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Governance network managers are charged with triggering and sustaining collaborative dynamics, but often struggle to do so because they come from and interact with hierarchical and competitive organizations and systems. Thus, an important step toward effectively managing governance networks is to clarify collaborative dynamics. While the recently proposed collaborative governance regime (CGR) model provides a good start, it lacks both the conceptual clarity and parsimony needed in a useful analytical tool. This theoretical chapter uses the logic model framework to assess and reorganize the CGR model and then amends it using Follett’s theory of integrative process to provide a parsimonious understanding of collaborative dynamics, as opposed to authoritative coordination or negotiated cooperation. Uniquely, Follett draws from political and organizational theory practically grounded in the study of civic and business groups to frame the manner in which integrative process permeates collaboration. We argue that the disposition, style of relating, and mode of association in her integrative method foster collaborative dynamics while avoiding the counterproductive characteristics of hierarchy and competition. We develop an alternative logic model for studying collaborative dynamics that clarifies and defines these dynamics for future operationalization and empirical study.

Educational inequities that are often systemic and the result of structural oppression persist in schools under/serving minoritized youth and communities. This chapter illustrates how professional learning networks (PLNs) and the practice of collaborative professionalism within them have served to support educators, positioned at multiple levels, in their effort to serve all children well, and especially those who are most marginalized. Collaborative professionalism emphasizes collective responsibility and student and teacher empowerment through PLNs. Further, the collaborative professionalism model incorporates elements of culture and context to ensure that collaborative efforts are responsive to the students and communities educators are purposed to partner with and serve. In this chapter, the authors highlight two such cases of collaborative professionalism through PLNs in Colombia and Ontario, Canada. These cases provide a model for how collaborative professionalism within PLNs can be utilized to enhance teaching and learning for all teachers and students across cultures and contexts, while attending explicitly to educational inequities.

Traditional leadership theory and practice in the public sector has focused on leading within bounded hierarchies. However, the demand for collaborative governance requires new approaches to leadership. The question for scholars is: what is collaborative leadership and how does it compare to traditional leadership thought? To investigate this question, personal interviews were conducted with experienced collaborators in the federal government, with special emphasis on executives in the Department of Homeland Security (DHS). Interview data were analyzed alongside three public leadership models. Analysis revealed that four strengths are fundamental to collaborative leadership: (1) oral communication, (2) external awareness, (3) continual learning, and (4) interpersonal skills. In the context of collaboration, leadership contrasts significantly from traditional public sector leadership models, which emphasize directive action rather than supporting, or human relations–focused action. While there was considerable congruence among interviewees with regard to the core skills necessary for collaborative leadership, U.S. Coast Guard (USCG) respondents value creativity/innovation as a collaborative leadership attribute, which seems to be in contrast with the organization's formal command-and-control structure.

In a variety of domains, teams represent the main mechanism for dealing with change, complexity, and uncertainty in organizations. Consequently, teams need to be able to adapt and effectively use shared and complementary cognitive processing while collaborating to deal with these challenges.

A conceptual review is provided that addresses this type of complex collaborative cognition via discussion of macrocognition and the processes contributing to effective team problem-solving.

Despite extensive research on problem-solving, research and theories regarding how problem-solving changes over time as teams develop is missing. With this review, we extend research on team problem-solving and team development through integration of existing theory and concepts from the team literature.

This review provides a theoretical foundation for understanding and studying the developmental dynamic of team problem-solving.

A team problem-solving development model is described which outlines the degree to which the primary elements of team development are likely to affect macrocognitive processes within problem-solving phases. A set of propositions is offered in order to guide research on team development in collaborative problem-solving.

This chapter focuses on the state-of-the-art modeling approaches used in Intelligent Tutoring Systems (ITSs) and the frameworks for researching and operationalizing individual and group models of performance, knowledge, and interaction. We adapt several ITS methodologies to model team performance as well as individuals’ performance of the team members. We briefly describe the point processes proposed by von Davier and Halpin (2013), and we also introduce the Competency Architecture for Learning in teaMs (CALM) framework, an extension of the Generalized Intelligent Framework for Tutoring (GIFT) (Sottilare, Brawner, Goldberg, & Holden, 2012) to be used for team settings.

A collaborative community is an organizational form that is increasingly being used in knowledge-intensive industries to accelerate innovation via collaboration. This study examines key design issues faced by a bilateral broker collaborative community at the point of its formation: (1) whether a critical mass of members is required for community survival, (2) the nature of the match between member skills and community challenges, and (3) how the mix of member skills needs to be adjusted over time to sustain community growth. Findings from our agent-based simulation study indicate that, contrary to suggestions in the literature, a critical mass of members is not necessary for a bilateral broker community to survive early on. The literature also suggests that there should be a match between the skill levels of community members and the skill requirements of the challenges that the community must solve in order for it to grow. We find that a match between skill levels and challenge requirements is necessary but not sufficient: the skill levels of community members must significantly exceed the skill requirements of the challenges. Lastly, we find that the appropriate amount of heterogeneity in member skills is contingent on several factors associated with how the community adapts over time. Implications of these findings for the theory and practice of organization design are discussed.

The chapter will explore a collaborative theory of change approach that the authors used to evaluate three projects. The three projects worked with young people out of school in different ways to enable the young people to become agents of change in tackling the causes of alcohol misuse in their local Scottish communities. A theory of change approach provides a way of conceptualising programmes from inception, through to implementation and the evaluation of outcomes, in order to develop an understanding of how they work, for whom and in what circumstances. Using a collaborative model of this approach challenged prevailing notions of evaluation being the job of the evaluator and situated evaluation as a shared endeavour with the project staff. We outline the key attributes of such a collaborative model of theory of change and reflect on how this model can contribute to the evaluation of out-of-school activity.

Collaboration is often required for activities that are too complex or difficult to be dealt with by a single individual. Many situations requiring information-seeking activities also call for people to work together. Often the methods, systems, and tools that provide access to information assume that they are used only by individuals working on their tasks alone. This review points to the need to acknowledge the importance of collaboration in information-seeking processes, to study models, and to develop systems that are specifically designed to enable collaborative information seeking (CIS) tasks. This chapter reviews the literature from various domains including library and information science, human–computer interaction, collaborative systems, and information retrieval. Focus of the review is on the extent to which people work together on information seeking tasks and the systems and tools that are available for them to be successful. Since CIS occurs in the broader context of collaboration in general, a review of literature about collaborations is first undertaken to define it and place it into context with related terms such as cooperation and communication. A more focused review of research follows relating CIS to systems that have attempted to support such interactions. Included are identification and synthesis of a number of core issues in the field and how best to evaluate systems and collaborative tools. Key lessons learned from the review are summarized, and gaps in the literature identified to spur future research and study.

There is arguably a balance between exploration and exploitation within a commercial organization which leads to sustainable growth and value creation. Exploratory activities are associated with search, innovation, risk-taking and experimentation. Activities, such as selection, implementation and execution are considered exploitative in nature. We show that the governance structures and mechanisms that are typically employed in venture capital-backed companies ensure an optimum balance between the exploratory behavior of entrepreneurs and the exploratory focus of venture capitalists. New players in the venture capital cycle, such as crowdfunding platforms and corporate venture capital units, often fail to understand the importance of the interaction and interrelation between the apparently opposing exploratory and exploitative activities. However, collaborative venture capital models that are currently emerging appear to restore the necessary equilibrium in the “new” venture capital cycle.

Collaboration has become a key paradigm in community-based tourism literature. Yet, it has not been well understood in destination branding. This chapter delineates a conceptual model to better describe and explain the nature and dynamism of collaborative branding for destinations. The model is based on a review of theoretical constructs of interorganizational collaboration process and the reconciliation of two product branding models. It suggests that the model begins in a context of environmental forces and evolves sequentially through the phrases of problem-setting, direction-setting, implementation, evaluation, and outcome.