Search results

This research paper explores the value of collaborative inquiry networks of headteachers and curriculum coordinators to cope with 2020's coronavirus pandemic in Chile. Specifically, the authors describe the main challenges that networks identify in their contexts, the collaborative practices performed by different schools to address these challenges, and the influence of the networks on the innovative responses of teachers in their own schools.

This is a mixed-method study from a complementary stance using different methods and data of a project implemented with a total of 54 headteachers and curriculum coordinators. The data sources were participants' individual reports, the network teams' reports of their collaborative inquiry projects, and a short open-ended questionnaire responded by teachers that did not participate directly in the networks but benefited from their work. The data were analyzed using content analysis, categories were created to organize and describe the main findings.

Participants of the networks reported that their active participation in the collaborative inquiry allows them to share knowledge among different schools and has helped them to support innovative practices in their own schools. Specifically, they have reported that collaborating has permitted them to maintain a pedagogical focus, foster distributed leadership within the school communities, provide them with greater autonomy, and develop skills to favor the emotional containment of their teams. Inquiry teams perform diverse collective practices; they designed and applied virtual surveys, planned and implemented virtual workshops with teachers, and generated meaningful reflection about formative assessment and pedagogical practices.

This work offers insights into how the Chilean school system has responded to COVID-19 challenges and shows how despite the negative aspects of the pandemic, it has become an opportunity to recognize and enhance teachers' professional development through the collaboration among different schools. Most headteachers and curriculum coordinators reported that an active collaborative inquiry changed how they used to think about their leadership and strengthened the value of professional relationships to address extremely difficult challenges as a result of the pandemic. These lessons can be taken for the future, to rethink and rebuild educational systems.

This paper aims to investigate the competencies that researchers need to develop and employ for successful collaborative research.

The authors use a reflexive approach built on participant observation of six cases of collaborative research in public procurement and logistics.

The authors identify and explain two major competencies that are required for successful collaborative research. The first is boundary-spanning competence that represents the researchers' ability to move fluidly from the academic milieu to the practitioner's environment. The second is reflexivity competence that allows the researchers to learn from each collaborative research project they participate in and further improve their boundary-spanning competence.

This study goes beyond the list of skills for collaborative research reported in the literature to describe two major competencies that researchers should develop to perform successful collaborative research. This reflection may serve as a starting point for the development of a sociological understanding of the collaborative research field.

The purpose of this paper is to describe a multi‐method approach for examining collaborative relationships.

Collaborative relationship performance is examined by combining narratives, structured questionnaires, and perceptual mapping within a case‐based approach.

Details associated with case selection and subsequent analysis are discussed. Themes emerging from the study are used to illustrate the depth of insights that were gained.

The findings demonstrate the value of the approach in discovering insights that would not have emerged from more commonly utilised methodologies.

The methodology described in this paper captures the detailed dynamics of collaborative business relationships. As such, it allowed us to identify specific steps that managers can take to improve the performance of their collaborative relationships: in particular by ensuring that everyone involved in the relationship shares an understanding of the purpose of the relationship, and the roles of the participating individuals and organisations.

The paper describes a new approach to studying collaborative business relationships, which is needed since the overall performance of collaborative business relationships is not improving in spite of extensive previous research trying to uncover the factors that influence performance.

The twenty‐first century is now seen as the time for the construction industry to embrace new ways of working if it is to continue to be competitive and meet the needs of its ever demanding clients. Collaborative working is considered by many to be essential if design and construction teams are to consider the whole lifecycle of the construction process. Much of the recent work undertaken on collaborative working has focused on the delivery of technological solutions with a focus on web (extranets), CAD (visualisation), and knowledge management technologies. However, it is now recognised that good collaboration does not result from the implementation of information technology solutions alone, the organisational and people issues, which are not readily solved by pure technical systems, need also to be resolved. This paper aims to address this issue.

Work discussed in this paper brings together the benefits provided by technology, with organisational issues, and people issues, in developing a framework to implement effective collaboration. The research uses a literature search, semi‐structured interviews and a questionnaire to gain the industry's requirements for effective collaboration in the construction sector. From these requirements a develop‐test‐refine approach was taken to develop the methodology for effective collaborative working for construction.

The findings reported in this paper are a summary of the results from the semi‐structured interviews and questionnaire used to gain the industry's requirements. They show that a focus on the “softer” issues (business process and an organisations' people) rather than a technology focus is needed to plan and implement collaborative working more effectively in projects. An initial approach is discussed in this paper concerning a structured approach to be developed further in the research to highlight to the industry the issues associated with the planning and implementation of effective collaborative working in projects.

This paper uses a socio‐technical approach to the planning and implementation of effective collaborative working in construction. It combines technology with the people and business aspects of collaborative working to provide an approach which can enable stakeholders in a project to benefit fully from having a collaborative working approach to their projects.

The objective of this paper is to provide a metric that could be used to define success in a collaborative network.

The methodology of this research consists of four stages: Review, Constructing, Testing and Description. Review stage comprised of a critical review of the literature in order to understand the characteristics of collaborative network organisations and the reasons behind the successes and failures in collaborative networks. Construction stage resulted in development of a metric for collaborative networks. Testing stage tested the model through case study in a collaborative networks organisation. The outcome of the case study was discussed at the description stage to assess usability and usefulness of the metric for participants in turn to generate conclusions.

The result clearly demonstrated the need for measuring all perspectives of collaboration and highlights the potential pitfalls of measuring perspectives that can be measured easily.

The case study of the research is limited to a single collaborative network. The fact that this collaboration has been engaged for more than a year in order to develop a particular product with lack of mutual understanding represents the usual limitations of the new “organisation”. Further research is required with larger sample sizes and with longer time in collaboration to confirm and enhance the conclusions of this paper.

The model provides a practical way of assessing three networks' measurements with respect to their objectives. It also provides a useful mechanism for facilitating a discussion between partners in a network.

This paper contributes to the body of knowledge by developing a methodology for measuring partners' contribution, involvement and outcome in the collaborative network as a system within IDEF0 functional modelling. The contribution measurement uses analytical hierarchy process (AHP) approach to measure partners' contribution. Likert scale is also applied to measure the health of the relationships based on key performance indicators of relationship attributes. Analytical with mathematical approach is employed to measure the partners' outcome of the collaborative network

A scholarly collaborative partnership is a capability that develops over time. Its quality is an outcome of the collaborative context, the alignment of purpose, development of work and learning processes, development of shared language and success stories. In this chapter, the authors engage in a metalogue where their shared reflection on the formation and development of their collaborative scholarship in the field of organization development and change is itself an instance of a process of shared scholarship. By adopting the format of a metalogue, they provide the voices of their individual thinking and their reflective conversation so as to offer an expression of the process of theorizing to scholars who wish to embark upon or study shared scholarship.

The growing interest on ecosystems on both managerial and academic side reflects a vibrant field of study, nevertheless, the subject is very heterogeneous and in particular concerning a particular form of ecosystems: collaborative ecosystems, the purpose of this study is to shed light on these.

The definition gap existent and the multiplicity of fields and composite studies on collaborative ecosystems have made it necessary to conduct a systematic literature review of the phenomenon, a bibliometric analysis and content analysis.

The research offers an overview of the phenomenon, three main cluster categories emerged: ecosystem, competition and open innovation; this cluster offers a comprehensive schematization of the research topics.

Limitations of this research are that the investigation has been confined to specific keywords related to collaborative ecosystems that led to a strict selection of papers to be analyzed and in having confined the investigation to publications in the managerial area. Further research will be able to expand the selection of keywords or use more strings and proceed to a comparative analysis of results. Another limitation is the small number of databases assessed (only Scopus and Web of Science) and have confined the analysis to specific clusters that emerged from the quantitative analysis of papers.

By proposing a taxonomy of collaborative ecosystems, the paper highlights what solutions and architectures an ecosystem manager must consider when developing collaborative ecosystems, what factors he or she must pay attention to in order to ensure their development and survival, and what elements determine the development of an ecosystem, in particular, the management of innovation and knowledge and the scarcity of resources in a hyper-competitive environment.

A combination of research methods was used to identify the intellectual structure of collaborative ecosystems. In addition, we propose a taxonomy for collaborative ecosystems, opening the study to new lines of investigation and providing a new research agenda.

The purpose of this paper is to analyze the new collaborative learning methods and tools used by elite FIFA referee technical instructors, referees and assistant referees to master the Laws of the Game. These tools allow instructors to learn through practical exercises off the field of play, while they carry out activities in a participative context in which they can share and improve their knowledge regarding the Laws of the Game and consequently the interpretations and the considerations soccer referees throughout the world use to make decisions on the field of play.

In this work, we assess a collaborative learning experience that took place during the annual FIFA FUTURO III courses that FIFA provided to FIFA referee technical instructors from its six confederations between 2013 and 2015, where 48 referee technical instructors selected from 211 national associations participated. These instructors constitute the elite of FIFA’s professional training and development chain. They teach other referee technical instructors who will then instruct international referees and assistant referees all over the world with the aim of achieving uniformity when applying the Laws of the Game.

The course participants showed a high degree of satisfaction with respect to these materials and methods, especially regarding the possibilities they offer for organizing group discussions and for “learning by doing,” and a lack of skills in ICT management has been detected for some participants, who have shown a willingness and interest to improve their skills in this field.

The training and education of soccer referees is one of the most heterogeneous training processes in the world. This complex task is even more difficult because of the growing demand for video technology in referee decision making where successful teamwork requires a high level of communication and agreement among its members.

With 211 associations, FIFA is one of the largest organizations in the world. In international competitions such as the FIFA World Cup, the referees’ decisions are analyzed by media, thousands of fans and millions of viewers. Preparing new professionals for match analysis, interpretation of Laws of the Game and working in a team is a priority for FIFA and the world of soccer.

It is the first time that collaborative learning methods are used with interactive multimedia tools that facilitate collaborative work in the training environment of soccer referee instructors, international soccer referees and assistant referees. This paper establishes a basis and a reference for future research on the effectiveness of the new collaborative technologies used by FIFA for the training of international referees and assistant referees in general.

Improvements were delivered in the care of patients on anti‐coagulants through a collaborative improvement methodology within one primary care organisation. Although a key clinical governance priority, the project was conducted in a low‐key manner with minimal support. Practice teams were encouraged to apply evidence through small‐scale testing of changes, using measurements to monitor improvement and to share what they learned amongst themselves. No specific model of care was pursued and instead the emphasis was on demonstrating an improvement at the practice level, by whatever means worked best. The methodology used was similar to that applied in major national and regional collaborative programmes. This project demonstrates how it can be simplified and implemented within one primary care organisation to deliver improvements in care as well as to support the building of teams and learning about measurement and quality improvement.

The research described in this article seeks to address the question of the extent to which a role‐based perspective can provide insight into the distributed and networked form of leadership.

A model provides insight into the distributed and networked form of leadership, and the roles that executives can adopt in formal, informal or temporary groups within the organisation's overall senior management team. The methodology adopted is qualitative, focusing on inquiry‐based learning which enabled the authors to gather data on those aspects of the social structure within which they were embedded that related specifically to the leadership roles available to executives and the networks they formed.

Generically applicable links between leadership roles are identified that provides structure to the task accomplishment networks within groups executives form when discharging their leadership responsibilities. Characterising leadership in terms of role, and the task networks that executives form, is found to facilitate improvement in the speed with which groups gain productive contributions from their members.

A case study of three demographically similar multinational engineering companies engaged in the design, development and manufacture of rotating turbo‐machinery provides the platform for the research. The concepts advanced will require validating in other organisations of different demographic profiles.

The concepts advanced, and implications discussed, provide an insight into the distributed and networked form of leadership. The practical steps individual executives can take to contribute to the speed with which groups gain productive contributions from their members are highlighted.

This article attempts to assist executives within a senior management team to better adapt and coordinate their behaviour with other executives. In so doing, it is suggested that executives contribute more positively to the development of groups and the speed with which the groups of which they are a part gain productive contributions from their members.