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Lean Startup (LS) has gained considerable traction in the startup scene, especially within digital firms where the concept finds the concept's genesis. However, there are more and more calls in the entrepreneurship literature to study LS's application beyond the digital context. The purpose of this study is to explore the applicability of LS within the largely under-researched context of non-digital entrepreneurs. To structure the authors' understanding of the participating entrepreneurs' cognitive and behavioural logic, effectuation theory is applied.

To explore how LS is applied in non-digital settings, this study analyses the LS approach of 15 Dutch brick-and-mortar and click-and-mortar Small to Medium-sized Enterprises (SMEs) and startups.

This study provides empirical evidence that non-digital entrepreneurs pursue an effectual logic in their LS approach. However, the entrepreneurs' LS approach appeared to be contextualised to the non-digital contexts' inherent constraints and trade-offs. Such contextualisation calls for a particular set of skills and competencies, including applying mixed-methods cross-validation, affinity and passion for craftsmanship and aesthetics, inferring from limited, qualitative, and often skewed data, establishing an empathetic collaborative relationship with customers and suppliers, and leveraging prior market knowledge and experience.

This study advances the current understanding of the LS applicability and gives a more nuanced account of how LS is practised in the context of non-digital firms, the challenges entrepreneurs involved in non-digital firms need to overcome, and the skills and competencies they need to possess. In practical terms, the findings help non-digital entrepreneurs and coaches to be more heedful of the contextual peculiarities when employing LS.

The purpose of this paper is to investigate how digital transformation changes highly traditional business processes and how it impacts value co-creation and co-destruction. More specifically, the aim is to examine, using the resource interaction approach, how the friction between non-digital and digital resources affects the co-creation and co-destruction of value in a network during digital transformation. Based on this, the authors provide managerial implications on how to handle simultaneous digital and traditional business processes to co-create value during digital transformation.

A case study is conducted of a digital platform provider and of three traditional confectioneries. In this analysis, the authors looked at the business processes of highly traditional confectioneries that have introduced online services through a digital platform and are undergoing digital transformation.

In some industries, it is neither possible nor advisable to fully digitalise all business processes, and companies have to partially retain their traditional, analogue character to create value. The process of value co-creation during digital transformation is affected by friction between the digital and non-digital resources and is mitigated by specific lubricants (e.g. mutual reliance, smooth personal communication, willingness to help, attitude towards change). This results in the improvement of processes and capabilities in terms of digital development and traditional production. Friction may also lead to value co-destruction, for example, as the result of transformation from face-to-face to digital interactions.

The authors contribute to research on the digital transformation of highly traditional companies that need to introduce new, digital technologies and resources while continuing their traditional processes. The authors develop the concept of lubricants that mitigate the friction between resources and, therefore, facilitate value co-creation in a business network. Additionally, the authors provide managerial implications for how to handle simultaneous digital and traditional business processes during digital transformation.

A gap in the literature on digital history was explored through the use of a survey of 104 high school social studies teachers, administered in a large urban/suburban school district in the southeastern United States. The survey examined the extent to which social studies teachers were using non-digital and digital historical resources and the ways in which they were using them. Results indicated that social studies and history teachers were using primary historical sources, but important questions remained regarding the nature of this use. Specifically, it was found that while the teachers in this survey reported using digital and non-digital primary historical sources in their classrooms, they did not report using these resources in a manner consistent with literature-based best practices for social studies and history education.

This paper presents a framework for understanding the technological change and its impacts on environments where multiple versions of a technology exist simultaneously. Both orienting and limiting role of physical (skeumorph) and conceptual metaphors on the products, processes, and user experience in changing from a familiar functional implementation to the one employing new media is illustrated using examples showing the transition from wet photography to digital imagery and from surface mail to e‐mail. People use physical (skeumorph) and conceptual metaphors to orient themselves with new technology by understanding new functions in terms of earlier technological versions. Since new technology is adopted at varying rates and varying times, multiple versions exist at any given time. Sometimes expectations appropriate for earlier technological iterations obscure the challenges and possibilities presented by the new media implementation. This paper examines how new technologies challenge and are challenged by the contexts into which they are introduced. By understanding the function that physical (skeumorph) and conceptual metaphors play in facilitating technological change, we can become more conscious of the discontinuities between the new technological iteration and earlier implementations to gain deeper awareness about how “the new” functions differently and to help us engage new technology closer to its own terms and open up new possibilities for its use.

Game-based learning or simulation-based learning – especially Serious Games – are notions of the contemporary discourse on digitalisation in the higher education sector in Germany. These methods offer a more vivid and motivating learning context and they help to improve important competencies for reaching work-related higher education goals. This explorative study focuses on experts’ experiences with digital and non-digital serious games and their contribution towards developing self, social and management competencies, in the Bundeswehr Command and Staff College in Hamburg (Germany). Whilst there are numerous opportunities for using serious games in higher education, their use creates barriers for addressing social, as well as leadership/management competencies. In the future, game-based learning – and more specifically, digital game-based learning – could challenge the relation between learning as hard work and learn for fun, and between explicit and goal-oriented learning and implicit, incidental and explorative learning.

The Slender Man, an online monster born to the internet in 2009, loves to live in the boundaries, specifically the boundary between the digital and the non-digital worlds. This chapter seeks to explore the full engagement of the community with the myth, analysing it structurally to understand the way, in which the narrative’s construction reflects the relationship of monster to society and society to itself. The sincerity in which the narratives are told, at first appearing intense, is actually a form of play, revealing a boundary blurring between play and non-play as well. While fully engaging in play, the community’s structured narrative is more than this: pulling them into a trapped world in which they play with death in the digital. The triadic structure of the Slender Man narratives reveals an anxiety to the community and their place within broader non-digital worlds.

Programmes and courses integrating learning and work, captured generally in this paper as work integrated learning (WIL), usually provide flexible and innovative learning opportunities. In a digital age, information and communication technologies (ICTs) can be vital in delivering and enhancing such hybrid forms of WIL. The purpose of this paper is to explore the correlation and trajectory of ICT use among priests in the Church of England in the various forms of WIL.

The case study explores ICT use among a sample of Church of England priests by examining initially their use of virtual learning environments (VLEs) such as Blackboard and Moodle in work-based learning (WBL); and assessing the trajectory and correlation to work-related learning (WRL) through their use of social networking/engagement tools such as Facebook and Twitter in continuing professional development courses (CPD). The correlation and trajectory is provided through a document analysis of VLE access and a survey questionnaire.

Priests in WBL and priests engaged in WRL (i.e. CPD courses) revealed a correlation in the lack of ICT pervasiveness. With only a minority of priests engaging in further higher education (HE), the familiarity and use of ICT such as VLE platforms stagnated or declined. Correlated with social networking/engagement, priests overwhelmingly cited the “lack of time” as a reason not to engage with social media, however, ICT reluctance caused by fear was the trajectory resulting in a further lack of “ICT pervasiveness”.

While results may be generalisable among Church of England priests and other faith communities internationally, due to its unique and distinctive parameters, it is not generalisable to the general mature student adult education population.

The case study highlighted that continued intentional familiarisation and use of ICT within the various forms of WIL programmes and courses among “non-digital natives” would enhance learning. Such learning in WIL would be beneficial for HE programmes addressing e-readiness as a priority.

Specific to the sample case study, considering the importance of community engagement and WIL, this study highlights the challenges and changes required for improved social capital within the field of ICT and adult education.

No studies have considered the training and education of priests as a WIL case study of ICT “pervasiveness” and self-efficacy.

The purpose of this paper is to theorize and discuss potential factors for convergence between libraries, archives and museums (LAMs).

This is a conceptual paper that criticizes existing research on the convergence between the LAMs for a lack of theoretical reflection and a sacralization of technology. Therefore, concepts such as convergent evolution, isomorphism, social fields and autonomy are used to analyze other potential factors for convergence.

The paper demonstrates that digitalization is not the only potential driver of convergence between the LAMs. Indeed, other changes in institutions’ environments, such as societal changes, shifts in cultural policy and increasingly common practices among cultural institutions can represent important drivers.

Given that this paper is primarily based on theoretical reflections, future research should empirically investigate the non-digital factors suggested for convergence.

The paper represents an attempt to detect a “blind spot” in existing research on convergences between the LAM institutions and to identify some potential paths for future research to follow.