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The purpose of this paper is to present an example of how the synergy of different competences in students' teams, out‐of‐the‐box thinking style and various motivation factors in a culturally diverse learning environment is the foundation for knowledge construction, driven by the idea generation process and co‐creation – the so‐called Medici effect, one of the benchmarks for excellence in eLearning.

Developing this case study in the area of eLearning and Virtual Education Community (VEC) involves passing through various stages: from providing social presence and cooperation of students to co‐creation in the eLearning environment by contriving “e‐students” in the VEC whose profiles and learning processes are managed by pairs/teams of real students with different experiences and types of behaviour.

The paper presents outcomes of the research focused on the formation of the VEC for students who are motivated in sharing common passions and principles, in developing good communicator‐and‐listener techniques, in studying and creating situations of success.

In order to use and promote this pedagogical approach, enhancement of the desk‐top technology is needed in terms of a user‐friendly interface for creating a VEC where everyone, including people with special needs, feels comfortable, interested, and motivated to communicate, learn, construct, and share knowledge.

The original “4A” (attention, actualization, attraction, and action) pedagogical model applied in eLearning is aimed at ensuring students' social and cognitive presence through their e‐profiles for self‐assessment and positioning, adjusting learning trajectories and monitoring learning results, as well as assessing progress and final outcomes of learning.

Although the potential of innovation networks that involve both university and industry actors is great variances in cultures, goals and knowledge poses significant challenges. To better understand management of such innovation networks, the authors investigate different strategies for balancing diversity. The paper aims to discuss these issues.

In this multiple case study, the authors draw on network and trading zone theory to examine the strategies of four research centers that govern university-industry innovation networks.

The authors provide empirically grounded descriptions of strategies for balancing diversity in innovation processes, extend previous theorizations by suggesting two types of trading zones (transformative and performative), and identify four strategy configuration dimensions (means of knowledge trade, tie configuration, knowledge mobility mechanisms and types of trust).

Further research is needed on transferability of results when, e.g. cultural collaboration and communication patterns change, and performance implications of different configurations. The research provides conceptual tools for future research on the impact of different diversity strategies.

The findings point to the importance of identifying desired types of innovation outcomes and designing the appropriate level of diversity. To implement the selected strategy, managers need to configure communication channels and strength of relationships, establish associated capacity for knowledge transfer and build appropriate levels of trust.

While extant research has provided a solid understanding of benefits from diversity in boundary spanning innovation processes, this paper outlines strategies for managing associated challenges.