Search results

Building on Stimulus Organism Response theory, the current study examines the influence of Integrated store service quality (ISSQ) on the omnichannel customer experience dimensions (Cognitive, Affective and Relational), subsequently leading to their psychological ownership of the store, which eventually explains their Augmenting, Co-developing, Influencing and Mobilizing behaviors. The moderating role of omnichannel shopper perceived relationship investment in a few proposed relationships was tested.

The research is a descriptive, quantitative and cross-sectional investigation. A purposive sampling technique was used. It was conducted using data collected from 554 Indian omnichannel shoppers using a validated self-administered questionnaire. The proposed conceptual model was tested using PLS-SEM.

The results indicate that ISSQ positively impacts all three dimensions of omnichannel customer experience (cognitive, affective and relational). All three dimensions directly affect psychological ownership, eventually impacting their (Augmenting, Co-developing, Influencing and Mobilizing) engagement behaviors. The moderating effect of the omnichannel shopper, perceived relationship investment, revealed that it had a significant positive impact on the relationship between dimensions of omnichannel customer experience and psychological ownership of shoppers towards the store, which eventually fosters the customer–retailer value co-creation like engagement behaviors.

The study is conducted in the Indian population, where omnichannel retailing is still nascent.

This study addresses the need to investigate other dimensions (apart from cognitive and affective) of the omnichannel customer experience that might eventually influence various service firms' customer engagement behaviors. This study is the first to show that integrated store service quality might stimulate (Augmenting, Co-developing, Influencing and Mobilizing) engagement behaviors through customer experience dimensions and the customer's sense of belongingness to the store. The moderating role of omnichannel shoppers' perceived relationship investment in a few proposed relationships was tested.

The purpose of this paper is to discover a three-step process for building contextual ambidexterity into inter-organizational IT-enabled service processes through developmental interventions.

A longitudinal action research project was conducted. The empirical study consisted of three consecutive developmental interventions to support the collaborative development effort of an IT company and its customer network to efficiently serve their present and future customers. The data consists of process modeling and simulation workshop discussions, interviews, observation, and archival data. The development effort was studied for over a year.

The study shows that the three developmental interventions acted as a process for balancing the exploration-exploitation tension in inter-organizational service processes. The sequential interventions facilitated the studied organizations in crossing the inter-organizational knowledge boundaries and creating shared domain knowledge, creating common understanding of the collaborative IT-enabled service processes, and co-developing the coordination mechanisms that are essential for the continuous exploration and exploitation of the new ideas in the future collaborative service processes. These three steps built capacity for the inter-organizational management system to achieve synergies between goals, resources, and activities in the inter-organizational collaboration.

The study contributes to the understanding on the process of building inter-organizational ambidexterity. The study presents a three-step process for building inter-organizational contextual ambidexterity into the IT-enabled service processes through developmental interventions. Research on inter-organizational contextual ambidexterity is combined with research on coordination and knowledge management.

The involvement of clients in service encounters and service development has become a central principle for contemporary health and social care organizations. However, in day-to-day work settings, the shift toward client involvement is still in progress. We examined how health and social care professionals, together with clients and managers, co-develop their conceptions of client involvement and search for practical ways in which to implement these in organizational service processes.

The empirical case of this study was a developmental intervention, the client involvement workshop, conducted in a Finnish municipal social and welfare center. The cultural-historical activity theory (CHAT) framework was used to analyze the development of client involvement ideas and the modes of interaction during the intervention.

Analysis of the collective discussion revealed that the conceptions of client involvement developed through two interconnected object-orientations: Enabling client involvement in service encounters and promoting client involvement in the service system. The predominant mode of interaction in the collective discussion was that of “coordination.” The clients' perspective and contributions were central aspects in the turning points from coordination to cooperation; professionals crossed organizational boundaries, and together with clients, constructed a new client involvement-based object. This suggests that client participation plays an important role in the development of services.

The CHAT-based examination of the modes of interaction clarifies the potential of co-developing client-involvement-based services and highlights the importance of clients' participation in co-development.

Co-teaching is a foundational mentoring model used in teacher residency programs in urban classrooms throughout the United States of America. Beyond the basic understanding of co-teaching in categorizing classroom models, the purpose of this qualitative case study is to investigate the dialectical tensions manifested in mentored co-teaching activities through the lens of cultural-historical activity theory (CHAT).

Designed as a qualitative case study of 17 pairs of teaching-residents and mentor-teachers, the authors used thematic analysis to scrutinize archival interview data in an urban teacher residency program located in the largest megalopolis of the USA Northeast. The authors used CHAT-based concept coding to analyze the interview narratives from participants across different secondary school placements as they reflected on their co-teaching philosophy and the relationships they built.

The authors found that for teaching-residents and mentor-teachers to co-develop as co-teachers, they jointly must learn to resolve the dialectical tensions of unbalanced classroom ownership vs added co-working responsibilities, breaking from routine so that a partnership can grow. Furthermore, the findings suggest that the prefix co- should be understood as (1) shifts in thinking that transcend the status quo and (2) the orchestration of human capital to change norms.

This new understanding of the prefix co- allows teacher education programs to better mediate the dialectical tensions experienced by co-teachers in a mentored co-teaching activity, from individual teacher learning (e.g. a pair/dyad comprising one teaching-resident and one mentor-teacher) to collective co-learning across activity systems (e.g. partnership-based teacher education).

This study aims to co-develop a Frailty, Health and Care Needs Assessment (FHCNA) questionnaire for people experiencing homelessness and explore the feasibility of its use by non-clinical staff in homeless hostels.

The FHCNA, aimed at identifying frailty and other health and care priorities for people experiencing homelessness, was co-designed in workshops (online and in person) with homelessness and inclusion health staff. Its feasibility was tested by staff and their clients in two hostels, with pre- and post-study focus groups held with hostel staff to gain input and feedback.

The FHCNA was co-developed and then used to collect 74 pairs of resident and key worker inputted data (62% of eligible hostel residents). The mean age of clients was 48 years (range 22–82 years). High levels of unmet need were identified. Over half (53%) were identified as frail. Common concerns included difficulty walking (46%), frequent falls (43%), chronic pain (36%), mental health issues (57%) and dental concerns (50%). In total, 59% of clients reported difficulty in performing at least one basic activity of daily living, while only 14% had undergone a Care Act Assessment. Hostel staff found using the FHCNA to be feasible, acceptable and potentially useful in facilitating explorations of met and unmet health and social care needs of hostel clients. By identifying unmet needs, the FHCNA has the potential to support staff to advocate for access to health and social care support.

To the best of the authors’ knowledge, this is the first study to co-develop and feasibility test a questionnaire for use by non-clinically trained staff to identify frailty and other health and care needs of people experiencing homelessness in a hostel setting.

This paper aims to develop an approach for improving linguistic skills to enhance work collaboration.

A framework has been developed using principles of complex systems thinking, cultural‐historical activity theory and theories of intercultural communication in an action research setting.

Organisational development and change are never a straightforward task, which the case clearly demonstrates. These are tension‐filled processes of continuously changing power relationships and distances between people. The development of shared sense making is an iterative learning process. Co‐developing shared communication strategies enhances dialogue and collaboration.

A single and in practice unsuccessful case has been the basis of the research findings. Although saturation of data was therefore never reached, typical inhibiting factors were brought to the surface. Controversy and underlying inhibitions may not always be easy to detect in successful cases. The understanding from this unsuccessful case may therefore be helpful for further research.

Collaboration and change in the workplace are complex processes and are therefore difficult to implement. Collective approaches for developing communication strategies are highly dependent on including all affected actors.

The realisation of the complexity of organisational change processes is important. This creates an awareness of a need and responsibility for everyone affected to try and co‐develop the practices for change. It is the bringing together of the diverse experiences into learning processes through dialogue that facilitates these changes. There must be an appreciation that the outcome is still unpredictable in a process of change. Collective ownership of the changes is essential for success.

Children can play an active and valuable role to minimise disaster risks and vulnerabilities. Yet, peer-reviewed literature on child participation in Disaster Resilience Education (DRE) is lacking. This knowledge gap is larger in low- and middle-income countries, especially related to vulnerable communities. The current study explores how child participation in developing and delivering a DRE intervention is associated with their mental well-being and resilience.

This qualitative study is part of a larger project where a DRE intervention was co-developed and delivered by children in the informal settlements in Chennai, India, using a participatory approach. This project used qualitative methods including interviews and focus group discussions with children who co-developed the intervention, their parents and staff members of the collaborating Non-Government Organisation (NGO) to understand their experiences and inform its processes.

The children involved in the development and delivery of the intervention reported that not only did they learn the skills necessary to prepare for hazards in the future, it also increased their confidence, self-worth and self-efficacy. This was also observed by parents and staff members of the collaborating NGO. They expressed pride towards the children and applauded their ability to communicate key Disaster Risk Reduction (DRR) messages with assertiveness.

There is a dearth of empirical papers on child participation in DRR activities, and this study fills some of that gap by reporting the perceived impact of children's participation on their mental well-being and resilience. Furthermore, this study can act as a roadmap for researchers aiming to do action research with children.

DRR is more effective when all stakeholders, especially the affected and at-risk children, and communities are closely involved in structuring, planning, developing and delivering key disaster preparedness messages. This study serves to show that children's participation in DRR activities not only impacts their preparedness but that it helps children in disaster recovery as well, in addition to building their resilience and overall improvement in their mental well-being.

Given the participatory nature of this study, it involves children closely in the development and delivery of DRE intervention. The communities involved in this study had complex vulnerabilities including poverty, marginalisation and based in a low-and-middle income country, India. Oftentimes, these communities are not represented in scientific literature, and this study attempts to bridge that gap.

This study presents a multi-stakeholder perspective on child participation in its potential impact on children's mental well-being and resilience. The DRE intervention was co-developed and delivered by children in the community making it unique in its development process as well as the context it was developed in – informal settlements in Chennai, India.

The purpose of this paper is to understand if and how the technological diversifications of collaborating firms and public research organisations (PROs) affect the technological impact of the resulting joint-patented innovations.

The authors conduct an analysis on a database of 590 dyadic joint patents, assigned to both firms and PROs, registered from 1976 to 2010 to the US Patent and Trademark Office and belonging to green technological classes, as defined by the International Patent Classification green inventory.

The study reveals that the assignees’ technological diversification has a significant influence on the impact of the patents jointly developed. Indeed, the results show that the most impactful joint patents result from collaborations involving technologically diversified firms.

This research sheds further light on the establishment of R&D collaborations between firms and PROs to jointly innovate. Specifically, it provides a novel perspective to investigate the impact of joint patents, by focussing on the assignees’ technological profile.

The present work suggests that firms characterised by a higher degree of technological diversification are more likely to co-develop patent of higher technological impact, as resulting from collaboration with PROs.

This study investigates the factors affecting the impact of joint patents resulting from collaborations between firms and PROs. In particular, the present research focusses on the effect of a relevant characteristic of the partners, such as their technological diversification.

This paper presents findings from a project that aimed to support social work managers to observe, evaluate and give feedback on social work practice skills.

An embedded team of researchers observed over 300 meetings between parents and social workers and gave feedback based on an established research instrument that facilitated quantitative coding of individual skills such as empathy and purposefulness. Then managers took on this task to sustain ongoing feedback on practice skills beyond the timescale of the project.

A practice tool was successfully developed to take the place of the research instrument and aid managers in these observations, and it was implemented across a range of social work settings. The tool was used in a variety of ways by different managers which highlighted a range of views on what constitutes good practice. This raises questions about how far authorities can (or should) expect to achieve a consensus about the type of practice they want to deliver.

The value of this project is primarily pragmatic, in that it shows the potential for using research to develop practice tools collaboratively. However, in doing so, it brings into focus key questions around the nature of good practice.

This paper presents a practice tool, based on an established research instrument that was co-developed with senior managers. It is an aid for observation that practitioners and managers can use to support practice development.

Few research studies have worked so closely with practice managers to develop a tool that can be used to support practice. The paper also highlights the crucial and neglected role of observation in practice development.