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Within the “wicked” concept of ageing, this paper aims to primarily model an integrated approach to identifying and evaluating opportunities that deliver innovative outcomes in Ageing Well Practice, Health and Economic Policy and Research Actions using a collaborative and entrepreneurial mindset. The strategic focus is on a “Boomer” (user)-driven and facilitated Network – that brings together health professionals, research specialists, technologists, ageing well providers, “encore” career specialists, life-style providers, community groups, wealth creation specialists and industry innovators to streamline the progression of identified concepts to valued users and markets and enhance the economy.

Using the unit of analysis for innovation, i.e. the “added-value” as perceived by the user and not simply a product or a technology, the identified “opportunity-outcome” will embed a new service concept or intervention, which embraces and promotes ageing well, independent living or resident-centred care in the community and delivers direct and indirect economic benefits.

The authors model a point of differentiation in facilitating existing ageing well policies in the community, through a focus on an integrated and multi-dimensional collaborative framework that can deliver user value and contributes to community and economic benefits.

Generalising results without a commercial business case from this single strategic viewpoint requires caution. The positive outcomes from this innovation collaborative concept can be used to guide further policy development and business investment in ageing well needs.

Such an integrated innovation collaborative structure provides the capacity to identify ageing well opportunities, to contract enterprises, both SMEs’ and larger companies, for development of the opportunities into user-valued outcomes, to network venture resources and deliver these outcomes to a sustainable market of ageing well citizens.

The Ageing Well Innovation collaborative framework identifies practical ways to integrate new concepts of ageing participation to be realised by the increasing number of “Boomers”. It provides a self-managing process for linking individuals, public and private parties to maximise information and ideas flow, and engagement of the skilled resources in the Boomer group.

The innovation collaborative structure proposed is not simply novel but is a targeted focus on entrepreneurship and innovation applied strategically to the needs of ageing boomers and community needs. The added-value is in the demonstrated enhancement to effective innovation outcomes in community ageing and the economy.

Previous studies have shown that the application of information technology (IT) can help break through the innovation boundaries of firms and has undoubtedly become a key enabler of collaborative innovation. These studies, however, are mainly based on theoretical analysis and case studies, and little is empirically known about the relationship between IT investments and collaborative innovation. Therefore, the purpose of this study is to empirically explore how firms' IT investments affect the firms' collaborative innovation performance. The authors also examine the moderating roles of the top management team's (TMT's) educational background and absorptive capacity in this relationship.

The authors collected data on 2,097 listed Chinese manufacturing companies and used the ordinary least squares (OLS) method to perform regression analysis. In addition, the authors conducted robustness tests using the propensity score matching (PSM) method and the instrumental variable method.

The results show that the relationship between IT investments and collaborative innovation is inverted, U-shaped and curvilinear. In addition, the TMT's educational background and absorptive capacity positively moderate the inverted U-shaped relationship between IT investments and collaborative innovation.

The study's findings on the relationship between IT investments and collaborative innovation differ from previous mainstream findings that recognized a positive linear relationship. The authors' findings deepen the understanding of the dual role of IT investments. Moreover, this research helps expand the contingency perspective in IT investments and collaborative innovation research.

Although there is a growing body of literature on the benefits of innovation ecosystem participation for keystone/focal firms, there are limited studies on what motivates or impedes other actors’ participation (i.e. suppliers and complementors) in collaborative innovation. Hence, this study aims to address the root causes of collaborative innovation failure and develop a better understanding of the hindering factors for the generation of collaborative innovation performance in ecosystem-based manufacturing.

This study adopted a qualitative research study with 45 managers involving an online survey with open-ended questions followed by an expert focus group with seven managers from a UK-based high value manufacturing ecosystem. Data analysis and coding followed a highly iterative process using a thematic analysis approach.

This study identified six common barriers to collaborative innovation from the perspective of supplier firms. Particularly, this study found unique impeding factors in relation to revealed and deterring barriers in an ecosystem-based manufacturing context. This paper argues that suppliers and small- and medium-sized enterprises not only require financial support but also need to develop a strategic mindset, confidence, effective partnerships and knowledge about risks and returns to participate in collaborative innovation.

The extant literature identifies the motivations for joining innovation ecosystems and the prominence of value co-creation activity from the perspective of focal firms or orchestrators. However, this study offers insights into the need for an effective value co-appropriation setup amongst the ecosystem actors including suppliers. Importantly, this study proposes that effective value co-appropriation is essential for making collaborative innovation happen in manufacturing ecosystems.

This chapter explores how a distinctive classroom space – the Multi-Channel Sound Studio – became the focus of a collaborative, interdisciplinary project which simulated the real-world challenges of writing, performing and recording a professional standard radio drama to a tight deadline. Students from six different degree programs combined to create an original production depicting events in the early stages of World War Two. Students had a unique opportunity to work with academics and other students on a live brief project, to exercise their creativity and take the chance to gain vocationally relevant skills. Students learned first-hand the challenges associated with a fast-paced project that had input from multiple voices and a shared responsibility for the successful outcome of a piece of work bound for public exhibition. The discussion and lessons learnt from this project are of value to colleagues interested in pursuing authentic, collaborative and interdisciplinary projects with their students both within and beyond arts-based disciplines.

International students, specifically students who study English for Academic Purposes (EAP), are an increasingly important and large part of the makeup of Canadian post-secondary institutions. As these students have diverse learning needs and goals, institutions need to properly support these learners to be successful in academic settings. A review of the literature explores the increasing need to support this particular student population; approaches to the teaching, learning, and programming of EAP courses and programs; and strategies in and beyond the classroom to support these learners. This chapter offers design considerations and suggests that EAP curricula be integrative in nature. This can be achieved through choosing relevant topics, incorporating experiential learning opportunities, designing collaborative learning tasks, discussing issues of culture, and planning purposeful community connections. Approaching the development of EAP curricula through an integrative lens will ensure learners who are ready for post-secondary studies in academic fields. Classroom examples from the author’s professional experience are offered. Discussion of how to achieve integrative EAP curricula in virtual learning environments is also included.

A brand community consists of relationships between a brand and consumers; community members’ identification with the brand community is a central characteristic of the community. This study aims to provide a comprehensive conceptual framework to investigate how and why such identification-based relationships yield firm- and member-level benefits to participants in the brand community.

This cross-sectional study analyzes data collected through a questionnaire survey of members from the brand community of VW-Golf Club members in Taiwan. The researchers attended the annual meeting of club members and handed out questionnaires directly to the members. The degree centrality of each member was calculated using UCINET 6 for Windows, a social network analysis software application. This study adopts the partial least squares program to evaluate the measurement properties and structural relationships specified in the research model.

The findings suggest that when customers’ identification with a brand community becomes salient, they strengthen their emotional attachment to the brand and improve their centrality in the network. Consequently, emotional attachment can serve as a guiding principle in decision-making and thus strengthen brand equity and assessment of brand extensions. Central members will also gain greater benefits, including collaborative opportunities and influence, through their advantageous position in the network.

This study makes four main contributions to the brand community literature. First, this is the first empirical study to simultaneously examine the relationships among community identification (customer to community), emotional attachment to the brand (customer to brand) and network centrality (customer to customer). Second, the empirical framework depicts dual value-creation routes that explain how identification-based relationships can yield firm- and member-level benefits. With respect to firm-level benefits, this is the first empirical study to examine the brand equity and assessment of brand extension in the brand community research. Third, this study applies the rarely adopted UCINET 6 software to scrutinize the network data from the brand community. Finally, this paper examines three actions that organizations can leverage to enhance consumer identification with a brand community.

The purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.

This qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.

Faculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.

The model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.

This peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

The concept of distributed leadership within library services is explored in this chapter. It focuses on how this model of leadership, which devolves leadership functions and practice widely throughout organizations, can lead to intra- and interorganizational collaboration as a catalyst for library service development and innovation. The chapter discusses the distributed leadership approach by presenting selected results of a study of team leaders in public and university library services in the East Midlands region of the United Kingdom. The study employed an online questionnaire and individual interviews with library team leaders to identify the level and nature of collaboration taking place in library services and also to ascertain the skills needed for successful partnership work. The interviews focused primarily on how and why collaborations occurred and it emerged that the team leaders had considerable autonomy to establish and participate in partnerships, fitting well within the distributed leadership paradigm. The chapter adds to, and augments the limited literature on distributed models of leadership in libraries by exploring how this approach works in practice. It also proposes and evidences a link between distributed leadership, collaborative working, and innovation. The authors suggest that distributed leadership can help library services innovate and lead service development by freeing up the creativity of employees through a less formal, hierarchical leadership approach. The chapter ends with propositions for a research agenda to establish the best conditions and most appropriate format of distributed leadership in library services.

The purpose of this paper is to describe the challenges of teaching information literacy online to graduate students and evaluate software that supports using active learning techniques.

This conceptual paper analyzes different software tools and their functionality to aid in active learning, as well as describes elements of online teaching that facilitate active learning for information literacy.

Although software serves as the delivery tool, there is not one standalone product that provides all the needed aids to conduct active learning. Many other digital tools are needed in addition to the tutorial software to create active learning activities.

This paper provides activities and ideas to incorporate into the online information literacy session that contain active learning elements.

Although there is a wealth of literature about active learning of information literacy, very little surrounds teaching it online to graduate students. This paper focuses on this specific element of teaching information literacy through active learning methods in an online environment to graduate students.

The purpose of this paper is to examine the early stages of change and the way that stories can open up forms of collaborative dialogue and creative thinking among divergent stakeholders on known but “intractable” problems by enabling multiple voices to be heard in the co-construction of future possibilities for change. The empirical focus is on a project undertaken by two organizations located in Australia. The organizations – AAC, a large aged care provider and Southern Disability Services, a disability support service – collaborated with the researchers in identifying and re-characterizing the nature of the problem in the process of storying new pathways for tackling the transitioning needs of people with intellectual disabilities into aged care services.

An action research approach was used in conducting interviews in the case organizations to ascertain the key dimensions of the presenting problem and to identify change options, this was followed by an ethnographic study of a Pilot Project used to trial the provision of disability day service programmes within an aged care setting.

A key finding of the study centres on the importance of stories at the early stages of change in widening the arena of innovative opportunities, in facilitating collective acceptance of new ideas and in initiating action to resolve problems. The paper demonstrates how stories are used not only in retrospective sensemaking of existing problems but also in giving prospective sense to the possibilities for resolving protracted problems through innovative solutions that in turn facilitates a level of collective acceptance and commitment to opening up new pathways for change.

The paper focuses on problem characterization during the early stages of change and bring to the fore the often hidden notion of time in utilizing concepts from a range of literatures in examining temporality, stories and sensemaking in a context in which future possibilities are made sense of in the present through restorying experiences and events from the past. On a practical and policy front, the paper demonstrates the power of stories to mobilize commitment and action and presents material for rethinking change possibilities in the delivery of aged and disability care.