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The authors of this study examined how four leadership teams participating in a year-long deeper learning leadership academy understood and adapted key practices for change leadership, deeper learning and equity in their PK-12 schools.

This multiple-site case study used interviews, observations and documents to investigate how four school leadership teams developed deeper learning initiatives in their schools.

This study highlights how participants recast the leadership academy’s three pillars (change leadership, deeper learning and equity) as they engaged in educational reform for ambitious teaching and learning in their own contexts. Three themes emerged: transforming the culture, teaching the whole child and restructuring for collaboration. Overall, the authors found that district leaders must be fully committed to deeper learning for the culture to truly be transformed in schools under their purview.

This article contributes to the literature on supporting school leaders to enact equity-centered deeper learning initiatives using robust professional development. It is useful for understanding key deeper learning strategies and designing future training.

This paper aims to address the nature of docility in organizations, its practical role in attention scarcity and knowledge diffusion in complex organizations and the management implications for organizational learning and innovation to improve knowledge management.

This paper examines knowledge organizations from the perspective of human resource strategies, their role in information abundance and attention scarcity and techniques to enhance docility mechanisms at different levels of the organization to increase innovation and performance.

This paper, in reviewing the organization literature on attention scarcity, addresses the shortage of studies linking the need for docility – the desire to learn from workers and the desire to teach – in personnel practices of knowledge firms, where intense social interaction, social feedback and social learning are the norms.

Knowledge management – scanning, creation, coordination, interpreting, transfer and integration – may well be the basis of competitive advantage, based on human resource strategies to mobilize explicit and tacit knowledge via docility mechanisms, including mentoring, teamwork, coaching and deep collaboration.

Decades ago, Herbert A. Simon introduced this new concept, docility, which is now central to knowledge organizations that face information abundance and attention scarcity. Knowledge organizations require tools of docility to align human resource strategies to both strategic management and operational functions to enhance teaching and learning in design structures that are time-constrained.

A supplier may sell not only to one buyer (sole relationship configuration) but also to the buyers competitors (shared relationship configuration) for a specific product category. This study examines the performance implications when suppliers establish shared relationships with the buyer’s competitors.

Secondary data are used to test hypotheses relating a supplier’s relationship configurations to its operational performance. A seemingly unrelated regression approach (SUR) is applied to analyze the data, followed by endogeneity checks of the empirical findings.

The study shows that suppliers with less-shared ties with buying firms’ competitors exhibit superior inventory efficiency and asset turnover. Thus, suppliers can improve operational efficiency by creating relatively exclusive, deep and trust-based relations instead of more extensively shared and shallower relationships.

Based on agency theory as a theoretical lens and aerospace industry data, this research contributes by addressing the supplier’s perspective and linking its operational efficiency performance with its chosen supply relationship configuration.

Suppliers need to understand the performance implications of choosing relatively exclusive relationships versus shared relationships with buying firms. The research provides new insights for managers and can guide their supply chain decision-making.

Little is known about how a supplier’s relationship configurations can elevate, or impair, its operational efficiency. While conventional wisdom holds that suppliers should focus on multiple avenues of revenue growth by selling to buyers’ competitors, this study demonstrates that more sales to a buying firm’s rivals might, in fact, reduce a supplier’s efficiency.

This paper discusses findings from a four-year research and development project using lesson study in a Norwegian elementary school. There are only a limited number of studies which have investigated how talk mediates teacher learning in lesson study, whereas research has shown that the form communication takes is the key to whether or not collaboration leads to learning. Focus in this paper is therefore on the talk which takes place in teacher teams when they meet to plan the research lesson in lesson study. The article explores sequences of talk that afford opportunities for teacher learning in order to understand what triggers and characterizes these opportunities.

Data consisted of audio recordings of four teacher teams made during planning meetings. Based on theoretical criteria, sequences of teacher talk which indicated potential for learning were selected for further analyses. These sequences were then coded with respect to what themes triggered this talk and what conversional routines were found.

The most frequent trigger of talk affording opportunities for learning was in relation to students and more specifically different needs of individual or subgroups of students. Didactic and purely curriculum-focussed issues triggered this kind of talk to a small degree. Conversional routines in the selected sequences concerned (1) taking a student perspective, (2) discussing impact on student learning behaviour and (3) generalizing (moving from specific accounts of classroom practice to general reflection on one's own practice).

This study aims to investigate what triggers and characterizes talk with learning potential in the lesson study work of teacher teams.

The purpose of this paper is to describe the relationships among collaboration competency, partner match, knowledge integration mechanisms (KIMs), and e‐service product innovation.

Data were collected from 118 financial firms in Taiwan. IT managers were chosen as the source for data collection. Furthermore, partial least squares (PLS) was used to address sophisticated data analysis issues.

Collaboration competency and partner match relate positively to KIMs, which in turn relate positively to e‐service innovation. In addition, partner match relates positively to collaboration competency. Also, the findings show support for the mediating effect of KIMs on the relationship between collaboration competency and e‐service product innovation.

First, KIMs are the central mechanism through which collaboration competency enhances e‐service product innovation is novel and noteworthy. Second, the study can help researchers to better comprehend partner match and analyze it as a partner‐led enabling mechanism. Third, this study extends an important direction for service product innovation research that lies in adopting an e‐service innovation perspective.

IT managers should mobilize collaboration competency in conjunction with KIMs and should highlight the centrality of KIMs in e‐service product innovation. Managers should examine whether the firm has the necessary technologies to develop particular levels of new e‐service products and to determine which technologies need to be developed. They would also need to consistently and synergistically align their strategic innovation choices.

The findings of this study fill the gap in the service management literature that currently fails in examining these determinants that affect e‐service product innovation. First, the paper helps to clarify the nature of e‐service product innovation. By studying de Brentani's classification of innovations, the paper views e‐service product innovation as two types of radical and incremental innovations that affect the ability of a firm to deliver desirable new services/products to customers via the internet. Second, based on Gallouj and Weinstein's work, the paper addresses the visibility (i.e., tangible or intangible of technical characteristics) and the degree of standardization (i.e., specifying service characteristics, making service characteristics less hazy and more concrete, and giving service characteristics a shape), which constitute innovations in e‐service products.

Lesson study has emerged as an approach to improving the quality of teaching in the USA. The purpose of this paper is to provide an investigation into teachers’ attitudes toward lesson study. Evidence suggests that lesson study may increase teachers’ content knowledge and their ability to anticipate student misconceptions during lessons. Nevertheless, certain issues have surfaced in the literature. Teachers may struggle with the demands of collaboration, critique of their lessons, and observation of their teaching. Moreover, lesson study may conflict with the existing mandate-monitor culture within many school districts. Understanding how teachers perceive lesson study is vital to gauging the effectiveness of the process.

In all, 55 teachers at two elementary schools in urban Los Angeles participated in the researcher-designed survey. For the teachers in this study, participation in lesson study was mandatory, and most had participated in a version of lesson study that emphasized following the established curriculum and district-approved strategies. Data were analyzed using correlational analysis.

Results yielded significant associations between teachers’ comfort levels with collaboration, lesson observation, lesson critique, and their support for lesson study. Higher degrees of control by the district over the lesson study process were linked to teachers feeling less responsible for student learning.

The findings from this study have important implications for the prospects of lesson study as a model of teacher development in the USA.

This paper fulfils a need to investigate factors that impede and promote the effective implementation of lesson study in the USA.

Recently, social innovation (SI) has captured the imagination of a range of actors globally, including in the higher education (HE) sector. This study explores the conceptual domain of SI leadership in HE. Drawing on the insights of 22 experienced practitioners in Canada, it provides a concept map to help guide leadership practice and research.

The study adopted Group Concept Mapping (GCM), a mixed methods approach that provides a structured way to map the “conceptual domain” of a topic from the perspectives of those with close knowledge of it. Using online GCM software, one group of participants generated statements in response to a prompting question about SI leadership. Another group sorted statements into conceptual groups, rating them for importance. The authors then produced a preliminary map using cluster analysis. A third group interpreted that map. The authors analyzed interpretation data to produce a final concept map, which is discussed in light of relevant literature.

GCM methodology resulted in 108 statements about SI leadership, with the vast majority ranked as highly important. The analysis produced a map consisting of nine “clusters” of conceptually related ideas about SI leadership, encapsulated under three interacting areas of focus: individual, relational, institutional/system. Participants confirmed the map reflected key dimensions of practice, noting it indicated important tensions and paradoxes core to their practice. Their interpretations highlighted how the map represented iterative dynamics of leadership over time and across levels; and how different theoretical and practice traditions in SI communities affect conceptualizations of leadership.

The study suggests that an area ripe for study is the navigation of micro-level systems in pursuit of meso-level and macro-level systems change. The map provides an empirically derived set of dimensions for instrument development in future SI leadership studies. The context of conventional academic institutions bounds the results but helps to surface key considerations for researching SI processes in other mature institutions. Comparison of findings with extant leadership theories suggests that, to advance theoretical research on the topic of leadership in SI, bricolage or new theory development will be needed.

The map paints broad themes with concrete, practice-level ideas. It can serve as a touchstone for reflection by experienced practitioners and offers a reference point to orient those new to leading SI.

The scholarly knowledge base about SI has been growing rapidly, but it is still an emerging field of study. There are only a handful of published studies offering perspectives on SI in HE, and none with respect to SI leadership in HE. This study offers original conceptual insights grounded in empirical data gathered through a method aligned with its exploratory purpose.

This paper aims to explore the deep Web as a solution for displacement and replacement challenges in libraries, addressing the challenges, benefits, strategies and case studies.

The paper synthesizes existing literature on deep Web integration in libraries, providing a comprehensive analysis of insights from scholarly articles, case studies and expert opinions.

The deep Web grants libraries access to unique content, improving information access, fostering collaboration and enabling personalized content. However, security, privacy, ethics and data protection must be considered.

This paper contributes to the literature by providing a comprehensive examination of deep Web integration in libraries, offering valuable recommendations for navigating the changing landscape and leveraging the deep Web’s potential.

Opportunities for shareholder value creation from deep decarbonization in fossil fuel and related industries may be unlocked with a permanent change in corporate governance practices. The purpose of this study is to highlight the conceptual links between corporate collaborations, decarbonization and equity value creation to enable the large-scale reallocation of funds necessary to halve carbon emissions by the end of this decade.

Consistent with shareholder value maximization, the author uses the constant dividend growth framework to show that a permanent change in corporate governance practices can impact expectations of future cash flows and required rates of return. This study includes a simulation to explore how perpetual corporate collaborations on decarbonization that influence the key equity value drivers can add value to the equity of collaborative firms.

Perpetual corporate collaborations with key stakeholders focused on equity value drivers hold great potential for accelerating the reallocation of funds to low-carbon assets. Simulation results suggest that relatively small changes, especially in required rates of return, may result in substantial increases in equity values for collaborative leaders in deep decarbonization.

This study identifies new sources of shareholder value from long-term corporate collaborations with key stakeholders on deep decarbonization. A collaborative focus on important equity value drivers can attract capital also to hard-to-abate industries and initiate sharp cuts in carbon emissions. Corporate governance practices, thus, reformed render shareholder value creation incentive compatible with rapidly decarbonizing global supply chains, making it possible to meet climate action goals by 2030.

This paper aims to analyze the influence of power on the depth of collaboration by discussing the power relations and collaborative relationships between buyers and suppliers in networks. The aim is to shed light on how power position in a network influences the depth of collaboration.

The study utilizes a case research as a method and analyzes a network from the Finnish food industry. The empirical data comprises 29 semi-structured interviews conducted among the personnel of four case companies.

The findings of the study suggest that the network actors' power relations affect the form of the relationships. It seems that power influences the depth of collaboration, which is minimal if the actors do not have balanced power positions. Highlighting the importance of the network context, the results also indicate that the role and position in the network may crucially determine the character of the power relations if the actors are otherwise in balanced positions.

The results have implications for purchasing and supply chain managers and practitioners in terms of shedding light on the relation between power and collaboration. It enhances understanding of how power influences collaboration, and of how a wider network perspective could determine the power relations between the companies. Managers need to be aware of the effects of power on the nature of their relationships and, moreover, on the depth of collaboration. This enhances their ability to determine their positions in relation to other companies, and to develop relationships offering opportunities for deeper collaboration.

The literature review reveals that the issues of power and collaboration in the network context have rarely been connected and discussed in relation to each other. This constitutes a clear and notable research gap given the implication that the relation between power and collaboration, in terms of the influence of power position, is still an unexplored area. Moreover, whereas most previous studies on the phenomenon of power concentrate on analyzing dyadic relationships, this study raises the question of the network context.