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This study aims to examine the influence of task interdependence on team members’ Moqi in virtual teams in China. The authors also aim to identify virtual collaboration as a mediator and distributive justice climate as a moderator in this relationship.

The data were collected from a sample of 87 virtual teams (including 349 individuals) from various Chinese companies through a three-wave survey. Hierarchical regression analysis, path analysis, bootstrapping method and multiple validity tests were used to examine the research model.

In virtual teams in China, task interdependence has a significantly positive influence on team members’ Moqi; Virtual collaboration mediates the relationship between task interdependence and team members’ Moqi; The distributive justice climate positively moderates the relationship between task interdependence and virtual collaboration, as well as the indirect effect of virtual collaboration on the relationship between task interdependence and team members’ Moqi.

In virtual teams, leaders can facilitate team members’ Moqi by designing highly interdependent tasks, encouraging team members to engage in virtual collaboration and cultivating a climate of high attention distributive justice.

This is one of the first studies to pay to the Moqi among team members rather than supervisor-subordinate relationships and further examine how team members’ Moqi is predicted by task interdependence via the mediation of virtual collaboration with the distributive justice climate playing a moderating role.

Recent years have seen a technological change, Industry 4.0, in the manufacturing industry. Human–robot cooperation, a new application, is increasing and facilitating collaboration without fences, cages or any kind of separation. The purpose of the paper is to review mainstream academic publications to evaluate the current status of human–robot cooperation and identify potential areas of further research.

A systematic literature review is offered that searches, appraises, synthetizes and analyses relevant works.

The authors report the prevailing status of human–robot collaboration, human factors, complexity/ programming, safety, collision avoidance, instructing the robot system and other aspects of human–robot collaboration.

This paper identifies new directions and potential research in practice of human–robot collaboration, such as measuring the degree of collaboration, integrating human–robot cooperation into teamwork theories, effective functional relocation of the robot and product design for human robot collaboration.

This paper will be useful for three cohorts of readers, namely, the manufacturers who require a baseline for development and deployment of robots; users of robots-seeking manufacturing advantage and researchers looking for new directions for further exploration of human–machine collaboration.

People have worked together since the beginnings of human time. Since then the forms of collaboration have barely changed. While a group of laborers building the pyramids of Egypt might seem to bear little resemblance to a team of machine operators working in a plant, they actually have much in common. Both groups are made up of people of similar backgrounds with clear loyalties and interests, interacting face-to-face to perform relatively well-defined tasks in pursuit of a shared goal.

The purpose of this paper is to study why collaboration among police, fire, and ambulance services is minimised at accident scenes.

Observations and semi‐structured interviews were carried out during 2007‐2008. The data material comprises a total of 248 hours of observations on 20 occasions and 57 interviews with 80 people.

The study identifies the difference between rhetoric and practice in connection with accident work. Collaboration is seen as a rhetorical ideal rather than something that is carried out in normal practice. Asymmetry, uncertainty and lack of incentives are important explanations as to why only limited forms of collaboration are actually implemented.

The paper shows a distinction between collaboration as rhetoric and practical collaboration at accident scenes.

The article proposes a multi‐faceted collaboration concept. In this way, collaboration can be developed and refined.

The results of the study show that police, fire, and ambulance services want to develop excellent forms of collaboration at the accident scene, but avoid this as it leads to uncertainty and asymmetries and because of a lack of incentives. However, simpler forms of collaboration may be realistic in the organisation of everyday work at accident scenes.

Collective entrepreneurship is the synergism that emerges from a collective and that propels it beyond the current state by seizing opportunities without regard to resources under its control (Stevenson and Jarrillo 1990). This study provides a conceptual model of collective entrepreneurship and its relationship with leadership and team dynamics in the context of a small family business. It proposes two types of prerequisites for collective entrepreneurship: attitudinal and behavioral. The attitudinal prerequisite is family business members’ commitment to the family business. The behavioral prerequisite includes collaboration and task conflict among family business members. Further, the article argues that leadership behaviors directly affect the attitudinal and behavioral prerequisites, and indirectly affect collective entrepreneurship. Specifically, relations- oriented and participative leadership have positive, indirect effects on collective entrepreneurship. Task-oriented leadership has both positive and negative, indirect effects on collective entrepreneurship. An empirical study of 271 small family businesses in the United States confirmed most of the hypotheses.

The purpose of this paper is to explore interprofessional collaboration during ward rounds on a Finnish emergency and infection ward from the viewpoint of three central professional groups: physicians, nurses and secretaries.

The authors utilise an ethnographically informed approach, with observations and interviews as the data collection devices. The data comprise ten interviews with staff members and ten hours of observations. The data were analysed using qualitative thematic analysis.

The ward rounds were found to be rather physician- and medicine-centred, and mostly not interprofessional. Nurses and secretaries in particular expressed dissatisfaction with many of the current ward rounds work practices. Ward rounds are an essential part of collaboration in implementing the emergency-natured operational aim of the ward, yet we found that the ward rounds are complicated by diverging professional views and expectations, variable work practices and interactional inequality.

This study makes a contribution to the research of collaboration in emergency care and ward rounds, both of which are little-studied fields. Further, context-specific studies of collaboration have been called for in order to eventually create a model of shared expertise. The findings of this study can be utilised in studying and developing emergency care contexts.

In response to the evolving COVID-19 pandemic, many universities have transitioned to online instruction. With learning promising to be online, at least in part, for the near future, instructors may be thinking of providing online collaborative learning opportunities to their students who are increasingly isolated from their peers because of social distancing guidelines. This paper aims to provide design recommendations for online collaborative project-based learning exercises based on this research in a software engineering course at the university level.

Through joint work between learning scientists, course instructors and software engineering practitioners, instructional design best practices of alignment between the context of the learners, the learning objectives, the task and the assessment are actualized in the design of collaborative programming projects for supporting learning. The design, first segments a short real-time collaborative exercise into tasks, each with a problem-solving phase where students participate in collaborative programming, and a reflection phase for reflecting on what they learned in the task. Within these phases, a role-assignment paradigm scaffolds collaboration by assigning groups of four students to four complementary roles that rotate after each task.

By aligning each task with granular learning objectives, significant pre- to post-test learning from the exercise as well as each task is observed.

The roles used in the paradigm discourage divide-and-conquer tendencies often associated with collaborative projects. By requiring students to discuss conflicting ideas to arrive at a consensus implementation, their ideas are made explicit, thus providing opportunities for clarifying misconceptions through discussion and learning from the collaboration.

This paper aims to explore the impact of interprofessional healthcare collaboration among nurses on patient healthcare services in the United Arab Emirates (UAE).

Data were gathered through a randomly distributed questionnaire (N = 248), constructed using established scales or the variables under study. The sample consisted of nurses and patients from various hospitals and clinics across the UAE. The collected data were analyzed using SPSS (Version 28) and Amos (Version 29) software, employing factor analysis, reliability testing and mediation analysis.

The study reveals a positive relationship between swift trust (ST) and its dimensions with both team interactive behavior (TIB) and nurse team creativity (TC). TIB was found to significantly mediate the effect of ST on TC. Additionally, based on closed-ended questions, a positive correlation was observed between team task conflict (TTC) and TC. However, no significant impact of TTC on nurse TC was identified through open-ended questions.

This research presents a unique analysis of the influence of interprofessional collaboration on patient healthcare services in the UAE, offering valuable insights for policy improvement by enhancing nursing conditions. Furthermore, the study contributes to the existing literature by examining the relationship between ST, TIB, TTC and TC.

The purpose of this paper is to examine the case of the disaster involving the South Korean ferry, Sewol; offer policy implications; and point to the difficulty of collaboration in the functioning of the national disaster management system.

The government network approach of this paper is adopted in order to study how to link different policy actors, how to deal with disaster issues in their networking, and how to produce social-political resilience. This paper explores why the national incident management system was not working properly in terms of “governance networking”, and focuses on changes that have been made to the legal system and the government organizational system since 2000.

The principle results of the analysis are as follows: first, the collaboration between organizations that existed at the time of the accident focused only on sharing resources, and service delivery involved little connection between organizations. Second, assessment of the scale of the disaster was not carried out correctly because of dysfunctional relations between government network organizations and disaster victims, which affected both sides’ awareness of policy issues and priorities.

This paper found that an integrated disaster management framework was not available, and activities were carried out for the sake of form. Also, no governance network for collaboration had been systematically built up, and there was also little collaboration between public and private organizations.

Past studies have paid extensive attention to investigate learning issues in individual, organizational and team contexts. Learning activities in the workplace, however, often occur in the interdisciplinary dyadic context. Hence, the purpose of this paper is to clarify what factors make interdisciplinary dyads lead to better learning effects. The authors attempted to clarify two major agendas: What knowledge factors (intellectual capitals) owned by the parties of the dyads can induce better learning effects? What contextual factors (learning tasks) can make better learning effects during the dyadic learning process?

To examine the previous agendas, the authors first conducted in-depth interviews and an exploratory survey so that a four-element dyadic intellectual capital (DIC) architecture was circumscribed: knowledge interdependency, expertise similarity, collaborative routines and mutual trust. Dyadic learning tasks were classified as exploitative and exploratory learning. The authors then sampled 248 respondents for the formal empirical survey to examine the relationship between DIC, dyadic learning tasks and knowledge sharing.

The statistical evidences confirmed the positive relationships between DIC and knowledge sharing, and the results also signified the previous relationships with a mediating effect from exploratory learning, while the effect of exploitative learning was not supported. Thus, only dyads (the two heads) with knowledge interdependency and mutual trust can make the exploratory task better than that of one individual (the one head).

This study provides a new insight into the learning issue with an interdisciplinary dyadic perspective to supplement the existing gap between academic efforts and learning practices in the workplace.