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Article
Publication date: 20 May 2020

Nipuni Sumanarathna, Bismark Duodu and Steve Rowlinson

The study aims to provide suggestions for project-based firms (PBFs) to create value through the development of social capital, collaborative environment and organisational…

Abstract

Purpose

The study aims to provide suggestions for project-based firms (PBFs) to create value through the development of social capital, collaborative environment and organisational learning (exploratory & exploitative learning). In this regard, a conceptual model is proposed that examines the interrelations between social capital, collaborative environment and exploratory & exploitative learning in the context of PBFs.

Design/methodology/approach

A semi-systematic literature review focussed on interrelations between social capital, exploratory & exploitative learning and collaborative environment was undertaken. Top ranked journals and highly relevant journal articles in the management domain were considered for the review. To analyse literature, the content analysis technique incorporating NVIVO 12 software was adopted.

Findings

Conceptual model suggests that social capital positively affects exploratory & exploitative learning through collaborative environment in PBFs. Three dimensions of social capital (network ties, trust and shared goals) create collaborative environment and collaborative environment enhances organisational learning in PBFs across different levels. Ultimately, social capital, collaborative environment and exploratory & exploitative learning contribute to value creation in PBFs.

Originality/value

Although the relationship between social capital and exploratory & exploitative learning has been researched previously, findings remain inconsistent. This study provides an alternative perspective to discuss this relationship with the proposed mediating construct: collaborative environment. Considering the context of PBFs, a conceptual model was developed to explain the interrelations between social capital, collaborative environment and learning. This study especially discusses collaborative environment as a value creation factor.

Details

The Learning Organization, vol. 27 no. 4
Type: Research Article
ISSN: 0969-6474

Keywords

Book part
Publication date: 22 July 2005

Jill Nemiro, Stefanus Hanifah and Jing Wang

Contemporary organizations have realized the importance of creating work environments that energize and sustain collaborative capacity. Nowhere is the need for collaborative

Abstract

Contemporary organizations have realized the importance of creating work environments that energize and sustain collaborative capacity. Nowhere is the need for collaborative capacity more apparent than when business interactions and collaborative work efforts cross country boundaries. Collaborative capacity is the foundation to an organization's key resource, the collaborative capital. Creating a work environment or climate that supports, enhances, and maintains collaborative capacity is essential for achieving high levels of collaborative capital. In this chapter, we review an exploratory, cross-cultural investigation of the work environments that guide organizations (public and private universities) in the United States and in several Asian countries. One hundred and ninety-four staff from a university in the United States and a combined total of 976 individuals from eight universities throughout Asia (Malaysia, Singapore, South Korea, and Taiwan) were asked to assess their organizations’ work environments using the Performance Environmental Perception Scale (PEPS; David Ripley (1998) The development of the performance environment perception scale and its underlying theoretical model. Unpublished Doctoral Dissertation, University of Tennessee, Knoxville). We describe what work environment factors were viewed the same across Eastern and Western cultures, and what factors were viewed differently. Additionally, we present a model of work environment factors that can be used to enhance and sustain collaborative capacity across Eastern and Western cultures.

Details

Collaborative Capital: Creating Intangible Value
Type: Book
ISBN: 978-0-76231-222-1

Article
Publication date: 7 June 2011

Ross Brown, Jan Recker and Stephen West

Process modeling is a complex organizational task that requires many iterations and communication between the business analysts and the domain specialists. The challenge of…

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Abstract

Purpose

Process modeling is a complex organizational task that requires many iterations and communication between the business analysts and the domain specialists. The challenge of process modeling is exacerbated, when the process of modeling has to be performed in a cross‐organizational, distributed environment. This paper aims to suggest a three‐dimensional (3D) environment for collaborative process modeling, using virtual world technology.

Design/methodology/approach

The paper suggests a new collaborative process modeling approach based on virtual world technology. It describes the design of an innovative prototype collaborative process modeling approach, implemented as a 3D Business Process Modeling Notation (BPMN) modeling environment in Second Life. We use a case study to evaluate the suggested approach.

Findings

Based on a case study application, the paper shows that our approach increases user empowerment and adds significantly to the collaboration and consensual development of process models even when the relevant stakeholders are geographically dispersed.

Research limitations/implications

The paper presents design work and a case study. More research is needed to more thoroughly evaluate the presented approach in a variety of real‐life process modeling settings.

Practical implications

The research outcomes as design artifacts are directly available and applicable by business process management professionals and can be used by business, system and process analysts in real‐world practice.

Originality/value

This research is the first reported attempt to develop a process modeling approach on the basis of virtual world technology. It describes a novel and innovative 3D BPMN modeling environment in Second Life.

Details

Business Process Management Journal, vol. 17 no. 3
Type: Research Article
ISSN: 1463-7154

Keywords

Book part
Publication date: 22 November 2018

Anja P. Schmitz and Jan Foelsing

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking…

Abstract

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking their approach to learning. They are moving away from traditional instructor-centred, standardised classroom-based learning settings. Instead, learning needs to be tailored to the individuals’ needs, available anywhere at any time and needs to enable learners to build their network. The development of digital tools, specifically network technology and social collaboration platforms, has enabled these new learning concepts.

The use of these new learning concepts in organisations also has implications for higher education. The present case study, therefore, investigates how universities can best prepare future employees and leaders for these new working environments, both on a content level and a methodological level. It also investigates if these new learning concepts can support universities in dealing with a changing environment.

The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students. It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. Initial evaluation results indicate positive motivational effects, experience sharing and changes in perception of the student − lecturer relationship. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed. In addition, the potential of these computer-supported social collaborative learning settings is outlined.

Article
Publication date: 3 April 2018

Anna Maria Al Zubaidi-Polli and Nervo Verdezoto

Public participation is an important – if not the most important – pillar of democracy. When designing new e-participation environments, it is advisable to consider previous…

Abstract

Purpose

Public participation is an important – if not the most important – pillar of democracy. When designing new e-participation environments, it is advisable to consider previous appropriation practices of deliberative community networks to encourage broad participation. This can be achieved by sharing appropriation practices and by supporting the situated development of use, which may not only increase user participation but also decrease user frustration.

Design/methodology/approach

This paper addresses previously analyzed e-participation appropriation practices and technological limitations that participants faced when using the e-participation environment from the Aarhus’s Artwork design experiment. The lessons learned from these limitations and the appropriation practices identified help us in designing the next generation of e-participation environments and in counteracting their unsuccessful appropriation.

Findings

Potential design improvements for future collaborative writing e-environments that facilitate location-agnostic participation, and improvements that enable successful technology appropriation are presented.

Originality/value

These improvements are important to future research to inform a hybrid of in situ and ex situ technologies that enable collaborative writing to increase public participation in leisure spaces, engage a broader range of citizens and thus also encourage less motivated people.

Article
Publication date: 10 April 2009

Chang Zhu, Martin Valcke and Tammy Schellens

The purpose of this paper is to examine whether there is a cultural gap in student perceptions of online collaborative learning and to investigate to what extent student…

1834

Abstract

Purpose

The purpose of this paper is to examine whether there is a cultural gap in student perceptions of online collaborative learning and to investigate to what extent student perceptions, motivation, and learning strategies change over time due to the actual involvement in a collaborative e‐learning environment (ELE).

Design/methodology/approach

A parallel e‐learning environment for a first‐year university course is implemented for a Flemish group (n = 217) at Ghent University and a Chinese group (n = 165) at Beijing Normal University. Student perceptions of the online collaborative learning environment and their motivation and learning strategies before and after the ELE are measured.

Findings

The findings show that the Flemish group perceive the online collaborative learning environment more positively compared to the Chinese group. However, Chinese students' motivation, and learning strategies change significantly towards a way that is more in line with a social‐constructivist learning approach after the online collaborative learning experience.

Practical implications

The current results indicate that students from different cultural contexts perceive online collaborative learning environments differently. Specific cultural adaptations in e‐learning design could be considered when an ELE is to be implemented cross‐culturally.

Originality/value

This study can help both Chinese and Western instructors to become aware of different perceptions of online collaborative learning and to be more supportive to the students.

Details

Multicultural Education & Technology Journal, vol. 3 no. 1
Type: Research Article
ISSN: 1750-497X

Keywords

Article
Publication date: 17 October 2022

Maryam Husain Almahdi, Ghadah Al Murshidi and Osama Al-Mahdi

This paper investigates the social online learning experiences of teacher trainees during the COVID-19 pandemic. The study's model gauges the relationships between social…

Abstract

Purpose

This paper investigates the social online learning experiences of teacher trainees during the COVID-19 pandemic. The study's model gauges the relationships between social presence, sense of community, and collaborative learning in online work-based learning environments.

Design/methodology/approach

This study uses a cross-sectional design, specifically an online questionnaire, to collect data from teacher-trainees in different years of their university programs.

Findings

The findings indicate significant and positive relationships between social presence and both sense of community and collaborative learning, and between collaborative learning and sense of community in a work-based online learning environment. Moreover, collaborative learning was found to mediate the relationship between social presence and sense of community in the study's model.

Research limitations/implications

The use of questionnaires to collect self-reported data from a mostly female undergraduate sample is expected to affect the generalizability of the results. Experiments or observation methods and a wider sample of participants can be used in future research to build on the findings of this study.

Practical implications

The authors recommend that educators play an active role in improving the students' online social learning experiences, especially their social presence and collaborative learning. By using different interactive methods (e.g. encouraging students to ask questions, express emotions, share resources, and reflect on their learning in a group), educators can help students achieve a sense of community and, hence, realize the many beneficial outcomes tied to community creation in online learning environments.

Originality/value

The study contributes to knowledge by highlighting students' social experiences while learning online, a usually overlooked area of study. These insights are especially important in a time when online learning has become a necessity rather than a choice and when students are in dire need of social support and community. Researching the online social learning experiences of teacher-trainees lends additional value to the study, as it is necessary for future teachers to experience and master this type of learning during their pre-service training so they can apply it with higher levels of confidence and efficacy in their future classrooms.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 28 September 2010

Yong Hu, Dianliang Wu, Xiumin Fan and Xijin Zhen

Owing to the numerous part models and massive datasets used in automobile assembly design, virtual assembly software cannot simulate a whole vehicle smoothly in real time. For…

Abstract

Purpose

Owing to the numerous part models and massive datasets used in automobile assembly design, virtual assembly software cannot simulate a whole vehicle smoothly in real time. For this reason, implementing a new virtual assembly environment for massive complex datasets would be a significant achievement. The paper aims to focus on this problem.

Design/methodology/approach

A new system named “Grid‐enabled collaborative virtual assembly environment” (GCVAE) is proposed in the paper, and it comprises three parts: a private grid‐based support platform running on an inner network of enterprise; a service‐based parallel rendering framework with a sort‐last structure; and a multi‐user collaborative virtual assembly environment. These components would aggregate the idle resources in an enterprise to support assembly simulation with a large complex scene of whole vehicle.

Findings

The system prototype proposed in the paper has been implemented. The following simulations show that it can support a complex scene in a real‐time mode by using existing hardware and software, and can promote the efficient usage of enterprise resources.

Practical implications

Using the GCVAE, it is possible to aggregate the idle resources in an enterprise to run assembly simulations of a whole automobile with massively complex scenes, thus observably reducing fault occurrence rates in future manufacturing.

Originality/value

The paper introduces a new grid‐enabled methodology into research on collaborative virtual assembly system which can make the best use of idle resources in the enterprise to support assembly simulations with massively complex product models. A video‐stream‐based method was used to implement the system; this enables designers to participate ubiquitously in the simulation to evaluate the assembly of the whole automobile without hardware limitations.

Details

Assembly Automation, vol. 30 no. 4
Type: Research Article
ISSN: 0144-5154

Keywords

Book part
Publication date: 19 May 2015

Albert Sangrà, Mercedes González-Sanmamed and Montse Guitert

This chapter aims to show how the inquiry-based learning (IBL) approach can be successfully used in online education. To this purpose, we will present the experience of the…

Abstract

This chapter aims to show how the inquiry-based learning (IBL) approach can be successfully used in online education. To this purpose, we will present the experience of the Digital Competence Program at the Universitat Oberta de Catalunya, which is designed considering the principles of collaborative work, implemented with a wide range of educational resources taking advantage of ICT benefits, is delivered online, and is finally evaluated from opinions voiced by students. In addition, it is a good example of a multidisciplinary approach since it covers several disciplines and helps to acquire a number of skills that professionals require in their personal and social environments and at the workplace.

Details

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-847-2

Article
Publication date: 1 September 2006

Rabee M. Reffat

This paper introduces an alternative teaching model in a virtual architectural design studio, its application, impacts and constraints. This model aims for achieving collaborative

Abstract

This paper introduces an alternative teaching model in a virtual architectural design studio, its application, impacts and constraints. This model aims for achieving collaborative learning through facilitating students to Inhabit, Design, Construct and Evaluate (IDCE) their designs collaboratively in a multi-user real-time 3D virtual environment platform (Activeworlds). The application of this model in virtual design studio (VDS) teaching has favorably impacted students' motivation for active, creative and explorative learning, social dynamics between studio participants. It also fostered learning electronic communication, collaboration techniques and etiquette in addition to design technology. The model assisted in developing collaborative experience and shared responsibility. However, there are some drawbacks of the virtual environment platform that hindered having a responsive design environment to users' needs with especially in modeling and rate of viewing. The advantages and constraints of applying the IDCE teaching model in a multi-user real-time 3D virtual environment for first year students at the University of Sydney are addressed in this paper.

Details

Open House International, vol. 31 no. 3
Type: Research Article
ISSN: 0168-2601

Keywords

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