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The purpose of this paper is to investigate the effects of four types of “soft” information and communication technologies (ICT) capital related to ICT knowledge and skills (ICT personnel, ICT training of ICT personnel and users, ICT unit) on the innovation performance of Greek firms. Furthermore, the paper compares these effects with the ones of the hard ICT capital and also of four important “traditional” innovation determinants identified from previous research in this area (demand expectation, price and non-price competition, market concentration).

A quantitative methodology has been adopted for investigating the above effects, based on the estimation of regression models. Using data collected through a survey based on a structured questionnaire from 271 Greek firms, innovation models have been estimated, having as independent variables measures of hard ICT capital, the examined four types of soft ICT capital and also the above traditional innovation determinants.

The paper has been concluded that in the innovation averse Greek national context the examined traditional innovation determinants have very low impact on firms’ innovation performance, however, on the contrary both hard ICT capital, and three out of the four examined types of soft ICT capital (ICT personnel, ICT training of ICT personnel and users) have positive impact on both process and product/services innovation. Furthermore, it has been found that the total effect of these three knowledge and skills related types of soft ICT capital on innovation performance is stronger than the effect of the hard ICT capital.

The main limitations of the paper are that it uses simple innovation performance measures (not distinguishing between different types of innovations), and also is based on firm-level data collected from a single country. The paper has interesting implications for future research on the impact of the relation between ICT and innovation, which should not any more neglect the soft ICT capital, but consider various types of both hard and soft ICT capital.

The results of the paper can be useful to firms’ chief information officers and chief executive officers and also to consultants and practitioners interested in maximizing the exploitation of the innovation potential of ICT, in order to understand the hard and soft aspects of ICT that have to be developed for this purpose and optimize firms’ ICT-related investment.

The limited previous empirical literature concerning the effect of ICT on innovation focus on the hard ICT capital (mainly on ICT equipment) and neglect the role of the soft ICT capital. The paper contributes to fill this research gap, by examining the effects of three types of ICT capital, and also – for comparison and regression models’ completeness purposes – of hard ICT capital and of four traditional innovation determinants, on firms’ innovation performance.

This paper aims to address the limitations of current knowledge management (KM) models by presenting a strategic knowledge management (SKM) framework based on a unique configuration of literature concerned with optimising learning and knowledge creation at the interface between human (soft) and information and communication technology (hard) networks.

This paper revisits the key tenets and most frequently cited models in the existing literature, summarises their common elements, clarifies the interrelationships between the hard and soft KM processes and practices and systemically incorporates these previously separate and independent elements into a new integrated conceptual framework. Then, it identifies key organisational factors which could facilitate this integration and leverage the value generated from different systems embedded in this model.

The paper highlights the key elements and applications of a new SKM conceptual model for actively and purposefully integrating explicit and tacit knowledge embedded within organisation systems and broader social and business intelligence networks.

The application of the thinking, organising principles and management practices derived from the SKM framework with its unique characteristics that are hard to substitute or imitate may support improvement and/or innovation of processes, products, services and brands contributing to sustainable competitive advantage of the firm.

While both hard and soft KM systems have been individually identified by previous studies as integral to KM, the research is amongst the first attempts to explore how to integrate both systems within a strategic KM framework with supporting organisational design principles for creating firm competitive advantage.

The purpose of this paper is to investigate the relationship between preferred choice of school subject and student information behaviour (IB).

Mixed methods were employed. In all, 152 students, teachers and librarians participated in interviews or focus groups. In total, 1,375 students, key stage 3 (11-14 years) to postgraduate, responded to a questionnaire. The research population was drawn from eight schools, two further education colleges and three universities. Insights from the literature review and the qualitative research phase led to a hypothesis which was investigated using the questionnaire: that students studying hard subjects are less likely to engage in deep IB than students studying soft subjects.

Results support the hypothesis that preferences for subjects at school affect choice of university degree. The hypothesis that a preference for hard or soft subjects affects IB is supported by results of an analysis in which like or dislike of maths/ICT is correlated with responses to the survey. Interviewees’ comments led to the proposal that academic subjects can be classified according to whether a subject helps students to acquire a “tool of the Mind” or to apply such a tool. A model suggesting how IB may differ depending on whether intellectual tools are being acquired or applied is proposed.

The “inner logic” of certain subjects and their pedagogies appears closely linked to IB. This should be considered when developing teaching programmes.

The findings offer a new perspective on subject classification and its association with IB, and a new model of the association between IB and tool acquisition or application is proposed, incorporating the perspectives of both teacher and student.

Grounded in service-dominant (S-D) logic, the purpose of this paper is to explore the core components of smartness to present a framework for the development of the smart tourism destination.

The paper explores the core components of smartness through case study analysis of well-established smart cities.

The paper conceptualises smartness and argues ICT, leadership, innovation and social capital supported by human capital are core components of smartness. Although ICT is a critical enabler for smart tourism destinations, it is insufficient on its own to introduce smartness. The combination of hard and soft smartness components within a S-D logic ecosystem structure holds the potential for sustained competitive advantage and enhancement of quality of life of both residents and tourists in smart tourism destinations.

The paper extends the application of S-D logic to the context of smart tourism destinations, specifically to examine the smartness concept as a means for competitiveness in tourism destinations.

The purpose of this paper is to propose alternative ways to develop and leverage organisational knowledge by considering the nexus of data managed by information and communications technologies and the expertise of human capacity. In doing so this paper challenges current understanding of tacit–explicit knowledge boundaries and presents a third dimension of knowledge which can be developed as a strategic organisational resource.

This conceptual paper seeks to extend current understanding of knowledge and presents the organisational knowledge nexus as a confluence of information, knowledge resources and human potential. Knowledge management is explored through the theoretical frameworks of the knowledge nexus and a model of triadic knowledge. Their conceptualisation and development are discussed and illustrated.

This research suggests the potential for organisational knowledge resources to be advanced is greater, if organisations can strategically use the knowledge nexus with a triadic perspective of knowledge. A framework for knowledge development with increasing levels of insight is proposed.

As a novel conceptual work this research has limitations of newness. It presents a challenge to conventional thinking because of the subliminal nature of latent knowledge and the causal ambiguity of its development process in the knowledge nexus. The potential of latent knowledge and its transition process in the organisational knowledge nexus has significant implications for organisational knowledge development.

The concepts of latent knowledge, the knowledge nexus and their potential ability to develop and leverage organisational knowledge resources presents a paradigm shift to currently accepted understanding of knowledge systems and organisational knowledge management. The originality and value of this work comes through its contribution to broadening our understanding of the scope and potential of organisational knowledge resources and their processes of transition and development.

The purpose of this paper is to investigate the challenges of using ICT in secondary schools in Sweden from teachers’ perspectives.

The research followed a qualitative research approach. First, a conceptual framework was developed based on previous research. Then, four teachers, teaching in six different subjects in secondary schools in Sweden, participated in semi-structured interviews that consisted of open-ended questions exploring their views on the challenges of using ICT in secondary schools.

According to the results, the authors found that the biggest challenges were associated with the perspective of teaching and teaching preparation. Most challenges from previous research have been re-confirmed by the interviewees in this study. In addition, some new challenges were identified in this study. For instance, the results indicated that it was time consuming to find plagiarism of students’ exercises, and there was a lack of ICT training of digital resources provided by the schools.

The investigation of using ICT in secondary schools is of scientific significance because it enriches the understanding of strengths and challenges of using ICT in educational activities. In particular, this research aims to shed light on challenges that teachers may face when using ICT in secondary schools. This research can also contribute to making future strategic plans for the use of ICT in secondary schools.

Educational technologists make significant contributions to the development, organisational embedding and service provision of technology‐enhanced learning (TEL) environments, which are key enablers for mass access to flexible higher education (HE). Given the increasing centrality of this role, it is advocated that institutions investigate sustainable career structures for educational technologists. This paper aims to address these issues.

The arguments are evidence‐driven by the small body of research literature describing the role of educational technologists and contextualized by the experiences as academics and leaders of TEL projects in HE, including managing educational technologists.

The roles of educational technologists are very diverse, requiring competencies in educational leadership, both management and technical. Their career paths, backgrounds, legitimate powers and organisational locations exhibit considerable variation.

University leaders require evidence to formulate appropriate human resource strategies and performance management strategies for educational technologists. Further empirical research to analyze current issues and future trajectories relating to their aspirations, career structures, legitimate power, management and organisational contexts is proposed.

Given the strategic importance of educational technologists to information and communications technology‐driven transformation, university leaders will require evidence to formulate appropriate human resource and performance management strategies for these key academic‐related/professional staff. This paper brings together relevant literature for the first time, generates recommendations for further research and policy discussion.

There are numerous challenges to overcome before information and communication technology (ICT) can achieve its full potential in process‐oriented health‐care organizations. One of these challenges is designing systems that meet users’ needs, while reflecting a continuously changing organizational environment. Another challenge is to develop ICT that supports both the internal and the external stakeholders’ demands. In this study a qualitative research strategy was used to explore the demands on ICT expressed by managers from functional and process units at a community hospital. The results reveal a multitude of partially competing goals that can make the ICT development process confusing, poor in quality, inefficient and unnecessarily costly. Therefore, from the perspective of ICT development, the main task appears to be to coordinate the different visions and in particular clarify them, as well as to establish the impact that these visions would have on the forthcoming ICT application.