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This study aims to explore the potential role of supply chain digital transformation on collaborative knowledge creation, supply chain innovation, and value co-creation in new norms. It also examines the impact of collaborative knowledge creation and supply chain innovation on value co-creation. Furthermore, the study examines the impact of collaborative knowledge creation on supply chain innovation. Finally, it investigates the possible mediating role of knowledge absorptive capacity and relationship quality in shaping these interactions.

To establish the empirical part of this study, the collection of data involved distributing a questionnaire to 247 managers working in manufacturing companies. The measurement model assessment and hypothesis testing were performed employing the PLS-SEM approach.

The findings indicate that supply chain digital transformation significantly impacts collaborative knowledge creation, supply chain innovation, and value co-creation. This study also confirms the significant impact of collaborative knowledge creation on supply chain innovation and value co-creation. Furthermore, it reveals that knowledge absorptive capacity mediates the impact of supply chain digital transformation on collaborative knowledge creation. It also shows that the impact of collaborative knowledge creation on supply chain innovation and value co-creation is mediated by relationship quality among participants.

The findings of this study make significant contributions to academic theory, existing literature, and the scholarly community within the realms of supply chain management, innovation, knowledge management, and value co-creation. It also offers practical implications for managers to strategically navigate the evolving norms of supply chain management. Companies can use these insights to improve their innovation processes and knowledge management, while policymakers can consider the study's findings when developing supportive frameworks for the manufacturing sector.

Computer-supported collaborative learning (CSCL) is widely used in different levels of education across disciplines and domains. Researchers in the field have proposed various conceptual frameworks toward a comprehensive understanding of CSCL. However, as the definition of CSCL is varied and contextualized, it is critical to develop a shared understanding of collaboration and common definitions for the metrics that are used. The purpose of this research is to present a synthesis that focuses explicitly on the types and features of coding schemes that are used as analytic tools for CSCL.

This research collected coding schemes from researchers with diverse backgrounds who participated in a series of workshops on collaborative learning and adaptive support in CSCL, as well as coding schemes from recent volumes of the International Journal of Computer-Supported Collaborative learning (ijCSCL). Each original coding scheme was reviewed to generate an empirically grounded framework that reflects collaborative learning models.

The analysis generated 13 categories, which were further classified into three domains: cognitive, social and integrated. Most coding schemes contained categories in the cognitive and integrated domains.

This synthesized coding scheme could be used as a toolkit for researchers to pay attention to the multiple and complex dimensions of collaborative learning and for developing a shared language of collaborative learning.

By analyzing a set of coding schemes, the authors highlight what CSCL researchers find important by making these implicit understandings of collaborative learning visible and by proposing a common language for researchers across disciplines to communicate by referencing a synthesized framework.

The purpose of this paper is to define the integration capability dimensions and create a model for self-assessing the integration capability in inter-organizational projects.

A theoretical construct of, referred in this study as integration capability framework is elaborated following a systematic literature review. Thereafter, an integration capability self-assessment model, based on maturity thinking, is derived from the theoretical framework. The self-assessment model is further developed and tested for validity within five inter-organizational project networks in cooperation with industry practitioners, representing construction, industrial engineering, and mining sectors.

The results show that inter-organizational projects can use the developed model in self-assessing the maturity levels of various integration mechanisms, thus the state of integration capability at any point in time during inter-organizational projects.

This study is an attempt to identify how the integration capability dimensions can be self-assessed in inter-organizational projects, through the maturity levels of various integration mechanisms. The results offer insights for both academics and project management practitioners.

This chapter aims to advance in the analysis of the learner engagement and performance in the use of computer-based games, also known as Serious Games (SG). The chapter describes the learner engagement in relation to the use of SG in individual and collaborative learning activities. The SG learning experience considers the learner engagement in the individual activities observed through their real use of the game and their perceptions of the usefulness of the game and the time-on-task spent. The collaborative use of SG considers additional mechanisms of engagement related to the intragroup relationships – relationships within the same members of the group – and intergroup relationships – relationships between the different groups – such is the degree of interdependence and the degree of competition in the game. The state of the art in the learner engagement in the use of individual and collaborative SG is based in a literature review, and completed by the study case of the individual and the collaborative use of the eFinance Game or eFG (MetaVals) in ESADE Business & Law School. We analyse the current challenges and transfer the knowledge created through the eFG case for the practitioners aiming to promote learners’ engagement through the use of individual and collaborative SG.

The authors explored shifts in social interactions, content engagement and history learning as students who were studying one pandemic simultaneously experienced another. This paper aims to understand how the Net.Create network visualization tool would support students as they tried to understand the many complex interactions in a historical text in a remote learning environment and how sustained knowledge building using Net.Create would shape student attitudes toward remote learning, collaboration and engagement.

This paper explores changes in engagement and learning in a survey-level history course on the black death after a shift to remote learning during the COVID-19 pandemic. The authors used activity theory to focus the adaptation of Net.Create, a web-based collaborative social-network-analysis tool and to understand how it supported group-based remote learning. The authors describe how the redesigned activities sustained engagement with historical content and report coded student network entries, reading responses and surveys to illustrate changes in engagement and learning.

The results suggest that students benefit from personal connections to historical content and their peers. Net.Create supported both through collaborative knowledge-building activities and reflection on how their quarantine experiences compared to the historical content they read. It is possible to avoid student frustrations with traditional “group work” even in a remote environment by supporting collaborative learning using Net.Create and a mix of individual and group contributions.

This is the first use of a collaborative network visualization tool to support large classroom interaction and engagement with history content at the undergraduate level.

This paper aims to examine if (and how), enterprise social media (ESM) can be understood as a strategic knowledge management phenomenon to improve organizational performance.

This paper uses intellectual capital theory and its functional building blocks to organize different types of the ESM platforms, based on secondary data. It then connects these findings to the underling intellectual capital tenets to introduce a conceptual model that explicates how ESM impacts strategic knowledge management, and vice versa.

This paper concludes that ESM provides a unique complement to traditional strategic knowledge management. The authors argue that ESM differs substantially from other contexts in which intellectual capital has been applied, and extend intellectual capital with three appropriate dimensions (human, social and structural capital). Given the potentially disruptive nature of ESM, this framework helps firms understand the nature of the changes that are needed.

The paper provides the first review of the business needs that are served by the software functions and management processes under the ESM banner. This original contribution takes the intellectual capital and strategic knowledge management discussions from their usual high levels of abstraction and relates them to the real world of ESM, focusing on outcomes. Its unique “Intellectual Capital Framework for the Socially Oriented Enterprise” includes distinct, testable propositions that provide a practical approach to strategically planning, implementing and optimizing ESM.

The present study investigated the effect of online collaborative project-based learning on the language performance and attitudes of intermediate level students at the College of Applied Sciences in Oman. The study is a quasi-experimental study and the sample consisted of four classes (93 students in total) in Nizwa College of Applied Sciences. These participants were in their foundation year and were taking the Academic English Course during the time of the research experiment. Two classes were assigned to the experimental group (46 students) and they were directed to collaborate online in doing their research projects. The other two classes were assigned to the control group (47 students) and did their projects individually. A language test containing reading and writing questions, an attitude questionnaire, students' project scores and transcripts of focused group discussions were used to collect the data needed to answer the research questions. The study revealed that the main positive effect of online collaborative project-based learning was clear on students' writing skill in the post test (i.e. students in the experimental group outperformed students in the control group).

The purpose of this paper is to explore how small and medium-sized enterprises (SMEs) in China leverage their strengths to engage stakeholders in knowledge co-creation processes and get mutual benefit via knowledge-based view (KBV).

Based on KBV, the authors conduct a multiple-case study of five SMEs in China to embrace the knowledge co-creation practice using semi-structured interview, organizational documents and onsite observation.

This study highlights how SMEs leverage their strengths to engage stakeholder to co-create knowledge and practice for the better capturing and utilization of external and internal knowledge. The authors identify three processes of knowledge co-creation for SMEs based on knowledge sharing, knowledge integration and knowledge application in the B2B context. This study finds that SMEs engage their stakeholders in knowledge sharing by building and maintaining trust. The knowledge integration process was driven by the owner’s openness. Mutual learning facilitates the knowledge application process of SMEs.

This study relies on a limited number of case studies and considers only firms’ perspective to analyze the SMEs co-create knowledge with their stakeholders. Further studies could examine the challenge of knowledge co-creation in multiple stakeholders’ relationships in B2B contexts, i.e. in relation to product and service innovation with complexity and uncertainly.

Managers need to make choices when designing knowledge co-creation process in collaborative product development activities. The use of online and offline approaches can help balance requirements in terms of joint problem-solving across firms, the efficiency of knowledge co-creation and effective of knowledge leakage.

The conceptualization of knowledge co-creation as knowledge sharing and knowledge integration and knowledge application extends existing perspective on knowledge co-creation as either a transfer of knowledge or as revealing the novel situation of pertinent knowledge with entirely assimilate it. The findings point to the complexity of knowledge co-creation as a process influenced by stakeholder engagement, perspectives on knowledge, trust of multiple stakeholders, openness of firm boundaries and mutual learning of SMEs with their stakeholders.

The purpose of this paper is to identify the triggers, strategies and outcomes of collaborative information-seeking behaviours of researchers on the ResearchGate social networking site.

Data were collected from the population of researchers who use ResearchGate. The sample was limited to the Ph.D. students and assistant professors in the library and information science domain. Qualitative interviews were used for data collection.

Based on the findings of the study, informal communications and complex information needs lead to a decision to use collaborative information-seeking behaviour. Also, easy access to sources of information and finding relevant information were the major positive factors contributing to collaborative information-seeking behaviour of the ResearchGate users. Users moved from collaborative Q&A strategies to sharing information, synthesising information and networking strategies based on their needs. Analysis of information-seeking behaviour showed that ResearchGate users bridged the information gap by internalizing new knowledge, making collaborative decisions and increasing their work's visibility.

As one of the initial studies on the collaborative information-seeking behaviour of ResearchGate users, this study provides a holistic picture of different triggers that affect researchers' information-seeking on ResearchGate.