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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.

This paper aims to examine the development of trust during online collaboration. The purpose of the inquiry is to improve the understanding of individual trust development in longitudinal online collaboration teams.

The paper reveals the conclusion of a longitudinal online collaboration case study of two student cohorts over a two‐year period, where each cohort is in their first year, based on a previous trust research model. However, the study is conducted in a new context through the implementation of online collaboration tools. Data is collected using longitudinal surveys and in‐depth interviews.

The paper demonstrates that trust development in different online collaboration groups does not follow a particular pattern in this case study. This development is characterised by fluctuation and complexity. Trust development does not attain the ideal state discussed in previous research and trust development is different within each team. The paper provides insight into the complexities of trust development in an online collaboration environment and information system understanding.

The paper demonstrates the findings regarding development features are context‐specific and have not been subjected to testing for replication within other settings. The authors intend this for future research.

The observations will help team leaders to understand changes in trust. It will also aid system developers and designers to consider trust development features in future system design for online collaboration environment and tools.

The paper builds upon a previous trust development model but applies it to the context of online collaboration using student groups to analyse the findings over time.

In this article, the authors explore the emotional dimension of the strategies that researchers carry out to foster collaboration within research groups in science.

The authors have carried out fieldwork based on semi-structured interviews with members of high-performance research groups, supported by the analysis of ethnographic observations in the local work contexts of several of these groups.

As a result, the authors start from the representations of the principal investigators interviewed about collaboration, as a dynamic between the individuals involved and the group, to describe two forms of leadership strategies: ego-centered or group. Hence, the authors highlight that the emotional work of IPs consists of combining both strategies by activating and deactivating affection, warmth and spontaneity in interactions. The authors conclude by reviewing the contributions and some potential lines of study.

The main contributions and conclusions must be regarded considering several limitations of our work. First, the authors have focused on high-performance groups, so it would be expected that the research groups that do not have the support of European Research Council (ERC) do not present the observed dynamics. Concerning the analysis, the authors have focused on the link between situational (personal interaction) and organizational scales. Although the authors have attended social factors that imply the structure and changes of the professional sector of science (Whitley, 2000, 2014), future publications will allow the authors to delve into relationships on a broader scale, associating collaboration patterns and discursive positions. The authors will focus on (1) roles and social profiles and (2) features of scientific culture and its recent configuration.

The authors affirm that the emotional field is key to understanding how groups and individuals respond to these profound changes. In their work, scientific professionals do not only act based on rational and instrumental criteria but also driven by habits, affective networks and inertia of their organizational cultures. In this paper, the authors provide theoretical and practical keys to understand the complexity that collaboration creates within research groups as a contradictory reality that consists of a constant movement of individuals and the group.

As many of the interviewees expressed, there are no adequate spaces to learn and reflect on leadership and collaboration in science. The authors are science workers who are responsible for imagining and deciding how the authors want their research groups to function. Institutions must ensure the means so that this task can be carried out. Hopefully, this article will contribute to this irrevocable project.

The authors’ aim is to understand how well-known groups operate in their field, with a high level of resources and productivity, in order to identify and promote cutting-edge strategies in different scientific branches. Moreover, the authors want to recognize the importance of institutional infrastructures. For this reason, giving them a place in the framework of management studies allows to submit this issue to public debate for a wide audience of social scientists. Moreover, this permits to inquire about cross-disciplinary subjects, such as social and organizational psychology, sociology of work, studies about science and management studies.

As other researchers have done previously, we conceptualize innovation not as a linear process but as a cyclical one (e.g., Van de Ven, Polley, Garud, & Venkataraman, 1999), which consist periods of innovation initiation, implementation, adaptation, and stabilization (West, 1990). Within this cycle it is possible to distinguish two major components: the beginning of the cycle, which is dominated by the generation of ideas that is generally also designated as creativity; whereas the dominant activity at the end of the cycle which is the implementation of ideas (hereafter referred to as the implementation of innovation). Creativity is then likely to be most evident in the early stages of the innovation process, when those in teams are required to develop or offer ideas in response to a perceived need for innovation. Creative thinking is also likely when teams proactively initiate proposals for change and consider their initial implementation. As the innovation is adapted to organizational circumstances, there is less need for creativity. At the outset of the process, creativity dominates, to be superseded later by innovation implementation processes. Of course, it can be argued that creativity is important throughout the innovation process, but in general, the requirements for creative ideas will be greater at the earlier stages of the innovation process than the later stages.

In this study, we propose and develop an opensource groupware system called NetIsle. NetIsle is a general purpose groupware system for uniform open groups that integrate a number of tools for online collaboration to ensure fast information exchange and sharing, increase the productivity of working groups, and reduce maintenance and administration costs. The main technologies used for the construction of the system are peer‐to‐peer (P2P) and push, which are best fitted to those principles and beliefs we build our system upon.

This chapter argues we should not regard school-to-school collaboration as simply a mechanism for outcome-driven improvement but rather consider the establishment of teacher relationships as the necessary priority when building highly effective collaborative networks. By revisiting the research of Sandra Kruse, Amanda Datnow and Andy Hargreaves, we develop an additional tool to Hood’s matrix of regulation and cohesion in an effort to position collaborative networks in the context of international private fee-paying schools. The tool visualizes the collaborative network development as a relationship continuum in which time is the necessary driver of a network’s success. The 12 Asian private international schools in the case study were given collaborative framework guidance drawn from multiple sources. Subsequently, the enablers and hindrances reported by the collaboration leads highlight the need for trust and teacher agency development to be prioritized by leadership. Finally, on sharing some lessons learned from the case study, we close by arguing the value of collaboration lies in opening the door to allow for agenetic cultures that build reflexive practitioners.

This paper aims to elucidate the collaborative mechanism of knowledge collaboration in online communities. The effects of participant communication behaviors enabling knowledge collaboration, such as public discussion, private messaging and registration, are comprehensively investigated in relation to individual and group performances.

Eight communication categories of participants are defined according to their communication behaviors, and the average number of knowledge contributions at the individual level and the helpfulness toward collaboration efficiency at the group level are compared across the participant categories.

The results show that simultaneous participation in both task-oriented public discussion and relationship-oriented private messaging has a synergistic effect in promoting individual knowledge sharing, and that additional registration – disclosing one’s identity – significantly enhances efficiency in group collaboration. The role of public discussion appears to be as significant as that of private messaging with regard to online knowledge collaboration.

First, encouraging members to participate in both task-oriented discussion and casual personal communication is important for eliciting more knowledge contributions. Second, although social capital based on one-to-one private messaging has attracted much attention with respect to knowledge sharing, many-to-many public discussions that more deeply and broadly influence knowledge conversion should be more highly emphasized. Third, the perceptions of shared value and reputation based on registration also need to be cultivated to increase collaboration efficiency.

In contrast to most previous research that focused on only one type of communication, this study offers a big-picture view of the relationship between communication and online knowledge collaboration by adopting a comprehensive approach to participant communication behavior. A systematic classification of communication behaviors enables this work to illuminate the diverse effects of different communication types or styles on both individual- and group-level performances, thereby improving the understanding of the overall collaborative mechanism. This study thus provides fresh insights on effective management of online communities.

This paper sets out to document a review of environmental collaborations in the Australian building and construction industry and to identify a number of motivations that appear to drive particular environmental groups and building and construction companies to collaborate on specific projects.

The research involves a series of in‐depth interviews with individuals from building and construction companies and from environmental groups, and utilises a number of theoretical perspectives to explain the various perspectives being adopted by the interviewees.

The results indicate that corporate managers seek to collaborate with environmental groups as a result of pressures exerted by particular stakeholder groups, particularly government, and by the desire to be aligned with an organisation that has “green credentials” – something that is valuable in enhancing the reputation and legitimacy of the company and the related building project. There was also a related financial motivation for collaborating. The representatives from the environmental groups indicated that motivations for collaboration included developing a project that could be used as a vehicle for “educating” the public, generating positive environmental outcomes, complying with the expectations of their constituents, and setting an example for other building and construction companies to follow.

Little research has been done in the area of environmental collaborations. In this study, environmental collaborations were considered as a vehicle for both the environmental groups and the companies to further meet their organisational objectives and were generally considered as successful initiatives from each organisation's perspective.

Research productivity is often counted as a major factor in evaluations and promotion. Librarians have had to find a way to pursue research along with performing job duties and professional service. Collaborative research can provide an effective solution for busy librarians who need to show a record of research. Additionally, it can be a cost‐effective means for library administrators to promote library faculty output in the face of reduced travel and research budgets. This paper seeks to address these issues.

In developing their research group, the authors began with a small, informal collaboration on an article describing new staffing models for library outreach. As the writing of the article proceeded, the group developed a more formal structure. As that article reached completion, the purpose of the group expanded to that of fostering creativity and following creative leads to a publishable (or presentable) conclusion.

In the two years during which the writing group has been working together, it has produced four articles and nine presentations, with several in‐progress efforts. In addition, the writing group has encouraged members to develop individual projects for presentation and publication outside of the group's scope.

The authors offer recommendations to other professionals interested in forming collaborative writing groups and to library administrators interested in encouraging their staffs to develop productive working relationships.

Few articles have been written about collaboration among librarians to promote their own research and publication. The authors describe in this paper an informal, yet highly effective means to foster faculty research productivity.

The purpose of this paper is to investigate the relationship between individual trust of students in computer supported semi-virtual collaboration groups and student’s performance in school.

Longitudinal questionnaires and interviews are conducted during the case study. By analyzing the data from the questionnaires and the grade earned by the students, the sample students are ranked with respect to the trust level and individual performance. Furthermore, the Wilcoxon signed-rank test is used to compare individual trust level and performance in the computer supported semi-virtual collaborative environment.

The distribution of an individual’s trust level is roughly consistent with the distribution of the individual’s performance in the collaboration. Besides, the relationship between a student’s trust level and the student’s performance is positively correlated.

This study integrates the issues of trust, school performance, and collaboration in an educational context. Furthermore, the conclusions drawn from this paper extend the literature of multiple disciplines including education, management, and psychology.

The conclusions could apply in the fields of education and management since the analysis revealed the relationship between an individual’s trust level and their performance.

This study contributes to the field of trust and collaboration research with a link to trust development and performance. The study also provides an insight into how to successfully improve the performance of student semi-virtual collaboration groups.