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The purpose of this paper is to present the process of balancing a mixed-model assembly line by incorporating unskilled temporary workers who enhance productivity. The authors develop three models to minimize the sum of the workstation costs and the labor costs of skilled and unskilled temporary workers, cycle time and potential work overloads.

This paper deals with the problem of designing an integrated mixed-model assembly line with the assignment of skilled and unskilled temporary workers. Three mathematical models are developed using integer linear programming and mixed integer linear programming. In addition, a hybrid genetic algorithm that minimizes total operation costs is developed.

Computational experiments demonstrate the superiority of the hybrid genetic algorithm over the mathematical model and reveal managerial insights. The experiments show the trade-off between the labor costs of unskilled temporary workers and the operation costs of workstations.

The developed models are based on practical features of a real-world problem, including simultaneous assignments of workers and precedence restrictions for tasks. Special genetic operators and heuristic algorithms are used to ensure the feasibility of solutions and make the hybrid genetic algorithm efficient. Through a case study, the authors demonstrated the validity of employing unskilled temporary workers in an assembly line.

The purpose of this paper is to propose a quantitative method for identifying multiple and hierarchical knowledge trajectories within a specific technological domain (TD).

The proposed method as a patent-based data-driven approach is basically based on patent classification systems and patent citation information. Specifically, the method first analyzes hierarchical structure under a specific TD based on patent co-classification and hierarchical relationships between patent classifications. Then, main paths for each sub-TD and overall-TD are generated by knowledge persistence-based main path approach. The all generated main paths at different level are integrated into the hierarchical main paths.

This paper conducted an empirical analysis by using Genome sequencing technology. The results show that the proposed method automatically identifies three sub-TDs, which are major functionalities in the TD, and generates the hierarchical main paths. The generated main paths show knowledge flows across different sub-TDs and the changing trends in dominant sub-TD over time.

To the best of the authors’ knowledge, the proposed method is the first attempt to automatically generate multiple hierarchical main paths using patent data. The generated main paths objectively show not only knowledge trajectories for each sub-TD but also interactive knowledge flows among sub-TDs. Therefore, the method is definitely helpful to reduce manual work for TD decomposition and useful to understand major trajectories for TD.

Students in flipped classrooms are challenged to orchestrate an increasingly heterogeneous collection of learning objects, including audiovisual materials as well as traditional learning objects, such as textbooks and syllabi. This study aims to examine students' information practices interacting with and synthesizing across learning objects, technologies and people in flipped classrooms.

This grounded theory study explores the information practices of 12 undergraduate engineering students as they learned in two flipped classrooms. An artifact walkthrough was used to elicit descriptions of how students conceptualize and work around interoperability problems between the diverse and distributed learning objects by weaving them together into information tapestries.

Students maintained a notebook as an information tapestry, weaving fragmented information snippets from the available learning objects, including, but not limited to, instructional videos and textbooks. Students also connected with peers on Facebook, a back-channel that allowed them to sidestep the academic honesty policy of the course discussion forum, when collaborating on homework assignments.

The importance of the interoperability of tools with elements of students' information space and the significance of designing for existing information practices are two outcomes of the grounded theory approach. Design implications for educational technology including the weaving of mixed media and the establishment of spaces for student-to-student interaction are also discussed.

This study aims to scrutinize the meaning and domain of “innovation” by providing an extensive theory‐driven review of the new product literature in marketing, management and engineering. The overall objective is to classify the recent literature on innovation and to illustrate theoretically derived discourses in the study of innovation.

The paper organizes this literature by providing typologies of discourses, which define innovation. Based on our review of 238 articles from a comprehensive set of journals publishing innovation research, we propose a theoretical divide in the innovation literature.

Theoretical underpinnings, namely adoption/diffusion theory versus the resource‐based/contingency theory view, form one dimension of the typology. Jointly considered with the other two dimensions – level of analysis and customer vs firm perspective – a framework is formed of the different discourses and conceptualisations in the innovation literature.

Past researchers have always proposed a definition of innovation that was embedded in a typology of innovation types; in contrast, the paper allows the theoretical discourses to unveil meanings of innovation and associated constructs (and hence it starts with theory specification, not construct definition). It argues for starting with theory as the basic division and proposes a theory driven typology. Through its theoretical genesis, the paper wishes to create a shared understanding among academics and practitioners of what constitutes innovation and constructs within the related theoretical net.