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Knowledge-building (KB) pedagogy is a framework that promotes collective inquiry towards the continual resolution of knowledge problems that are relevant to a community (Bereiter & Scardamalia, 1993). Scardamalia (2002) proposes 12 principles to define KB pedagogy. The aim of this study is to provide a review that analyses the influences of these principles on empirical investigations on KB and the importance of technology in such investigations in order to understand the research trends on this pedagogy. The sample was selected from the most recent products published in the Web of Science database. The content analysis performed showed that researchers focussed mainly on the aspects related to a balanced distribution of knowledge and the improvement of ideas in a KB community. Results of this research suggest the addition of a sixth principle in KB pedagogy, that is, a technological principle. The latter highlights that KB is mediated by technology, which in turn facilitates communicating and sharing ideas within a community.

With the ever-growing population in the urban areas, the concept of smart cities started to be more present in the literature. Smart cities are seen as a solution that will respond to the needs of providing a sustainable place for living, and at the same time improving residents’ lives. To achieve this, various information and communication technologies (ICTs) are exploited, making the digitalization in the modern world of an immense importance. Advanced digital technologies enable the transformation of existing and the creation of new business models, the development of new products and services, increase the efficiency and competitiveness of the economy, and contribute to wider socio-economic development. Digitization of society and the economy through innovative and intensive use of ICTs has great potential for growth and is the basis for further development and competitiveness. This all generates an enormous amounts of data sets from which useful information are generated and used again the decision support systems. This chapter presents two examples from Slovenia where big data is used for improving residents’ lives, as part of the strategies for smart cities.

Metadiscourse is an important dialogue technique used in productive knowledge building to help a group evaluate and advance their knowledge progress. Previous studies have identified and defined various types of metadiscourse. However, there is scant knowledge about how different metadiscourse types emerge among different groups or what implicit correlations lie between progressive discourse and metadiscourse. Moreover, research on how different types of metadiscourse influence groups' knowledge advancement and artifacts is still inadequate. Therefore, this study aims to further examine the roles that different types of metadiscourse play in the collaborative knowledge building community on both a fine-grained (i.e. progressive discourse) and coarse-grained (i.e. group knowledge advancement and group artifacts) level.

Data for this study are drawn from the behaviour of undergraduate students participating in a 12-week course at a key university in China. On the fine-grained level, epistemic network analysis (ENA) is applied to illustrate how metadiscourse promotes the development of progressive discourse. On the coarse-grained level, two different chi-square tests are conducted to examine the roles of different types of metadiscourse in groups' knowledge advancement and artifacts.

The analysis allowed several conclusions to be drawn. First, the types of metadiscourse that students most often adopted were reflecting on ideas development (RD) and commenting on ideas (CI); they less frequently adopted setting group goals (SG) and making group plans (MP). Second, most types of metadiscourse correlated with developments in progressive discourse, particularly RD and CI. Third, the metadiscourse types RD, CI and coordinating group efforts (CE) played essential roles in knowledge advancement. Fourth, higher-quality artifacts could be created by using the metadiscourse type reviewing the state of knowledge building progress (RP).

A more profound comprehension of the role that metadiscourse plays in the collaborative knowledge building community not only contributes to the literature in the knowledge building field but also carries a significant meaning in regulating community, promoting learner agency and sustained knowledge, and consequently improving collaborative learning performance.

Globalization and the ubiquitous nature of the Internet facilitate e‐commerce activities across nations. An empirical study was conducted using data from Greek and US consumers in order to obtain a better understanding of cross‐cultural e‐commerce adoption. The results give support for the proposed hypotheses, emphasizing the moderating role of cultural differences on consumer e‐commerce adoption. The unique contributions of this paper are three fold. First, we introduce Hofstede's cultural dimension of uncertainty avoidance to the study of cross‐cultural e‐commerce adoption model. Second, we apply the theory of planned behavior perspective to capture behavioral intentions to transact online in two dissimilar countries – Greece and the US. Finally, the paper discusses several insights from this exploratory study that enrich the cross‐cultural e‐commerce literature.

The purpose of this paper is to provide additional evidence of the impact of ISO 9001 effectiveness on three dimensions of a firm’s performance, namely product quality, operational performance and business performance.

The analysis includes an initial exploratory factor analysis (EFA), followed by confirmatory factor analysis (CFA) and structural equation modeling (SEM), in order to investigate the relations between the constructs of the proposed model. A sample of 287 ISO 9001 certified Greek manufacturing firms is used for this purpose.

According to the study findings, ISO 9001 effectiveness directly contributes to product quality and operational performance. Although it has no direct impact on manufacturing firms’ business performance, it has an indirect impact through the moderator of operational performance.

The sample of the responding manufacturing companies is limited to small- and medium-sized enterprises (SMEs) from one country (Greece). In addition, the effects of the internal business environment and endogenous business factors have not been assessed through the present study.

The study offers clear implications for managers who focus on elements that will increase the ISO 9001 effectiveness and desire to choose strategies, allocate resources and improve their firm’s performance.

The present study contributes to the literature gap aiming at examining the degree to which ISO 9001 effectiveness influences the performance of certified firms. The concept of “ISO 9001 effectiveness” is introduced as the extent to which its prescribed quality objectives are met.

We argue that uninformed subscribers to an initial public offering (IPO) of common stocks are exposed to greater ex ante risk of trading against informed traders in the secondary market because the advent of public trading conveys hitherto private information and thereby mitigates adverse selection. The going‐public firm underprices the new issue to compensate uninformed subscribers for this added secondary market adverse selection risk. We test this market liquidity‐based explanation by investigating the ex‐post consequences of ownership structure choice on the initial pricing and the secondary market liquidity of a sample of initial public offerings on the New York Stock Exchange (NYSE). Consistent with our argument, we find that initial underpricing varies directly with the ex post trading costs in the secondary market. Further, initial underpricing is related positively to the concentration of institutional shareholdings and negatively to the proportional equity ownership retained by the founding shareholders. Finally, the secondary market illiquidity of new issues is positively related to institutional ownership concentration and negatively to ownership retention and underwriter reputation. Thus, the evidence based on our NYSE sample supports the view that the entrepreneurs' choice of ownership structure affects both the initial pricing and the subsequent market liquidity of new issues.

Although many universities have begun to provide artificial intelligence (AI)-related courses for students, the influence of the course on students' intention to participate in the development of AI-related products/services needs to be verified. In order to explore the factors that influence students' participation in AI services and system development, this study uses self-efficacy, AI literacy, and the theory of planned behaviour (TPB) to investigate students' intention to engage in AI software development.

The questionnaire was distributed online to collect university students' responses in central Taiwan. The research model and eleven hypotheses are tested using 151 responses. The testing process adopted SmartPLS 3.3 and SPSS 26 software.

AI programming self-efficacy, AI literacy, and course satisfaction directly affected the intention to participate in AI software development. Moreover, course playfulness significantly affected course satisfaction and AI literacy. However, course usefulness positively affected course satisfaction but did not significantly affect AI literacy and AI programming self-efficacy.

The model improves our comprehension of the influence of AI literacy and AI programming self-efficacy on the intention. Moreover, the effects of AI course usefulness and playfulness on literacy and self-efficacy were verified. The findings and insights can help design the AI-related course and encourage university students to participate in AI software development. The study concludes with suggestions for course design for AI course instructors or related educators.

Discusses research ideas on the distinctions between data, information and knowledge, the categories of knowledge and knowledge‐processing activities in Holsapple and Whinston’s (HW’s) taxonomy (1987, 1988a, 1988b), and their application to markets and the activities of the firm. Describes a manufacturing firm’s inputs, production processes and outputs in terms of HW’s taxonomy, pointing out that management must filter the information surrounding the firm to turn it into knowledge of various types, e.g. descriptive, derived, assimilative etc. Considers the role of information for customers of and investors in the firm; and the relationship between knowledge and efficiency. Identifies three types of knowledge workers (builders, stewards and appliers) and calls for further research on the taxonomy of knowledge and standards of knowledge within the finance discipline.

Assistive technology can support and enhance the learning, independence, and daily living skills of students with disabilities, including students with intellectual disability (ID). Assistive technology is not generally disability dependent; however, for students with ID we decided to focus on assistive technology across two areas: instructional aids – with a focus on reading, writing, and mathematics – and transition and independence. Throughout our focus on these two categories of assistive technology, we discuss low-tech, mid-tech, and high-tech options to support students with ID.