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This chapter provides an overview of the value and management of collaborative innovation in the development of library services. Open or collaborative innovation is innovation that bridges organizational boundaries. It discusses key aspects of interorganizational innovation and its application in libraries, namely the essence of innovation, the imperative for collaborative innovation, choosing partners and innovation networks, successful management of collaborative innovation, and the barriers to collaborative innovation and their management. It is argued that innovation is pivotal to survival and success in dynamic and complex organizational environments. Increasingly organizations are seeking to pool resources and enter into collaborative alliances in order to achieve large-scale, radical, paradigm innovations. However, the success of such alliances is not guaranteed, and is dependent not only on choosing the right partners but also on the leadership and management of innovation teams, having an understanding of the challenges of collaborative knowledge creation, and negotiating organizational and interorganizational barriers to innovation. While library and information literature has seen much discussion of innovations in terms of the outputs of innovation processes, there has been little discussion of the innovation processes needed to achieve new service developments, and other innovations. This chapter encourages information professionals to think strategically about innovation activities, specifically the management of the performance of collaborative or open innovation.

Adopting an EU policy lens, this chapter primarily addresses the proposed pivotal role of firm-level innovation capability (FLIC) in small and medium-sized enterprises (SMEs) as a stimulant of sustainable development (SD) and green growth in Ireland/Wales. The chapter specifically examines the scale and scope of the green economy (GE), and considers the importance of organizational inherent “green” innovation capabilities (GICs) to achieve it. Underpinning the study is the methodology and concept of utilizing a facilitated cross-border multi-stakeholder learning network to enable knowledge transfer and exchange practices to flourish between partners, acting as a significant predictor of the development of SME GICs structures. Specifically, against the backdrop of the Green Innovation and Future Technologies (“GIFT” hereafter) INTERREG 4A Project, the research assesses how academic–industry partner exchange and inter-group learning and cooperation facilitates the development of GICs in smaller enterprises to realize a sustainable smart green economy in Ireland.

Worldwide academia is going through a major transformation because of Open Science and Recognition and Rewards movements that are linked to big societal challenges such as climate change, digitalization, growing inequality, migration, political instability, democracies under threat and combinations of these challenges. The transformations affect the human resource management (HRM) and talent management of universities. The main focus of this chapter is on collaborative innovation and the way universities participate in coalitions and strategic alliances on national and international levels. These platforms not only discuss the transformations and support the academic changes but also act as talent pools and talent exchange. This chapter provides an overview of the current state of affairs with respect to Open Science and Recognition and Rewards in academia. Next, a theoretical foundation is presented on the concepts of collaborative innovation, coopetition and HRM innovation in general. The leaders or leading organizations in the HRM innovation models often can’t make it happen on their own, in particular in highly institutionalized contexts such as academia. The legitimacy of transformations requires coalitions of the willing and therefore strategic alliances on different levels. The coalitions in academia can also contribute to academic talent management through sectoral transformations (see Recognition and Rewards) and through the way these coalitions operate.

This study is an attempt to (a) introduce Turkey as a country case with statist policy tradition and authoritarian political culture, yet, a growing importance of cross-sectoral collaboration in various policy areas, as an opportunity to conduct network research beyond advanced democracies (Chapter 1); (b) develop an integrated framework for the study of policy networks across country cases and policy settings at the sub-national level through the utilization of Network Collaborative Capacity Index (Chapter 2); (c) trace the contextual conditions that led to the formation of policy networks within the health sector from 2011 to 2015 in Turkey (Chapter 3); (d) examine those mechanisms that maximize collaboration along the structural, relational, and institutional dimensions of networks (Chapter 4); and (d) assess the cultural and structural impediments that inhibit cross-sectoral arrangements from becoming collaborative and influencing policy processes and outcomes (Chapter 5). This concluding chapter focuses on the theoretical significance as well as the practical effectiveness of the policy networks under consideration in an attempt to link the local practice of network collaboration with more general theories of governance.

Sharing services increasingly extends beyond intraorganizational concentration of service delivery. Organizations have started to promote cooperation across their boundaries to deal with strategic tensions in their value ecosystem, moving beyond traditional outsourcing. This chapter addresses two research questions geared to the challenge of interorganizational shared services (ISS): why would organizations want to get and remain involved in ISS? And: what are the implications of ISS for (inter)organizational value creation?

The conceptual chapter reviews literature pertaining to ISS from public, commercial, and nongovernmental sectors. ISS is understood as a multistakeholder organizational innovation. In order to analyze ISS and conduct empirical research, we developed a taxonomy and research framework.

The chapter shows how ISS can be positioned in value chains, distinguishing vertical, horizontal, and hybrid ISS. It outlines ISS implications for developing business models, structures, and relationships. Success factors and barriers are presented that epitomize the dynamic interplay of organizational autonomy and interorganizational dependence.

The research framework offers conceptual ideas for theoretical and empirical work. Researchers involved in ISS studies may adopt strategic, strategic innovation, and organizational innovation perspectives.

ISS phases are distinguished to focus innovation management — initiation, enactment, and evaluation. Furthermore, insights are provided into processes and interventions aimed at making ISS a success for participating organizations.

Cross-sectoral perspective on ISS; taxonomy of ISS; research framework built on organization and strategic management literature.

The authors describe a hypothetical course that educators can use as a resource and model to (1) inform students about the transformations currently occurring as societies grounded in practices of the 20th century Industrial Age experiment with the emergent systems and structures of the 21st century Innovation Age, (2) identify experiential learning strategies that actively engage students in practicing the collaboration skills they will need to be successful, and (3) expose students to the field of positive psychology to understand their psychological strengths and to learn how to use them strategically to enjoy more success across multiple social networks. These multiple social networks present a complexity to learners that require students to develop a navigational compass. Psychological strengths refer to personality traits and competencies that enable people to do things well. In this three module course, students learn how moments of positive emotion can contribute to the high levels of engagement that occur when operating from strengths. Awareness and use of strengths energize the drive for achievement, sustain resilience, and improve performance. Students systematically identify their strengths and learn to spot strengths in others. In portfolios, they document engaged experiences to understand what truly energizes them and improves productivity. They reflect on how strengths and moments of positive emotion affect their self-esteem and self-efficacy. In class activities, students explore how to deploy strengths effectively in different settings. In the last module, they set goals and work with teams to discover why collaboration and communication are essential to maximizing the value of strengths-based learning in social networks.