those attributable to cultural and organisational aspects. The analysis also shows that clients' perceptions of these barriers do not, in fact, affect their procurement procedures. Two‐thirds of clients in the survey wish to increase cooperation with actors in the belief that it will favour project success. Their intention does not have any bearing on their procurement and project management procedures, which are still aligned to competitive bidding. Two potential reasons for this inconsistency are discussed: clients may be unaware of how their procurement procedures affect cooperation, and/or the individual decision maker may not have strong enough incentives to start using new and less familiar procurement procedures even though they are potentially more suitable than traditional procedures.

The quantitative data are limited to clients' perceptions of barriers to partnering; a contractor perspective is not included in the survey.

The research results can serve as an alert for construction clients that their procurement procedures need to be adapted if they want to achieve the move towards increased cooperation that they say they do.

This paper offers a unique analysis of the correlations between desired outcome in the form of increased cooperation, and actual behaviour in the form of procurement procedures.

The purpose of this paper is to develop a conceptual model on the role that information systems (IS) architecture planning plays in enhancing IS outsourcing's impact on IS performance and to empirically test the model.

Survey data were gathered and structural equation modeling technique is used to test hypotheses.

The empirical test clearly demonstrates the important role that IS architecture planning plays in enhancing IS outsourcing's impact on IS performance. In other words, it shows that IS architecture planning provides a blueprint for establishing necessary technical and administrative platforms, based on which IS outsourcing can be effectively implemented to positively impact IS performance. Consequently, the key proposition in the conceptual model of the study has been empirically validated.

The relatively low response rate requires future studies to re‐validate the model to test the robustness of the findings. The fact that 75 percent of respondents are IS managers/directors may produce inflated responses on IS performance and future studies with more balanced IS and business managers' participation can help to further verify the model. Future research can also investigate how web compliant‐based technologies such as SOA and XML can enable high levels of modularity to improve IS outsourcing effectiveness for better IS performance. As to control variables, the extent of IS outsourcing and the level of IS architecture maturity may be incorporated in a refined model to better test the role IS architecture planning plays in enhancing IS outsourcing's impact on IS performance. IS outsourcing effectiveness may be added to the model as a bridge linking IS outsourcing competences to IS performance. A longitudinal study can be conducted to analyze the dynamics of how IS architecture planning can impact IS outsourcing informed buying and help one to understand the portfolio of outsourcing control mechanisms in a multiple outsourcing projects setting.

The empirical support of the key proposition that IS architecture planning enhances IS outsourcing's impact on IS performance makes it very clear that IS management should make due efforts to improve their understandings of various IS components, associated business processes, and their interactive relationships for better IS outsourcing management. Further, the identification of the antecedents of IS architecture planning will enlighten practitioners about how to improve their IS architecture planning competence.

The paper builds on previous research to provide further empirical evidence on the role that IS architecture planning plays in enhancing IS outsourcing's impact on IS performance.

The aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the development of competences in university students. The objective is to reflect on how critical and systemic thinking could be mobilised through the contents and methodologies in physical education to promote the SDGs.

A conceptual article is proposed in which an active investigation of how physical education could foster critical and systemic thinking has been carried out. For this purpose, articles were selected that have analysed the potential of physical education for sustainability. Databases such as Web of Science, Scopus or Google Scholar have been reviewed through keywords such as “physical education”, “sustainability”, “critical thinking” or “systems thinking”.

Strategies are presented to enable university students to understand the scope of the subject beyond the physical dimension. This study discusses that it is only through such a change of view of the subject that meaningful learning and learning situations that encourage enquiry and active participation can be introduced. Thus, this paper argues that physical education is a unique area of knowledge for mobilising critical and systemic thinking in the context of sustainable development (SD). Consequently, concrete actions are presented for application in physical education teaching that shows direct connections to specific targets of the SDGs.

This study presents practical implications for higher education leaders and educational policy designers at the national level, as it would help improve initial and ongoing training programs for physical education teachers, focusing on the development of key competencies for sustainability.

Physical education has the potential to contribute to the development of vulnerable schools and communities, especially to the health and well-being of children and young people and does not require large financial budgets. Therefore, the recommendations presented in this study can have a positive impact on the well-being of these groups.

This document invites reflection on how, through different teaching strategies, we can produce significant learning that contributes to the sustainability of the planet. All this, trying to mobilise critical and systemic thinking and consequently improving awareness for SD.

Collaborative forms range from co-located teams engaged in short term local projects, to international joint ventures, to worldwide networks of organizations and citizens linked together to generate global social change. In order to discern patterns that transcend the breadth of forms (including virtual), a new term is introduced that encompasses the entire spectrum: collaborative entity (CE). The diverse and far-ranging CE literature is then integrated into the Collaborative Capacity (CC) Framework. That framework is comprised of ten broad constructs and their interrelationships that, when considered together, capture fundamental aspects of all CEs. The CC Framework provides a bridge-building language to help facilitate inter-disciplinary, multi-dimensional dialogue, research, and perspectives on fostering collaborative capacity.