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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.

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 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.

Sport ecology research has finally reached a point of critical mass where it is time to see it as a subdiscipline within the sport academy. Researchers have worked to grow the quality of this research over the years. This improvement is due, in part, to the deeper collaboration that those working in the sport ecology field have made with industry professionals. These partnerships have led to richer data and deeper influence on common practice and deeper integration of sustainability in the sport sector.

This chapter discusses the progress and the challenges that have come with legitimizing this line of research, which some now refer to as sport ecology. We approach this chapter based on research specific to partnerships in and out of sport focused on advancing environmental sustainability. However, we draw on our own experiences as they pertain to the role that academics can play to enhance and contribute to the integration of environmental sustainability into industry practice by advancing sport ecology research.

Academics have an integral role to play through contributing a foundational understanding of research methods and specific content areas (e.g., marketing, consumer behavior, policy development, governance, and organizational behavior) to the sport sector's efforts.

The difficulties of engaging the sport sector are discussed and an optimistic, albeit idealized, “preferred future” is proposed on how academics and practitioners can collaborate to promote the sport sector's role in advancing worldwide efforts to address climate change through climate action.

The purpose of this paper is to explore and explain the circumstances in which a highly collaborative integrated project delivery form such an alliance is the most appropriate choice of delivering infrastructure projects.

The paper draws upon two previously published studies on alliancing to enable gathering insights from a quantitative study with some qualitative data that indicates project alliance delivery performance is high and suggests why it may be adopted as a project delivery form. A second qualitative study recently completed and published on integrated collaborative forms of project delivery such as alliances is re-analysed to better understand how and why this form may be successful. Together these two studies allowed a focus on the motivation to form an alliance and specific conditions relating to the alliance party’s level of ability and willingness to deeply collaborate.

The motivation to deeply collaborate may be triggered by specific internal and external trigger mechanisms. These are identified in the paper together with discussion about the requirement of parties to have sufficient knowledge, skills, attributes and experience to collaborate at a deeply engaged level.

The data used in the studies were from large scale infrastructure construction projects. The examples are mainly drawn from countries where collaboration is common and culturally acceptable; results may not apply to cultures, country or workplace, where high levels of competition are seen to be the optimal strategy for project delivery success. Also, the data were drawn from construction project management (PM). Other project-based areas such as professional services for example may present a different context and hence a different rationale.

The study provides deep insights about the nature of collaboration. It may have wider applicability.

Project organising is a social activity with social implications for how they are delivered that affect internal as well as external stakeholders. Being mindful about the motivation to choose a particular delivery form is important.

This is a new area of research in PM and the world faces a massive demand for large scale complex projects. This paper may provide a rational to drive policy in project delivery choices.

The purpose of this paper is to analyze the inverted U-shaped relationship between external search in the collaboration network and firm innovation outcomes. It also seeks to explore whether these curvilinear relationships are moderated by the network centrality and structural holes in the knowledge network.

In this empirical research, the authors collected a sample of patents in the smartphone industry over the period of 2000-2017. Then the authors examined the direct roles of external search breadth and depth in the collaboration network and the moderating role of network embeddedness in the knowledge network by using negative binomial regression.

Results found that external search in the collaboration network contributes more to firm innovation outcomes when the breadth and depth of the external search are moderate rather than high or low. Furthermore, both network centrality and structural holes in the knowledge network have positive effects on the external search breadth – innovation outcomes and external search depth – innovation outcomes relationships.

The authors collected the patent data within the single industry and excluded other types of industries. This may limit the generalization of the findings.

The paper has practical implications for adopting appropriate search strategies in the collaboration network and developing a better understanding of the effect of network embeddedness in the knowledge network on firm innovation outcomes. The findings suggest future directions for technology-intensive industries to improve their innovation output.

This study adds value to open innovation literature by pointing out a curvilinear relationship (inverted U-shaped) between external search breadth/depth and innovation outcomes in collaboration networks, in contrast to studies focused on firms’ external collaboration strategies in a certain industry context. Furthermore, this study reinforces the key contingent role of embeddedness in knowledge networks. This study provides a valuable theoretical framework of innovation outcome determinants by connecting the network perspective of open innovation theory with an embeddedness view.

The purpose of this paper is to provide a critical perspective on whether the boundary-spanner model and consequently complex disaggregated intra-MNE value chain activities are crisis resilient.

The paper is a conceptual theory development based on literature integration and phenomenological juxtaposing.

The need for boundary-spanning in assisting dispersed new and complex knowledge creation activities – which can hardly be replicated in virtual collaboration spaces alone – will endure if not even grow. This requires deeper understanding of boundary spanning in the context of the globally dispersed MNE. Increased location diversification engendered by COVID-19 implies a greater need for the boundary spanning function, not less.

Regarding future research, the crisis provides a unique opportunity for taking a closer look at the formation, nurturing and resilience of interdependence, particularly behavioural interdependence and the actions and characteristics of individuals associated with [boundary spanning] actions. Specific research questions should focus on the boundary-spanning model in the virtual space; the characteristics and effects of temporality and the boundary-spanning model, the specific actions of boundary spanners during unforeseen events and the empirical testing of the relationships developed in Table 1.

For practitioners, I suggest avoiding compromising structural interdependence with defaulting on top-down hierarchical approaches during crises; and while doing so, not paying attention to the effects of such actions on behavioural interdependence and its champions (i.e. global boundary spanners). Such interference likely results in sub-optimal global collaboration outcomes and innovation, characterized by fundamentally recursive processes involving creativity, failure, reconfiguring, sensemaking and improvisation.

TBC

The author develops a critical perspective to assess the crisis-resilience of the boundary-spanning model. In so doing, I juxtapose two contemporary views on the persistence or fading of the global MNE model, and hence, the future need for a socio-behavioural managerial function – like boundary-spanning – connecting dispersed MNE activities. The authors provide numerous avenues for advancing extant research on boundary-spanning in MNEs.