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Management of inter-organizational projects focuses on the collective benefits of a group of organizations on a shared activity for a limited period and the coordination among them. However, how learning is facilitated in the inter-organizational project remains under-developed in the literature.

This research analyses the exploitative learning process in the longest tunnel project on land in the Netherlands realized in a densely populated area. Data were collected through archived documents, in-depth interviews, site visits in the ethnographic research to analyze the actors, the daily practices and social situations in projects.

The empirical findings indicate that exploitative learning is promoted positively between the owner and the contractor and internally within the contractor. The most significant change that the exploitative learning process has led to is the change in mindset toward the collaboration. Project culture is considered to be shaped by exploitative learning in the inter-organizational project. However, there is a gap between the transfer of knowledge from the inter-organizational project to the parent organization.

The findings have implications for understanding learning in the inter-organizational project setting.

This study provides an analysis of professional development school (PDS) dissertation research that focuses on learning in PDSs. These 103 dissertations written between 1990 and 2020 address an aspect of learning in PDS work, including inquiry as a pedagogical learning tool, student learning PK-12, intern/teacher candidate learning, university teacher educator learning, and inservice teacher learning. From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that there is still no clear path to presenting PDS as having a positive impact when compared with non-PDS experiences..

Within each of these categories, the authors examine the dissertations by methodology and explore common themes among dissertation findings. As the PDS movement enters its third decade of inquiry and builds its efficacy on models of learning, the findings provide insight into the degree to which PDS scholars are building on the past to determine future PDS research agendas around learning.

The authors examine the dissertations by methodology and explore common themes among dissertation findings. The themes included: intern learning does happen in PDS sites; PDSs provide structures for intern learning; teacher educators can learn from their PDS work; dissertations in the area of student learning overwhelmingly had inconclusive findings, except for research that focused on targeted interventions, which demonstrated student gains.

With fewer PDS-focused dissertations being written in more recent years, the authors wonder if the complexity of PDS may be a deterrent to the growth and sustainability of this model?

From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that the authors still do not have a clear path to presenting PDS as having a positive impact when compared with non-PDS experiences. However, the authors are beginning to understand the types of studies that are needed to move this agenda forward and hope the work will help inform the PDS community of some.

This is the first known study of PDS dissertations across time.

This paper assumes necessity rather than sufficiency logic to model the relationship between collaborative culture and supply chain collaboration as triangular rather than linear. Specifically, this study aims to determine whether overall collaborative culture and its dimensions (i.e. collectivism, long-term orientation, power symmetry and uncertainty avoidance) are necessary for supply chain collaboration and the minimum levels of overall collaborative culture and its dimensions that are required for high levels of supply chain collaboration.

Based on the literature, collaborative culture and its four dimensions, namely, collectivism, long-term orientation, power symmetry and uncertainty avoidance, were modelled as conditions having supply chain collaboration as their outcome. The study used the necessary condition analysis to test the triangular relationships between the conditions and the outcome among a sample of firms (N = 166) in the downstream petroleum sector.

The results revealed that collaborative culture and its dimensions are necessary conditions for supply chain collaboration, and that high levels of collaboration are possible, although not guaranteed when at least a basic level of collaborative culture or its dimensions are present. Hence, different levels of supply chain collaboration require firms to have different levels of collectivism, long-term orientation, power symmetry and uncertainty avoidance. Thus, at 30% supply chain collaboration, only overall collaborative culture is necessary.

A significant limitation of this research is that, although several antecedents of supply chain collaboration exist, this study explored only the cultural antecedents of supply chain collaboration.

The dimensions of collaborative culture are necessary but not sufficient for supply chain collaboration. Therefore, managers should adopt a holistic approach to investment in a collaborative culture, as an over-investment in any of the dimensions may not compensate for an under-investment in the others.

As one of the first studies to use necessity rather than sufficiency logic to test the relationship between collaborative culture and supply chain collaboration, this research unearthed the non-linear (triangular) relationship between the constructs. It contributes to understanding how collaborative culture and its dimensions serve as bottleneck conditions constraining supply chain collaboration.

The digitalization of schools has intensified in recent years. It is reflected in policy documents as well as in extensive investments in digital technology and professional development initiatives to promote digitalization. At the same time, attempts are being made to “tame” the same digitization sometimes by regulations banning smartphones in class. This study aims to examine how smartphones are interpreted by vocational teachers in Sweden using the theoretical lens of technological frames.

The data consist of ten semi-structured interviews with vocational teachers, representing eight vocational programs in Sweden.

The results show breadth in how teachers understand, interpret and relate to the smartphone in vocational education. The authors show how the smartphone often forms an integral part of professional work and is thus difficult to separate from vocational teaching and nurturing vocational competencies.

The authors’ contributions include using technological frames to explore how smartphones are interpreted and understood by vocational teachers by demonstrating how they relate to the nature of the smartphone, the strategy for the smartphone and the smartphone in use. The theoretical framework is used to interpret restrictions on technology use, in this case a smartphone, in education. The results could be of interest to researchers as well as to teachers, school leaders and policymakers.