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The process of redesigning is one of the essential steps in upcycling, which comprises ideation, reconstruction and fitting. This paper aims to study the best practice of upcycling in the clothing industry. This study is an attempt to standardise upcycling/redesign process.

An exploratory approach was adopted to perform the research. This study draws on the multiple organisations involved in the upcycling of clothes. The organisations chosen for this study are located in Sweden and Romania using the snowball technique. Semi-structured interviews, direct and participatory observation approaches were used to collect information. The collected data are systematically analysed using NVivo 10 software.

This paper provides empirical insights into the diverse practices of upcycling. Process, product and demand-based were three fundamental approaches to performing the redesigning process. The fabric quality and durability, variations in size, colour and pattern, skills and efforts required in the extraction of parts and environmental consciousness and awareness were the main factors influencing upcycling process.

The use of the European case may miss best practices from the other region. This study may help scholars to understand the method of upcycling. A practitioner of upcycling can use the findings to improve and standardise the existing process. This research is beneficial for society, as this leads to the reduction of textile wastage.

This paper conceptualises some of the best practices of clothes redesign. This provides a good insight for the organisation for the improvement in the redesign business.

As management innovations become more complex, infrastructure needs to change in order to accommodate new work practices. Different challenges are associated with work practice redesign and infrastructure change however; combining these presents a dual challenge and additional challenges associated with this interaction. The purpose of this paper is to ask: what are the challenges which arise from work practice redesign, infrastructure change and simultaneously attempting both in a single transformation?

The authors present a longitudinal study of three hospitals in three different countries (UK, USA and Canada) transforming both their infrastructure and work practices. Data consists of 155 ethnographic interviews complemented by 205 documents and 36 hours of observations collected over two phases for each case study.

This paper identifies that work practice redesign challenges the cognitive load of organizational members whilst infrastructure change challenges the project management and structure of the organization. Simultaneous transformation represents a disconnect between the two aspects of change resulting in a failure to understand the relationship between work and design.

These challenges suggest that organizations need to make a distinction between the two aspects of transformation and understand the unique tensions of simultaneously tackling these dual challenges. They must ensure that they have adequate skills and resources with which to build this distinction into their change planning.

This paper unpacks two different aspects of complex change and considers the neglected challenges associated with modern change management objectives.

This paper seeks to provide business process redesign (BPR) practitioners and academics with insight into the most popular heuristics to derive improved process designs.

An online survey was carried out in the years 2003‐2004 among a wide range of experienced BPR practitioners in the UK and The Netherlands.

The survey indicates that this “top ten” of best practices is indeed extensively used in practice. Moreover, indications for their business impact have been collected and classified.

The authors' estimations of best practices effectiveness differed from feedback obtained from respondents, possibly caused by the design of the survey instrument. This is food for further research.

The presented framework can be used by practitioners to keep the various aspects of a redesign in perspective. The presented list of BPR best practices is directly applicable to derive new process designs.

This paper addresses the subject of process redesign, rather than the more popular subject of process reengineering. As such, it fills in part an existing gap in knowledge.

The purpose of this paper is to examine the best practices in web site redesign the authors established for its two interconnected parts, the web development process and web design. The paper demonstrates how best practices were applied to coordinate a library web site redesign project and to engineer the web site for optimum usability, resulting in the creation of a new improved web site.

A problem‐solution approach was used to analyze how the Queens College Libraries (QCL) fell behind in web technology and how it revitalized its web operations. The paper presents a detailed exposition of a three stage project, and provides reasons for adopting best practices in redesigning each web site area.

In a resource‐challenged mid‐sized academic library, like QCL, it is still possible to create a fully functional easy‐to‐use web site.

The QCL experience has lessons for other libraries in similar circumstances. A mid‐sized academic library adopting a best practices approach to web redesign can successfully coordinate an open and inclusive development process and use public web standards to engineer a functional web site responsive to user needs.

Unlike other case studies of web redesign projects at academic libraries, this paper focus on both the web development process and web design, explicating the establishment and application of best practices for both areas.

The study aims to develop and test a supply chain wide green product development framework of focal firms and their major suppliers, in the context of the Chinese automotive industry.

An in-depth case studies approach is adopted for this study. Three automotive sector upstream supply chains involving 17 firms and 51 experts as respondents were interviewed on the importance and implementation effectiveness of 6Rs (reduce, redesign, recover, remanufacture, reuse and recycle) across the manufacturer and their respective tier 1 and tier 2 suppliers.

The results indicate that the Chinese automotive sector supply chains are mainly focused on “reduce” practices with immediate environmental and economic benefits. The investigated firms however had future implementation plans for “redesign” and “recovery” practices to become comprehensive in green product development (GPD).

The study facilitates automotive firms, industry policymakers and researchers the understanding of incorporating comprehensive GSCM practices across the upstream supply chain to achieve circularity. The study focused on upstream supply chain due to the concentration of major production practices in this section of the supply chain. However, the downstream supply chain equally deserve attention as well as the need to understand the mediating and moderating roles of the different Rs to tease out the pros and cons of achieving overall environmental sustainability.

There are very limited studies on comprehensive GPD for achieving optimal GSCM and sustainability. By simultaneous looking at a focal firm and its upstream supply chains GSCM practices, this study addresses a system-wide comprehensive GPD issues from implementation of 6Rs perspectives in the supply chain.

The purpose of this paper is to report on a co-design process that was initiated between government and the private sector in Botswana to redesign current ISD practice with particular focus on finding a solution for learning failure. Learning failure was analysed retrospectively using concepts of “task conscious” and “learning conscious” learning.

On the basis of a typical Botswana ISD project in which the lead researcher participated, inefficiencies and shortcomings in the standardised Botswana ISD process in terms of full utilisation of learning processes to support systems success were examined. Through the Developmental Work Research (DWR) methodology, which is based on Cultural-Historical Activity Theory (CHAT) principles, IS practitioners from government and the private sector, together with users collaborated to redesign the current Botswana ISD work practice in order to address this shortcoming.

The result has been the incorporation of activity-based learning and reflection into a proposed improved ISD practice framework for Botswana.

Through collaborative redesign between government and industry, a new Botswana ISD practice model that incorporates activity-based learning and reflection has been designed, and findings from examination of the model suggest that it has potential to address current learning deficiencies and thus contribute to efforts of avoiding IS failures. There have also been contributions to DWR resulting from the way in which the methodology was applied.

This is the first known study that uses concepts of “task-conscious” and “learning-conscious” learning to analyse learning retrospectively and at the same time adopting the DWR methodology in the social context of a developing country such as Botswana.

Numerous challenges in education emerge as our technology-driven society rapidly evolves and manifests more exigent requirements from engineering professionals. Higher education, nonetheless, seems to adapt to such requirements at an unequal speed, generating some tensions between industry and higher education institutions. The purpose of this paper is to share the experiences obtained through a process of assessment and redesign of a large enrollment course of programming from which the authors developed a systematic approach for course design/redesign.

A mixed method approach was deployed for data gathering and evaluation, consisting of close-ended surveys, open-ended questionnaires, information matrices and state of the art compilation. Triangulation of the information offered clear data about the necessity of curriculum redesign; therefore, a new programming course curriculum encompassed with relevant necessities in engineering and science was developed.

The authors produced a coherent and dynamic systematic path for assessment and design/redesign of course curriculum, which the authors find extremely helpful to improve negotiation processes inside higher education institutions, as it can be implemented to improve any large enrollment course curricula in engineering and science.

By following the systematic path for assessment and design/redesign of curricula the authors developed, higher education systems could embark more efficiently in the ever-challenging process of adapt their courses and programs to tackle the upcoming demands of our society.

So far, a systematic path for assessment and design/redesign of course curriculum was not published, and it supports the improvement of pedagogical approaches in academic institutions.

Organizational process improvement plays an important role for sustaining business in a competitive environment. Therefore, enterprise leaders are increasingly prone to adopt business process improvement (BPI) practices. However, organizations are unable to implement formal and reusable solutions, representing a gap between academic research and practical use. In addition, companies adopt discipline-dependent solutions, lacking BPI representations of best practices applicable to all organizational divisions. This paper aims to propose some constructs on top of the Quintessence kernel for representing the practice systematic development of the BPI in the BPI lifecycle and we conduct two case studies in a multinational company.

A quantitative research design was adopted for recognizing gaps in previous approaches and identifying best BPI practices. Subsequently, characterization of practices and activities are represented based on a unified definition model and the Quintessence kernel. Finally, two case studies are developed for applying the solution.

The formal representation is applicable to multiple disciplines in organizational environments. Besides, the sub-alphas (abstract level progress health attribute) states and the work products resulting from each activity completion criteria evidence the health and progress accomplished during the practice execution.

The practice representation serves as a formal, graphical, reusable and multidiscipline guide compiling activities and tasks for systematically developing BPI during the radical/incremental improvement lifecycle.

In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to an emerging pandemic. The instructors of a graduate-level synchronous online geometry and measurement course for practicing school teachers redesigned their summative assessments. Their goals were to reduce outside-of-class work and to model the integration of content, pedagogy and technology. This paper aims to describe the development of a digital interactive notebook (dINB) assignment using online presentation software, dynamic geometry tools and mathematical learning trajectories. Broader implications for dINBs as assessments in effective distance learning are presented.

The qualitative analysis in this study consists of a sequence of first-cycle coding of mid-semester surveys and second-cycle thematic categorizations of mid-semester surveys and end-of-course reflections. Descriptive categorization counts along with select quotations from open-ended participant responses provided a window on evolving participant experiences with the dINB across the course.

Modifications to the dINB design based on teacher mid-semester feedback created a flexible assessment tool aligned with the technological pedagogical content knowledge (TPACK) framework. The teachers also constructed their own visions for adapting the dINB for student-centered instructional technology integration in their own virtual classrooms.

The development of the dINB enriched the TPACK understandings of the instructors in this study. It also positioned teachers to facilitate innovative synchronous and blended learning in their own school communities. Further analysis of dINB artifacts in future studies will test the hypothesis that practicing teachers’ experiences as learners increased their TPACK knowledge.

Many countries aim to improve public services by use of information and communication technology (ICT) in public service supply chains. However, the literature does not address how inter-organizational ICT is used in redesigning these particular supply chains. The purpose of this paper is to explore this important and under-investigated area.

An explorative multiple-case study was performed based on 36 interviews, 39 documents, extensive field visits and observations providing data on digital transformation in four European criminal justice supply chains.

Two different design approaches to digital transformation were found, which are labelled digitization and digitalization. These approaches are characterized by differences in public service strategies, performance aims, and how specific public characteristics and procedures are dealt with. Despite featuring different roles for ICT, both types show the viable digital transformation of public service supply chains. Additionally, the application of inter-organizational ICT is found not to automatically result in changes in the coordination and management of the chain, in contrast to common assumptions.

This paper is one of the first to adopt an inter-organizational perspective on the use of ICT in public service supply chains. The findings have scientific and managerial value because fine-grained insights are provided into how public service supply chains can use ICT in an inter-organizational setting. The study shows the dilemmas faced by and possible options for public organizations when designing digital service delivery.