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Due to the fragmented and complex nature of the construction industry, many countries, including Singapore, have progressively encouraged greater collaboration amongst major stakeholders in the industry. It is hoped that doing so will result in an increase in the quality of construction projects. Given the long duration of typical construction projects, it is plausible for collaborating parties to develop close and personal relationships. In recent years, corruption cases arising from familiar collaboration have caught the public's attention. This study seeks to better understand familiar collaboration and its adverse impacts on the quality of construction projects.

A mixed research method was adopted, with a questionnaire survey distributed to 32 respondents representing client and contractors. This was followed by interviews to validate the survey findings.

The findings suggest that, when there is a lack of surveillance, familiar collaboration is likely to lead to favouritism and dishonesty, which can have an adverse impact on the quality of construction projects. The findings additionally suggest that value for money, conformance to specifications and fitness for purpose are the main aspects of quality that are likely to be adversely affected by corrupt practices bought about by familiar collaboration.

In this paper, these relationships are described using the term familiar collaboration. Strong and intimate relationships of this type may lead to a danger of parties committing corrupt practices. This study is one of the very attempts seek to better understand familiar collaboration and its adverse impacts on the quality of construction projects.

This paper aims to study the visibilization of learning in the context of developing a new collaborative practice, knotworking, in building design. The case under study describes the process of learning from the initiation of knotworking to its experimentation. The implementation of new building information modeling tools acted as an impetus for this development.

The research is based on activity-theoretically oriented ethnographic research. The four analytical steps created by Engeström (1999) for analyzing the expansive visibilization of learning are applied in the analysis.

The envisioning of the idea of knotworking involved the first and the second steps of visibilization. First, a flowchart made the ideal process of design visible and triggered a discussion on the problems and requirements emerging in the project members’ work. Second, an idea for a new type of collaboration was introduced as a solution to these problems and requirements. Planning the knotworking experiment and explicating the associated design instruments involved the third step of expansive visibilization. The fourth step of visibilization took place during the experiment of knotworking in a design project.

Two other knotworking projects have already been conducted, and plans have been made to commercialize knotworking in building design. New technical tools have been developed for energy calculation and the comparison of alternative design requirements.

Knotworking can improve the collaboration between designers with positive implications on the quality of a building design process.

Development and learning are studied as a longitudinal process in the construction industry.

Smart industry initiatives focus on intelligent and interconnected cyber-physical systems. These initiatives develop complex technical architectures that integrate heterogenous technologies, causing significant organizational complexity. Tapping into the digital capabilities of distant partners while capturing profit from such innovation is demanding. Furthermore, firms often need to establish and orchestrate inter-organizational collaborations without prior relations or established trust. As a result, smart industry initiatives bring together disparate organizational forms and institutional environments, distinctive knowledge bases, and geographically dispersed organizations. We conceptualize this organizational capability as ‘distant capabilities integration’. This research explores the governance mechanisms that support such integration and their relation to value capture. We analyse 11 IoT case studies organized in three categories (process, product and technologies) of smart industry initiatives. Building on existing literature, we consider different ways to describe distance, including knowledge heterogeneity and organizational, geographical, institutional, cultural and cognitive distance. Finally, we describe the governance mode appropriate for upstream (developing foundational technologies) and downstream (leveraging existing distant technologies) smart industry initiatives.

This study attempts to use a new source of data collection from open government data sets to identify potential academic social networks (ASNs) and defines their collaboration patterns. The purpose of this paper is to propose a direction that may advance our current understanding on how or why ASNs are formed or motivated and influence their research collaboration.

This study first reviews the open data sets in Taiwan, which is ranked as the first state in Global Open Data Index published by Open Knowledge Foundation to select the data sets that expose the government’s R&D activities. Then, based on the theory review of research collaboration, potential ASNs in those data sets are identified and are further generalized as various collaboration patterns. A research collaboration framework is used to present these patterns.

Project-based social networks, learning-based social networks and institution-based social networks are identified and linked to various collaboration patterns. Their collaboration mechanisms, e.g., team composition, motivation, relationship, measurement, and benefit-cost, are also discussed and compared.

In traditional, ASNs have usually been known as co-authorship networks or co-inventorship networks due to the limitation of data collection. This study first identifies some ASNs that may be formed before co-authorship networks or co-inventorship networks are formally built-up, and may influence the outcomes of research collaborations. These information allow researchers to deeply dive into the structure of ASNs and resolve collaboration mechanisms.

In the implementation of integrated care, the role of managers is important and their mutual collaboration should be addressed more visibly. The purpose of this study was to investigate how cross-boundary collaboration is constructed in the discourse of middle-level managers in health and social care.

The study was based on a discursive approach. Group discussions with three groups of Finnish middle managers (n = 39) were analyzed using discourse analysis.

Five ways of talking about cross-boundary collaboration were identified, labeled “ideal”, “structure”, “defence”, “money” and “support” discourses. In the ideal discourse, cross-boundary collaboration appeared as a “good thing” and is self-evident. Structural discourse defined managers as passive actors in self-sustaining entities. Defensive discourse highlighted the problems of cross-boundary collaboration and the hierarchy within the health and social sectors. Financial discourse constituted the ultimate obstacle to successful cross-boundary collaboration, and both strengthened and explained defensive discourse. Supportive discourse portrayed other managers as partners and as an important resource.

Cross-boundary collaboration can be experienced as a resource, helping managers cope with their workload. However, identification of and continuous attention to challenges at macro, meso and micro levels of integrated care is crucial for successful collaboration. Thus, critical discussion of collaboration needs to be given space.

The study design and discursive approach highlights the power of language and give voice to middle managers who are key actors when implementing integrated care.

The academic experience of top management team (TMT) has a positive impact on firms' innovation performance. However, existing studies predominantly focus on the educational qualifications and institutional prestige of TMT, failing to comprehensively evaluate whether TMT possess genuine academic experience and the role of academic competence. This article aims to examine whether TMT academic competence has a potential influence on firm innovation performance and to understand the mechanisms behind this relationship.

Using firm-level metrics of Chinese listed firms and TMT scholarly publication data spanning 2000–2021, this paper investigates whether TMT academic competence can promote firms' innovation performance and conducts a moderated mediating effect analysis.

(1) Academic competence of TMT can contribute positively to firms’ innovation performance; (2) university–industry collaboration partially mediates this relationship; (3) the mediating effect is enhanced by cognitive proximity and (4) distance proximity does not diminish the mediating effect.

Outcome of this study can assist academia in further understanding the impacts of TMT on firm innovation and aid government in promoting university–industry collaboration. Simultaneously, it can help firms adjust their TMT selection and training strategies to enhance innovation performance.

This article, as the first to construct an index of academic competence and to explore whether it has an impact on firms' innovation performance and its inherent mechanism, can provide a new research perspective for the study of the impact of TMT's characteristics on firms' innovation.

This study aims to compare the expectations of non-collaborating professionals and the actual opinions of collaborating professionals regarding success factors of horizontal logistics collaboration (HLC) and investigates the reasons behind the observed differences.

This study employs a mixed-method approach. First, a survey is conducted to collect data from two samples representing collaborating and non-collaborating industry professionals. Second, confirmatory factor analysis (CFA) is used to compare the measurement models from the two samples and identify their similarities and differences. Third, a Delphi study is conducted to identify factors limiting collaborative behavior.

The results show that collaborating professionals exhibit lower levels of joint relationship efforts and trust than expected. This is primarily due to inadequate information sharing, poor collaboration formalization and the absence of a clear costs and benefits allocation mechanism.

The findings indicate that, in HLC, managers should give high importance to facilitating timely and complete information exchange, putting in place an acceptable costs/benefits allocation mechanism, formalizing the collaboration and prioritizing integrity over competency when selecting partners.

To the best of the authors’ knowledge, this is the first study that shows the existence of differences between industry professionals' pre-collaboration expectations and the actual experiences in HLC. This is also the first study that points to the exact HLC enablers that fail in practice and the barriers responsible for it.

This study investigates the impact of agri-food supply chains (AFSCs) characteristics on the antecedents of horizontal logistics collaboration (HLC). Specifically, the study compares the relationship between collaboration activities and outcomes for companies in and outside AFSCs.

First, a survey was used to collect data from different industries. Second, confirmatory factor analysis and structural equation modeling were applied to compare the measurement and structural models from different industry categories.

The results support the premise that collaboration improves trust and commitment in the relationship, which in turn enhance satisfaction. The results also show the existence of a minor influence of AFSCs characteristics on HLC antecedents, in the form of an indirect impact of dedicated investments on commitment.

The factors having a significant influence on the collaboration outcomes and their respective effects are generally similar across food and nonfood supply chains, providing opportunities for interdisciplinary and collaboration experiences.

This research contributes to the body of knowledge on interfirm collaboration by considering the specificities of HLC. It also highlights the importance of conducting contingency research on collaborative experiences, as firms from different industry contexts operate under distinct operational conditions.

As concurrent enrollment (CE) programs continue to expand in the USA, a growing share of English teaching at the first-year university level is taking place in secondary schools. Though much of the discourse surrounding CE courses relates to quality control, the purpose of this paper is to argue for a reconsideration of the terms by which these courses are valued, calling for a shift from alignment to collaboration as the crucial work for participating English teachers.

This essay responds to scholarship and primary source documents related to CE programs in light of the author’s experience as liaison for a CE literature course at a Midwestern regional university in the USA.

An ethic of alignment pervades discourse about CE programs. The quality control promised by this “alignment story” presupposes a stable university course to be aligned with and the emulation of college faculty pedagogy as the high-priority intellectual labor. This alignment story is undermined by the variation within and between on-campus and high school iterations of the literature course. Rather than justifying an alignment ethic, this variation continually renews important questions about what constitutes college-level engagement with literature and how to best help students achieve it in a particular setting. These questions call for deliberation among a community of English teachers, not alignment of one constituency to another.

This essay builds on previous scholarship about the importance of alignment and the opportunity for collaboration in CE by exploring how an emphasis on the former misrecognizes the importance of the latter.

Active learning is not a simple practice. It is a new paradigm for the provision of high-quality, collaborative, engaging, and motivating education. Active learning has the capacity to respond to most of the challenges that institutions of higher education are facing in our time. In this chapter, we present active learning strategies used in STEM disciplines and we analyze the potential of active learning to redefine the value proposition in academic institutions. After providing the theoretical underpinnings of active learning as an evolving practice, an attempt is made to connect it with different learning theories and present an integrative model in which institutional strategies, learning strategy and information, and communication technologies work synergistically toward the development of knowledge and skills. We then present the results of a survey examining “stories” of active learning from the STEM disciplines, identifying good teaching practices, and discussing challenges and lessons learned. The key idea is that active engagement and participation of students is based on faculty commitments and inspiration and mentoring by faculty. We finally present a stage model for the implementation of active learning practices in higher education. Emphasis is put on a new vision for higher education, based on systematic planning, implementation, and evaluation of active learning methods, collaboration, engagement with society and industry, innovation, and sustainability, for a better world for all.