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The purpose of this paper is to verify how distributed cognition enhances collaborative problem-solving in the context of projects.

Using qualitative research and in-depth interviews, a sample of 32 project managers with experience in traditional and agile methods acting in Brazil and internationally participated in the research process. The analysis process, utilising coding techniques, involved stages: open, axial, coding and selective coding. These stages encompassed the evaluation of categories based on a hierarchy, in order to determine an appropriate level of abstraction that properly explains theoretical findings.

The results indicate that distributed team cognition is significant for collaborative problem-solving. The data from the interviews allowed the proposal of a model of cognition, and the identification of the elements that support it.

Understand how aspects of distributed team cognition can impact the behaviours of the project professional and contribute to problem-solving in the project environment.

The elements observed affects the collaborative problem-solving by presenting a model of distributed cognition, which is composed by directed communication, collective interaction, trust building and collaborative behaviour.

The purpose of this paper is to identify the core dimensions of problem solving of experts in commercial valuation in order to provide a rich stimulus for managing current practice and enabling future development.

The study adopted a cognitive position but emphasised understanding the everyday commercial property valuation practice in a naturalistic context and from the participants’ perspectives. Given this, a grounded theory approach was employed as a research strategy to guide the data collection and surface theoretical interpretations. Data were obtained through in-depth interviews with practicing valuers working in private real estate firms within metropolitan Birmingham, UK.

The interviews uncover four dimensions of experts’ problem-solving practice in commercial valuation: multidimensional, domain-specific knowledge base; cognitive process that is centred on analysis and reflection; collaborative problem-solving venture with colleagues; and professional practice issues awareness. A conceptual model is proposed which integrates these dimensions enabling a clearer understanding of the nature of valuation work.

This study was designed to be descriptive and theory generating, thus, the findings cannot be generalised as the sample was confined to one city and consists of a small number of senior practicing valuers. Therefore, the findings may not be fully applicable to other practicing valuers, other geographical locations or more widely to other types of property valuation. Nevertheless, the findings provide an important cognitive framework which can be verified by other researchers seeking to examine the practice of expert valuers.

The identification of the core dimensions of expert problem solving in commercial property valuation is shown to have implications for valuation practice, education and continued research. The valuation practice environments need to develop mechanisms to provide time that would enable these multi-dimensions of professional competence to be developed. Further work is needed to expand and refine the model across expert practice in other specialty areas of valuation practice.

This study expands the current understanding of valuation process to areas of expertise that have received less coverage in behavioural valuation literature, that is, the central role of knowledge and cognition and how these are integrated for effective valuation problem solving and decision making.

The purpose of this paper is to explore educator collaborative inquiry in the shared workspace in professional learning communities (PLCs). Specifically, this investigation was part of an ongoing investigation of well-established PLC collaborative interactions and self-directed learning of educators as part of the shared workspace as a component of school improvement.

A qualitative design was used for this investigation. Participants were purposefully selected to provide qualitative data on existent, well-established PLCs and their practice as educators in the shared workspace. Qualitative data were collected about participant perception. Data were collected from each participant by conducting semi-structured interviews, observations, and the collection of document and artifacts.

Findings from this ongoing investigation point to positive collaborative physical interactions and intellectual discourse that lead to educator learning through the collaborative inquiry process.

Theories on PLCs and educator job-embedded professional learning are unique in this paper. The concepts of PLCs and the collaborative inquiry process have been well developed but not in the context of the shared workspace. Recent literature on effective collaborative inquiry educators undergo in PLCs as a continuing professional development model provides a foundation for the work done in this ongoing case study. Sustained collaboration and continued professional development of teaching innovations as a product of the collaborative inquiry process in the shared workspace are underdeveloped as yet but further developed in this paper.

The purpose of this paper is to explore shared workspace and professional learning community (PLC) interactions in schools. The collaborative culture and PLCs were parts of the school culture. The collaborative culture of each school was designed to ensure teachers share intellectual and physical contributions in learning to investigate the impact of teaching and learning on students. The workspace overlap for teachers was part of the culture of each school and a function of the PLC interactions. PLCs provided opportunities for collaboration and therefore opportunities to share intellectual and physical workspace.

A grounded theory research approach was taken to this investigation, primarily because of the common experiences of educators in schools (Creswell, 2013). Collaborative process between educators in schools was qualitatively investigated as a function of PLC interactions. In all, three communities, five schools, and 70 educators were purposefully selected to participate. Data were collected, including semi-structured interviews, observations, artifacts, and researcher field notes.

The workspace interactions include shared leadership, decision making, teaching and learning practice, and accountability measures. Attributes and characteristics of effective collaboration and PLCs greatly affect the outcomes of PLCs. An emergent framework is provided that includes attributes of effective collaboration and the characteristics of effective PLCs that merge into intellectual and physical shared workspace.

This paper focuses on the connections between PLCs, school culture, and professional educator collaboration. This paper proposes to provide a unique model called the shared workspace. The model combines the intellectual and physical aspects of group members to ensure the effectiveness of collaborative systems that promote quality practice in schools through functional PLCs as part of a positive school culture. This paper further offers extensions to the shared leadership concept (Carpenter, 2015) in how schools, administrators, and teachers should work together, thus more collaboratively through a continuous improvement process of the school as a workplace and a learning organization.

The study analyses collaborative practice in offsite manufacturing (OSM) housing supply chains, focusing specifically on supply chains driven by small and medium enterprises (SMEs). The study’s analysis builds on previous work where we argued that collaboration in OSM housing construction comprises nine elements. In this study, the authors demonstrate empirically that SMEs enact these collaborative practice elements in distinct ways, foregrounding key elements over others. One core model and two sub-models of collaboration emerge from our two case studies.

The study analyses two SME-driven supply chains using qualitative case study techniques. Data were gathered through 12 semi-structured interviews conducted in two housing construction supply chains: one in South Australia, Australia, and another in Tasmania, Australia.

A comparative case study of SMEs shows that collaboration in OSM supply chains has a number of common elements, including a champion for innovation, investment in long-term relationships, resourceful use of limited assets and physical co-location. However, SMEs can also enact these elements through a range of diverging collaborative strategies that can be distilled into different models: stable relationality and dynamic innovation.

Findings provide a compelling empirical basis for arguing that SMEs can successfully lead OSM supply chains if key collaborative practice elements are strategically mobilised in ways that are suited to their strengths and limitations. The study therefore interrogates the widely held and often limiting assumption that OSM can only be driven by large organisations with access to capital assets, capacity to invest and undisputed bargaining power.

This paper aims to explore the relationship between face-to-face social networks and knowledge sharing.

Qualitative data gathered through 25 semi-structured interviews in five manufacturing firms were collected and analysed. A grounded theory approach was used to analyse the data, which was supported through NVivo qualitative data analysis software.

The results reveal that face-to-face social networks facilitate knowledge sharing in diverse ways. These include the use of multiple communication styles, brainstorming and problem-solving, learning and teaching, training, consultations and employee rotation.

The findings of this research are expected to help practitioners to comprehend the big picture and scope of the steps they take to facilitate knowledge sharing in organisations. Viewing knowledge sharing from a holistic perspective can help practitioners comprehend how face-to-face knowledge sharing fits with and complements other knowledge-sharing channels, such as electronic social media and document repositories. In addition, through face-to-face social networks, practitioners can leverage work groups to increase knowledge sharing, meaning that potential cost savings and improved work practices can be achieved.

For researchers, three new models are developed which provide new insights into the nature of the relationship between face-to-face social networks and knowledge sharing. The first model relates to brainstorming and problem-solving, the second to knowledge levels and the direction of learning and teaching and the third to factors influencing social networks and knowledge sharing.

The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures.

A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice.

This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts.

This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.

The purpose of this paper is to present new findings to organizations that acknowledge difficulties in implementing and succeeding with project partnering.

The investigation is based on a case study where empirical evidence has been collected via semi-structured interviews of 54 professionals within the construction industry.

Based on the research the authors were able to identify three main dimensions vital for project partnering success: 1. who related to participant selection; 2. what related to task clarification; and 3. way related to partnering means. These dimensions give rise to what the authors have termed a 3W (Who, What, Way) model on how to succeed with project partnering in practice. The third dimension, way related to partnering means, was found to consist of the four subdimensions: 3a. partnering attitude; 3b. a collaborative culture; 3c. a holistic perspective; and 3d. an accurate handover.

The authors found 318 papers focusing on partnering, in these only 19 focused on how to succeed with project partnering. The authors have complemented the limited research on how to succeed with project partnering with 54 interviews of professionals. The majority of the existing research has focused on challenges. This paper contributes to the research gap by presenting a 3W model on how to succeed with project partnering.

This study aims to find ways to bridge the gap between workplace design and research. Exploring the design process from general design aims to site-specific design makes the process visible to support workplace design research.

Participatory design methods were used to understand employees’ needs and preferences in work-related situations to support the design process. The design process was divided into three phases. The office was temporarily refurbished for the intervention study, and evaluation data was collected with qualitative methods.

Participatory design-generated data revealed typical knowledge work needs, such as the need for privacy, interaction, exposure and preferences for the atmosphere in the workspaces during different situations. The authors identified the following key points to obtain design data: design aims, affordance design and site-specific multidimensional design. An intervention study in a small organisation revealed that lack of activity-supporting spaces created undesirable overlaps for focused work, collaborative work and client communication.

The findings of this paper are explorative and limited to a small knowledge work company. The present approach identifies valuable data collection points in different design phases of workplace design processes. Sharing knowledge from practice to research and vice versa could inform research and improve workplace design.

This study makes the workplace design phases more visible. It supports finding new ways to study the connection between the user-needs and workplaces; and understanding how different design solutions impact workplace experiences, such as satisfaction. This study also brings focus to understanding the versatile needs of small organisations and their workplace design.

This paper aims to describe the conversations and collaborative problem-solving strategies initiated by a small group of faculty working collegially across five University of Wisconsin–Whitewater (UW) campuses to address the state shortage of school librarians.

This is a case study of the development of the consortium; its curriculum design and redesign and course development based on Conversation Theory, a set of common principles; and new directions in the library field.

This consortium developed a virtual department structure and a curriculum that has addressed the needs of the state and overcome bureaucratic hurdles.

The structure of the consortium; the use of the Conversation Theory to guide its development, curriculum and course design; and solutions to problems that arose could benefit other collaborative efforts.