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The paper reflects on the role of knowledge artefacts in the patient-provider relationship across the organisational boundaries of the clinical setting. Drawing on the analysis of the diabetes logbook, the purpose of this paper is to illustrate the role of knowledge artefacts in a fragmented system of knowledge through the study of two distinct practices: “logbook compiling” and “consultation in the surgery”.

The theoretical framework of analysis is rooted in the tradition of practice-based studies which envisions knowledge as the emerging, precarious and socially constructed product of being involved in a practice. The paper follows a designed qualitative research, conducting semi-structured interviews, participant observation and artefact analysis.

The knowledge artefacts support different and partially irreducible forms of knowledge. Knowing-in-practice is accomplished by means of different activities which contribute to the reshaping of the knowledge artefact itself. The analysis of the “knowledge artefact-in-use” reveals that different actors (doctors and patients) adopt two different perspectives when investigating the chronic condition. Clinicians are interested in a chronological representation of patient data while patients and families are interested in making sense of specific situations, adopting a kairotic perspective (Kairos: the right moment) that emphasises the instant in which something significant for someone happens.

The analysis of the knowledge artefacts-in-use has a twofold outcome. On one hand, it illustrates the mutual shaping of knowing, artefacts and practices. On the other hand, it shows how knowledge artefact can become pivotal resources in a fragmented system of knowledge.

Personal Health Record (PHR) systems make possible to integrate data from different sources and circulate them within the illness care and management network. The new arrangements prefigure a redefinition of the relations among healthcare practitioners, patients, and caregivers. The purpose of this paper is to consider the role and the meanings attributed to information when a technical artifact enables new forms of communication within the healthcare management network.

The authors adopted a qualitative research design, conducting a pre-post analysis on a theoretical sample of patients and of a paediatrics department. The authors selected 12 patients (six females and six males) aged between four and 20 years old.

The patients were willing to act as “stewards of their own information” (Halamka et al., 2008), but they interpreted this role in terms of restricting access to their information, rather than facilitating its dissemination. In fact, the PHR was symbolized as an instrument to support personal diabetes management but the patients want to preserve their own competence and independent management on the information regarding their “Personal” diseases.

This work highlights two connotation of “Personal” information. The first is the dimension of the right to the privacy of information when it is believed that it may be used to pass judgement on the patient. The second connotation of “Personal” is the assertion by patients of their competence and autonomy in interpreting the information on the basis of personal knowledge about their diabetes.

This chapter explores the advantages of newness and positive aspects of resource constraints, critically departing from assumptions of resource constraints and liabilities of newness. The chapter is based on a multiple case study consisting of nascent entrepreneurial processes from inexperienced entrepreneurs with severely constrained access to resources. Six theoretical concepts (legitimacy, fashion, flexibility, networks, bootstrapping, and motivation) are developed in the frame of reference. Empirical data is collected on a rich variety of sources, including longitudinal data in the form of weekly logbooks, business plans, theoretical reflections, and additional collected data during the process. Based on this data, the analysis shows that while these entrepreneurs face resource constraints and liabilities of newness, they also use strategies to leverage their constraints and novelty as an advantage in advancing their venturing efforts.

This study aims to explore interdisciplinary and transdisciplinary interactions around sustainability, focusing on the United Nations sustainable development goals (SDGs). By using the city as an informal learning space, it presents a case study to raise SDG awareness, promote interdisciplinarity, foster critical thinking and empower students.

Using qualitative content analysis, this study explores students' interdisciplinary engagements. The research centers on student-created Logbooks, combining field data for analysis via open coding.

The informal setting facilitates transdisciplinary interaction and enriches interdisciplinary skills while retaining individuals’ disciplinary tendencies.

Factors like local geographical conditions and participant numbers could lead to minor variations in future course applications. Although initial problem topics and discussions are confined to local urban geography, they might diversify during implementation.

The Logbook serves as a guide for local urban issues and embodies interdisciplinary outcomes. It can be enhanced with maps and problem zoning.

Demonstrates effective SDG integration into higher education.

This study spotlights interdisciplinary learning within an unconventional context – urbanism – bridging student gaps. Supported by a paradigm shift from sustainability to unsustainability, it underscores the significance of critical engagement with SDGs.

The purpose of this paper is to adopt an assemblage theory lens to examine the socio-material forces shaping the development of an infrastructure for the recovery of archived historical marine weather records for use in contemporary climate data sets.

The authors adopted a data journeys approach to research design, conducting in-depth semi-structured interviews with climate scientists, citizen scientists and a climate historian who were engaged at key sites across the journey of data from historical record to the International Comprehensive Ocean-Atmosphere Data Set database. Interview data were complemented by further qualitative data collected via observations of working practices, a digital ethnography of citizen scientists’ online forums, and documentation relevant to the circulation and governance of climate data across emergent data infrastructures. Data were thematically analysed (Ryan and Bernard, 2003), with themes being informed primarily by the theoretical framework.

The authors identify and critically examine key points of friction in the constitution of the data recovery infrastructure and the circulation of data through it, and identify the reflexive and adaptive nature of the beliefs and practices fostered by influential actors within the assemblage in order to progress efforts to build an infrastructure despite significant challenges. The authors conclude by addressing possible limitations of some of these adaptive practices within the context of the early twenty-first century neoliberal state, and in light of current debates about data justice.

The paper draws upon original empirical data and a novel theoretical framework that draws together Deleuze and Guattari’s assemblage theory with key concepts from the field of critical data studies (data journeys, data friction and data assemblage) to illuminate the socio-material constitution of the data recovery infrastructure within the context of the early twenty-first century neoliberal state.

Focused feedback, such as mentoring and coaching, is a crucial ingredient for generating the intellectual capital needed for successful venture creation and has become a structural resource offered to entrepreneurs in business incubator/accelerator programs. Yet so far, literature has remained silent on the way that entrepreneurs differ in their engagement with focused feedback in such programs. This study poses the question of how focused feedback engagement shapes cognitive development during value creation (i.e. business opportunity development), aimed at the construction of a taxonomy of such feedback engagement.

Focusing on cognitive learning outcomes, we carried out a qualitative analysis using NVivo to perform content analysis on the logbooks of 70 entrepreneurs engaged in business opportunity development in a highly regarded accelerator program.

Results show that engagement with focused feedback and its effects relate to the state of tangibility of the entrepreneur’s value offer and to the amount of prior entrepreneurial experience. We also develop a promising taxonomy to classify entrepreneurs on their learning needs and outcomes (e.g. procedural versus declarative knowledge).

This study brings together types of human learning (types of knowledge acquired) with types of focused feedback. This connection has been speculated to exist in entrepreneurial settings; this study provides strong initial evidence that argues for more explicit consideration in practice. Adding the intellectual capital perspective further enabled this study to better address implications for practice as well as motivate powerful new directions for research.

This chapter exemplifies how assessment is performed in innovation and entrepreneurship (I&E) at the university education and how educators apply and view formative assessment as an important tool in enhancing students’ learning outcomes.

A case study methodology was applied to characterize the diversity of assessment and evaluation in I&E-education. Covering major scholarly disciplines 10 cases were selected based on mapping of course outlines obtained from university databases across 7 Danish universities. Semi-structured interviews were conducted with course responsible educators focusing on alignment between learning goals, assessment forms and criteria, and feedback.

The analysis shows that educators emphasize the importance of formative and learner-centered assessment forms alongside summative, credit-giving assessment. Educators experience that logbooks, learning journals, prototypes, informal feedback session with stakeholders have a crucial potential for enhancing students’ transformative learning.

This study is descriptive and solely based on the educators’ perspectives. To provide more scientifically sound knowledge on the relationship between assessment types and I&E learning outcomes, future research should include students’ perspective and preferably apply both quantitative experimental and qualitative research designs.

The study provides inspiration to educators, researchers, and policy-makers on how to conduct assessment that stimulates students learning in I&E-education.

Considering that the research on how assessment in I&E-education impacts students learning is limited, this study provides important contribution by identifying links between formative assessment types and enhancement of student learning.

The purpose of this paper is to describe the development of an academic service learning course in a foreign university branch campus in Malaysia, and its outcomes in terms of student learning. Drawing on the transformative learning theory and case study research, it discusses three forms of learning that characterise the students’ experience, namely, instrumental, dialogic and self-reflective.

A case study of the Social Innovation Internship course at the Sarawak campus of Swinburne University of Technology was conducted. The case study draws on self-reported data gathered from the logbook entries of 60 students who enrolled in the course in 2015.

Thematic analysis of the data indicates that instrumental, dialogic and self-reflective learning are reflected in the students’ descriptions of learning about the community partners, the challenges in running a social enterprise, managing diversity and discovering the values and beliefs that shape one’s perceptions and identity.

The findings from the study add to the growing body of research on the impact of academic service learning on various stakeholders as well as on managing course activities in order to fulfil learning objectives. The case study confirms that service learning is an appropriate model for university-community engagement that generates mutually beneficial outcomes for the partners. In particular, it demonstrates how the service learning experience provides students with the opportunities to engage in instrumental, dialogic and self-reflective learning.

This chapter focuses on the ethnographic research approach that I employed in a service marketing study. The first part briefly describes ethnography’s key characteristics, that is, emergent research logic, prolonged fieldwork, and multiple modes of data collection, where the main method is observation. The second part discusses the data collection methods: participant observation, informal discussion, interview, and document analysis. This section describes in detail how these techniques were used in practice and highlights the key challenges I faced, especially related to the observations, and how I managed these challenges. The third part describes the case, field setting, informants, and field relationships. The development project that I studied concerned a bank’s website and project members from the bank and different consultant agencies represent the study’s informants. The fieldwork lasted for about one year and covered the entire development process from the initial stages to the launch, and some time after. The chapter ends with a thorough discussion about the research criteria of validity, reliability, and generality, and the coping tactics that I used in this study to enhance these. Prolonged fieldwork, multiple modes of data collection, reflexivity, and specification of the research are among those important tactics that this last section discusses in detail.