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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 study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise.

This project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory and visual mapping artefacts, session observations and debriefing interviews. The campuses included research universities, small colleges and minority-serving institutions (MSIs) across the United States of America. The authors analysed which features of the peer assessment dialogue exercise scaffolded participants' learning about ecosystem synergies and threats.

The results illustrated the benefit of instructor modelling, intra-team process time and multiple rounds of peer assessment. Participants gained new insights into their own campuses and an increased sense of possibility by dialoguing with peer campuses.

This project involved teams from a small set of institutions, relying on observational and self-reported debriefing data. Future research could centre perspectives of institutional leaders.

The authors recommend dedicating time to the institutional assessment of mentoring ecosystems. Investing in a campus-wide mentoring infrastructure could align with campus equity goals.

In contrast to studies that have focussed solely on programmatic outcomes of mentoring, this study explored strategies to strengthen institutional mentoring ecosystems in higher education, with a focus on peer assessment, dialogue and learning exercises.

This paper aims to explore the technologization of peace work through “remote support monitors” that use social and digital media technologies like social media to alert local violence prevention actors to potentially violent situations during demonstrations.

Using a distributed cognition lens, the authors explore the information processing of monitors within peace organizations. The authors adopt a qualitative thematic analysis methodology composed of interviews with monitors and documents from their shared communication and discussion channels. The authors’ analysis seeks to highlight how information is transformed between social and technical actors through the process of monitoring.

The authors’ analysis identifies that the technologization of monitoring for violence prevention to assist nonviolent activists produces two principal and related forms of transformation: appropriation and hidden attributes. Monitors “appropriate” information from sources to fit new ends and modes of representation throughout the process of detection, verification and dissemination. The verification and dissemination processes likewise render latent supporting informational elements, hiding the aggregative nature of information flow in monitoring. The authors connect the ideas of appropriation and hidden attributes to broader discourses in surveillance and trust that challenge monitoring and its place in peace work going forward.

To the best of the authors’ knowledge, this study is the first to focus on the communicative and information processes of remote support monitors. The authors demonstrate that adoption of social and digital media information of incipient violence and response processes for its mitigation suggests both a social and technical precarity for the role of monitoring.

This study explores the creation of online brand relationships from the personal, social and brand perspectives of social media and its influence on the community citizenship behavior to establish an integrative model. With social identity theory (SIT) and the theory of socially shared cognition (TSSC) as the theoretical basis for model integration, this study identifies the key factors that maintain the relationship between online community members and brands and prompt brand members to establish a close emotional connection with the brand and generate community citizenship behavior for the brand.

This study examines community members who own products from luxury fashion brands (e.g. Louis Vuitton, Chanel and Hermès) and have followed the official Instagram account of the luxury fashion brand for at least 1 year, with a total of 582 valid samples. Structural equation modeling (SEM) is used to test the model.

All except for one of the hypotheses are supported, and the theoretical model exhibits acceptable goodness-of-fit. The strongest effect is that of brand community identification on affective brand commitment, followed by that of online co-creation on community citizenship behavior and that of brand commitment on community citizenship behavior.

SIT was used as the basis and extended to the TSSC to integrate the theoretical perspectives. This study identifies the online brand relationship between service providers and consumers, explores possible causes and consequences from multiple perspectives and proposes conclusions and practical management implications as references for marketing personnel.

Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.

This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?

The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.

Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.

The increasing presence of traditional or new forms of robots at work demonstrates how the copresence of workers and robots might reframe work and workplaces and consequently arouse new human resource management (HRM) questions regarding how to manage the spatiotemporal change of work in organizations. Based on a spatiotemporal perspective, this conceptual article examines the implication of new spatiotemporal dynamics of work, which are generated by the interaction between workers and traditional or new forms of robots that are driven by advanced digital technologies, for HRM.

The article begins by carrying out a selective review focusing on the studies that enhanced the comprehension of the digital-driven spatiotemporal dynamics of work. It then presents a spatiotemporal framework from which it examines the implications of digital-driven spatiotemporal work boundaries for HRM. The article ends by underscoring the theoretical and empirical importance of taking more interest in new spatiotemporal forms of work for developing the HRM of the future.

By developing the notion of workuniverses, which denotes the spatiotemporal boundaries generated by the act of working through the interaction between workers and different forms of robots, this research first develops a theoretical framework that discerns three forms of spatiotemporal dynamics forming workuniverses at different levels and two spatiotemporal arrays for managing the spatiotemporal change of work in organizations. The HRM questions and ethical concerns generated by the formation of workuniverses are then revealed through four focuses: the management ethics in workuniverses, individuals' spatiotemporal well-being, collective spatiotemporal coordination and spatiotemporal change management in workuniverses.

This research provides an original perspective, which is the spatiotemporal perspective, to examine the new spatiotemporal dynamics that form workuniverses and the HRM questions and concerns generated by the increasing interaction between workers and different forms of digital-driven robots.

This paper aims to reveal how different types of events and top management teams' (TMTs’) cognitive frames affect the generation of breakthrough innovations.

Drawing on the event system theory and upper echelon theory, this study chose a Chinese manufacturing enterprise as the case firm and conducted an exploratory single-case study to unpack how breakthrough innovation generates over time.

By conducting the in-depth case analysis, the study revealed that firms do not produce breakthrough innovation in the catch-up stage and parallel-running stage but achieve it in the leading stage. It also indicated that when facing proactive events in the catch-up stage, TMTs often adopt a contracted lens, being manifested as consistency orientation, less elastic organizational identity and narrower competitive boundaries. In addition, they tend to adopt a contracted lens when facing reactive and proactive events in the parallel-running stage. In the face of reactive and proactive events in the leading stage, they are more inclined to adopt an expanded lens, being manifested as a coexistence orientation, more elastic organizational identity and wider competitive boundaries.

First, by untangling how TMT's cognitive frame functions in breakthrough innovations, this paper provides a micro-foundation for producing breakthrough innovations and deepens the understanding of upper echelon theory by considering the cognitive dimension of TMTs. Second, by teasing out several typical events experienced by the firm, this paper is the first attempt to reveal how events affect the generation of breakthrough innovation. Third, the work extends the application of the event system theory in technological innovation. It also provides insightful implications for promoting breakthrough innovations by considering the role of proactive and reactive events a firm experiences and TMT's perceptions.

Research into responsible management education has largely focused on the merits, attributes, and transformation opportunities to enhance responsible business school education aims. As such, a prominent part of the literature has occupied itself with examining if responsible management modules are inherently considered a non-crucial element of the curriculum and determining the extent to which business schools have introduced such learning content into their curriculum. However, there has been scant research into how to apply novel teaching approaches to engage students and promote responsible management education endeavours. As such, this paper seeks to address this gap through the development of a teaching framework to support educators in designing effective learning environments focused on responsible management education. We draw on constructivist learning theories and Lego Serious Play (LSP) as a learning enhancement approach to develop a pedagogical framework titled The Educator's LSP Journey. LSP is chosen due to its increasing application in learning environments to help promote critical discourse, and engage with highly complex problems, whether these are social, economic, environmental, or organisational. Therefore, this paper contributes to the responsible management education discourse by providing educators with a practical methodology to support student engagement and co-creation of knowledge by fostering exploratory learning environments and enriching the practices of active learning communities.

This paper examines the relationship between supply chain network structures and firm financial performance and the moderating role of international relations. In this study, which is grounded in social capital theory and applies the perspective of systemic risk, the authors theorize the effects of supply chain network structures on firm performance.

The authors extracted data from two Chinese databases and constructed a supply chain network of the firms concerned based on nearly 4,300 supply chain relations between 2009 and 2018. The authors adopted the fixed effects model to investigate the relationship between supply chain network structures and firm financial performance.

The econometrics results indicate that network structures, including the degree, centrality, clustering coefficients and structural holes, are significantly related to firm financial performance. A significant and negative relationship exists between international relations and firm financial performance. The authors also find that international relations strongly weaken the relationship between supply chain network structures and firm financial performance.

This study, which collects secondary data from developing countries (e.g. China) and explores the impacts of supply chain network structures on firm stock performance, contributes to the existing literature and provides practical implications.

Online collaboration in today's world is a topic of genuine interest to Internet researchers. The purpose of this paper is to explore the role of group knowledge heterogeneity (GKH) in open collaboration performance using the mediating mechanisms of group cognition (GC) and interaction to understand the determinants of the success of online open collaboration platforms.

Study findings are based on partial least squares structural equation modeling (PLS-SEM), the formal mediation test and moderating effect analysis from Wikipedia's 160 online open collaborative groups.

For online knowledge heterogeneous groups, open collaboration performance is mediated by both GC and collaborative interaction (COL). The mediating role of GC is weak, while the mediating role of COL is strengthened when knowledge complexity (KC) is higher. By dividing group interaction into COL and communicative interaction (COM), the authors also observed that COL is effective for online open collaboration, whereas COM is limited.

These findings suggest that for more heterogeneous large groups, group interaction would explain more variance in performance than GC, offering an in-depth understanding of the relationship between group heterogeneity and open collaboration performance, answering what determines the success of online open collaboration platforms as well as explaining the inconsistency in prior findings. In addition, this study expands the application of Interactive Team Cognition (ITC) theory to the online open collaboration context.