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This paper aims to report an interview study investigating knowledge protection practices in a collaborative research and innovation project centred around the…
This paper aims to report an interview study investigating knowledge protection practices in a collaborative research and innovation project centred around the semi-conductor industry. The authors explore which and how knowledge protection practices are applied and zoom in on a particular one to investigate the perspective of three stakeholders which collaborate: the SUPPLIER of a specialised machine, the APPLIER of this machine and a SCHOLAR who collaborates with both, in an effort to develop a grey-box model of the machine and its operation.
A total of 33 interviews have been conducted in two rounds: 30 interviews explore knowledge protection practices applied across a large project. Qualitative content analysis is applied to determine practices not well covered by the research community. A total of three follow-up interviews inspect one specific collaboration case of three partners. Quotes from all interviews are used to illustrate the participants’ viewpoints and motivation.
SCHOLAR and APPLIER communicate using a data-centric knowledge protection practice, in that concrete parameter values are sensitive and hidden by communicating data within a wider parameter range. This practice balances the benefit that all three stakeholders have from communicating about specifics of machine design and operations. The grey-box model combines engineering knowledge of both SUPPLIER and APPLIER.
The line of thought described in this study is applicable to comparable collaboration constellations of a SUPPLIER of a machine, an APPLIER of a machine and a SCHOLAR who analyses and draws insights out of data.
The paper fills a research gap by reporting on applied knowledge protection practices and characterising a data-centric knowledge protection practice around a grey-box model.
This paper aims to understand what drives people – their motivations, autonomous learning attitudes and learning interests – to volunteer as mentors for a program that…
This paper aims to understand what drives people – their motivations, autonomous learning attitudes and learning interests – to volunteer as mentors for a program that helps families to ideate technological solutions to community problems.
A three-phase method was used to build volunteer mentor profiles; elicit topics of interest and establish relationships between those. The mentor profiles were based on self-assessments of motivation, attitude toward lifelong learning and self-regulated learning strategies. The topics of interest were elicited through content analysis of answers to reflection questions. Statistical methods were applied to analyze the relationship between the interests and the mentor profiles.
Bottom-up clustering led to the identification of three mentor groups (G1 “low”; G2 “high” and G3 “medium”) based on pre-survey data. While content analysis led to identifying topics of interest: communication skills; learning AI; mentoring; prototype development; problem-solving skills; working with families. Analyzing relationships between mentor profile and the topics of interest, the group G3 “medium,” with strong intrinsic motivation, showed significantly more interest in working with families. The group with the overall highest scores (G2 “high”) evidenced also substantial interest in learning about AI, but with high variability between members of the group.
The study established different types of learning interests of volunteer mentors and related them to the mentor profiles based on motivation, self-regulated learning strategies and attitudes toward lifelong learning. Such knowledge can help organizations shape the volunteering experience to provide more value to volunteers. Furthermore, the reflection questions can be used by volunteers as an instrument for reflection and by organizations to elicit the learning interests of volunteers.