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The purpose of this paper is to analyze the institutional and social forces that influence collaborative data sharing practices in cross-sector interorganizational networks. The analysis focusses on the data sharing practices between professionals in the transportation and public health sectors, areas prioritized for collaborative action to improve public health.

A mixed methods design is utilized. Electronic surveys were sent to 57 public health and 157 transportation professionals in a large major metropolitan area in the USA (response rate 39.7 percent). Focus groups were held with 12 organizational leaders representing professionals in both sectors.

The application of the institutional-social capital framework suggests that professional specialization and organizational forces make it challenging for professionals to develop the cross-sector relationships necessary for cross-sector collaborative data sharing.

The findings suggest that developing the social relationships necessary for cross-sector collaboration may be resource intensive. Investments are necessary at the organizational level to overcome the professional divides that limit the development of cross-sector relationships critical for collaborative data sharing. The results are limited to the data sharing practices of professionals in one metropolitan area.

Despite mandates and calls for increased cross-sector collaboration to improve public health, such efforts often fail to produce true collaboration. The study’s value is that it adds to the theoretical conceptualization of collaboration and provides a deeper understanding as to why collaborative action remains difficult to achieve. Future study of collaboration must consider the interaction between professional specialization and the social relationships necessary for success.

The phenomenon of teachers taking on leadership tasks beyond their classroom duties has become widespread internationally. Although presented as a catalyst for school improvement and professional development, the practices and experiences of teacher leaders are more complex than that. The change in roles blurs the traditional division between teaching and leading and therefore challenges the conventional professional relationships in schools. We conducted semi-structured interviews of 28 ‘teacher leaders’ in Flemish primary and secondary schools. We explored their perceptions and evaluation of their position in schools as well as the way their position and role as teacher leaders affected their professional relations with teacher colleagues and school leaders. The results demonstrate how the introduction of new positions and roles in the school as an organisation affects the professional relationships and collegiality. From a micro-political perspective, we show that the new positions also create emotional labour for the teacher leaders, since they find themselves juggling two different agendas of professional interests: on the one hand, receiving recognition by others of their position as teacher leaders, while on the other hand maintaining their former social–professional relationships as teachers with their former colleagues.

Research into inter‐organisational relationships has been one of the key drivers in the development of services marketing theory. Yet the understanding of the nature of such relationships, and the management of the relationship process, remains limited. Focusing on the development of buyer‐seller relationships in an archetypal professional business service, this paper aims to critically examine the nature and format of inter‐organisational service relationships.

Research reported in the paper is based on case study research across multiple dyads (n=7) in the occupational health sector supported by large‐scale survey data.

Argues that, rather than adhering to a single format in terms of characteristics or pattern of development, relationships are diverse and complex. A typology of “ideal type” relationship formats, ranging from quasi‐transactional to internalised, is proposed. Each of these ideal types is characterised by a unique set of causal and resultant conditions.

The paper is based on data from a single, albeit archetypal, professional business service. Consequently future research should address the replicability of the results across other service sectors.

The identification of these discrete relationship formats and their key characteristics along a continuum provides an empirical basis on which service professionals can develop targeted strategies for the management of particular inter‐organisational relationships.

Building on preceding research, the paper provides empirically based analysis of the nature and format of inter‐organisational relationships in professional service markets.

In this study, the authors explore the boundaryless careers of faculty and adopt the intelligent career framework to examine success factors for academic careers.

The authors conducted a field study of 36 researchers in the management information systems field from 22 institutions in the US, Australia and Canada. The authors selected the participants representing four strata of researchers: luminaries (high expertise status and high citizenship behavior), experts (high expertise status but low leadership roles), statesmen (low expertise status but high leadership) and journeymen (low expertise status and low leadership). Data regarding the participants' experience of social relationships and social resources as well as entrepreneurial motivations were collected and analyzed.

Results show that faculty who “know-why”, “know-how”, and “know with whom” possess socially valued resources and are successful in advancing their careers. They establish high social status and exercise power within their networks to mobilize resources that promote their careers. On the other hand, faculty who fall short of these competencies impose social closure on themselves and do not strive to exploit resources available through their contacts. The study advances a number of theoretical propositions to guide future research on boundaryless intelligent careers.

Social relationships and social resources do not substitute individual competence, leadership and entrepreneurial motivations; individuals need to develop competence valued by their professional communities and exploit available opportunities and assume leadership roles in order to effectively establish instrumental relationships and mobilize social resources to achieve career advancement.

In this study, we attempt to extend career development research through an examination of the bidirectional relationship between know-why, know-how and know-who in academia.

This exploratory research aims to identify the types of social networks established by German and French expatriates.

The authors use the concepts of social capital and social networks, as well as the societal and cultural approaches, to investigate the way expatriates develop their social networks. The authors' empirical study is based on 40 semi-structured interviews conducted with German and French expatriates.

The authors' findings show that German expatriates mainly establish professional networks, whereas their French counterparts also focus on personal networks. They further indicate that managing social capital lies within the individual responsibility of German expatriates, whereas it is part of higher education institutions in France.

The authors highlight the way German and French expatriates manage their social networks and provide novel insights into the role played by higher education systems and the cultural characteristics of their home country context.

Drawing on the literature regarding the social network and stock investment, this paper aims to focus on the use of the social network on stock ownership decisions at individual levels. This paper also attempts to shed light on potential mediators of the relationship between the social network and stock ownership.

To determine the relationship between stock ownership and using the social network, logistic regression was used. In order to isolate the effect of using hs on stock ownership, a decomposing method was adopted.

The findings provide evidence of the positive contribution of the use of social networks in stock ownership. Personal characteristics, such as household net worth, homeownership, education level and risk tolerance, may play a vital role in influencing individuals' decisions regarding stock investment. In addition, this study contributes to our understanding of income's mediating role in stock investment decisions.

First, the authors contribute theoretically by drawing from the assumptions of social networking contagion theory, social influence theory, and social capital theory. Second, we explored potential mediators of the relationship between the social network and stock ownership. Third, this study complements the literature in incorporating the social network in business, financial professionals to be exact.

This paper aims to share the findings of a realist evaluation study that set out to identify how to strengthen nursing, midwifery and allied health professions (NMAHP) leadership across all health-care contexts in the UK conducted between 2018 and 2019. The collaborative research team were from the Universities of Bangor, Ulster, the University of the West of Scotland and Canterbury Christ Church University.

Realist evaluation and appreciative inquiry were used across three phases of the study. Phase 1 analysed the literature to generate tentative programme theories about what works, tested out in Phase 2 through a national social media Twitter chat and sense-making workshops to help refine the theories in Phase 3. Cross-cutting themes were synthesised into a leadership framework identifying the strategies that work for practitioners in a range of settings and professions based on the context, mechanism and output configuration of realist evaluation. Stakeholders contributed to the ongoing interrogation, analysis and synthesis of project outcomes.

Five guiding lights of leadership, a metaphor for principles, were generated that enable and strengthen leadership across a range of contexts. – “The Light Between Us as interactions in our relationships”, “Seeing People’s Inner Light”, “Kindling the Spark of light and keeping it glowing”, “Lighting up the known and the yet to be known” and “Constellations of connected stars”.

This study has illuminated the a-theoretical nature of the relationships between contexts, mechanisms and outcomes in the existing leadership literature. There is more scope to develop the tentative programme theories developed in this study with NMAHP leaders in a variety of different contexts. The outcomes of leadership research mostly focussed on staff outcomes and intermediate outcomes that are then linked to ultimate outcomes in both staff and patients (supplemental). More consideration needs to be given to the impact of leadership on patients, carers and their families.

The study has developed additional important resources to enable NMAHP leaders to demonstrate their leadership impact in a range of contexts through the leadership impact self-assessment framework which can be used for 360 feedback in the workplace using the appreciative assessment and reflection tool.

Whilst policymakers note the increasing importance of leadership in facilitating the culture change needed to support health and care systems to adopt sustainable change at pace, there is still a prevailing focus on traditional approaches to individual leadership development as opposed to collective leadership across teams, services and systems. If this paper fails to understand how to transform leadership policy and education, then it will be impossible to support the workforce to adapt and flex to the increasingly complex contexts they are working in. This will serve to undermine system integration for health and social care if the capacity and capability for transformation are not attended to. Whilst there are ambitious global plans (WHO, 2015) to enable integrated services to be driven by citizen needs, there is still a considerable void in understanding how to authentically engage with people to ensure the transformation is driven by their needs as opposed to what the authors think they need. There is, therefore, a need for systems leaders with the full skillset required to enable integrated services across place-based systems, particularly clinicians who are able to break down barriers and silo working across boundaries through the credibility, leadership and facilitation expertise they provide.

The realist evaluation with additional synthesis from key stakeholders has provided new knowledge about the principles of effective NMAHP leadership in health and social care, presented in such a way that facilitates the use of the five guiding lights to inform further practice, education, research and policy development.

The purpose of this paper is to propose an experiential entrepreneurship work-integrated learning (EE WIL) model recognising that the development of an entrepreneurial mindset enables graduates to manage their careers in uncertain labour markets. The model shows how students develop relationships with their professional community, and not only a few employers.

The pedagogical underpinning of the conceptual model, attributes associated with the entrepreneurial mindset and relationships between the student, professional community and university are explained, and illustrated through a case study at the University of the Sunshine Coast.

The EE WIL model enables students to develop agency through structured engagement with a professional community, facilitating the development of bridging social capital. Bonding social capital can be developed through intense, sustained interaction between students and their professional community.

WIL curricula should be scaffolded and directed towards developing sustained interaction and information sharing, underpinned by professional community norms. This approach enables students to develop an aligned professional identity and emotional attachment to the professional community. The experiential development of an entrepreneurial mindset enables students to solve career challenges, by viewing these as opportunities. Professional communities and universities both share the responsibilities of preparing the future graduate workforce.

The conceptual model draws on effectual entrepreneurship pedagogy and contributes to the WIL literature, showing that an entrepreneurial mindset can be cultivated experientially through an intensive, emotional and authentic learning experience.

This paper aims to provide an overview of the perceptions of librarians regarding the use of social networking in their professional lives.

A survey was administered to a random sample of librarians at academic institutions.

Adoption rates for social networking were high, with 85 percent of the 765 respondents reporting an account in at least one social networking account. Responses reveal opinions about privacy, boundaries, and professional relationships within social networking, suggesting that it does influence relationships within the profession.

The paper presents a snapshot of users' perceptions. Since social media changes rapidly, it is likely that perceptions will also likely change over time.

The paper presents a snapshot of the perceptions of librarians towards social media. This article could be useful to librarians who currently use or are considering creating a social media account.

This paper looks at social media and how it changes interactions between co-workers, which have been little studied in the past. This can be valuable to organizations who create policy and also to employees, who need to consider privacy issues as they become involved in social media.

Many governments worldwide are now promoting the importance of research-informed efforts at improvement. At the same time research is yet to make sustained impact on the practices of teachers. Given the importance of the issue and the lack of progress in this area, the purpose of this paper is to examine what drives teachers’ perceptions that their school: first, encourages the use of research evidence to support improvements to teaching; and second, whether school improvement strategies are grounded in research on effective practice.

Reviewing extant literature, the authors hypothesize that teachers’ perceptions of research use are related to their perceptions of: the presence of in-school organizational learning (OL) factors; whether they work in high-trust environments; and also to the frequency and quality of their “expertise-seeking” interactions. Using a survey instrument to measure OL, trust, and school research use climate, the authors gather data from 828 teachers in 43 schools. The authors then use social network analysis to quantify teachers’ professional relationships; with hierarchical linear regression employed to explore multilevel relationships between variables. Social network diagrams are also used to visualize the patterns of relationships between teachers/study variables.

The analysis indicates that teachers who report the climate of their schools to be focussed on learning, experimentation, and valuing new ideas, tend to also report more use of research/evidence. Likewise, teachers who had more frequent and useful interactions around teaching and learning also report more research/evidence use (RE Use) in their schools. Finally, and perhaps most powerfully, is that higher levels of perceived trust in the school are also associated with reporting higher levels of RE Use.

The results illustrate the importance of learning and trust in facilitating the types of relations needed to provide teachers with access to the research/evidence centered social capital that resides within a school. The work expands the notions of what is necessary to support the use of research/evidence in schools by placing more relational elements of the improvement equation front and center.