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The purpose of this paper is to help supply chain (SC) decision makers successfully penetrate through SC collaboration and strengthen their SC in the global market by understanding collaborative activities, and understand how these activities are related to each other in the SC.

This paper develops a set of collaborative activities from literature, and the developed model is helpful for SC decision makers to monitor their SC activities and take corrective actions to improve collaboration in their SC by using interpretive structural modeling (ISM) and MICMAC analysis.

This study reveals that collaborative activities increase the value of whole SC. The various activities are modeled on the basis of “an activity influencing other activities” and “an activity influenced by other activities,” which is useful for SC managers to take a decision.

The current study is literature based; therefore, there would be need of more explanation of the activities which lead to understand and implement SC collaboration in case of service and manufacturing industry.

The model of this study is helpful for decision makers to implement supply chain collaboration (SCC) and to understand various SCC activities on the basis of their driving and dependence power.

This research provided insight into skills needed for SC decision makers to implement collaboration in the SC using ISM. The results of the study could be adopted to monitor the existing SCC program or design new collaboration program to meet the global market requirements. To the best of knowledge, there is no reference that discusses SC collaborative activities on the basis of their driving and dependence powers.

Online innovation communities are central for many organizations seeking to advance their innovation portfolio. While these communities rely on consumers to collaborate in the innovation process, it remains unclear what drives these consumers to perform value co-creation activities and what value dimensions they derive as a result. This paper aims to advance the understanding of value co-creation in the online collaborative innovation context. Specifically, it aims to examine social and individual factors driving such activities, and the value derived from the perspective of the member.

A self-administered online questionnaire was used to collect data from collaborative innovation community members yielding 309 complete responses. Structural equation modelling was used to analyse the data, using variance-based structural equation modelling with partial least squares path modelling in SmartPLS.

Results confirm that distinct social and individual factors facilitate individual value co-creation activities, including the provision of feedback, helping, rapport building and information sharing. Furthermore, the research confirms the mediating role of learning on these relationships.

This study contributes to the micro-foundation movement in marketing by undertaking an independent examination of value co-creation activities and their nomological network.

A shift in the mindset of managing for collaborative innovation is required, from a focus on collaborative product development to the management of an online community where members derive value from their co-creation activities.

This research is the first to offer insight into important individual and social pre-conditions and subsequent value outcomes of four common value co-creation activities. It informs practice about how to facilitate value co-creation activities and contribute to the co-creation of value for online innovation community members.

One of the major issues faced by academic health science centers (AHSCs) is the need for mechanisms to foster the integration of research, clinical, and educational activities to achieve the vision of evidence-informed decision making (EIDM) and optimal client care. The paper aims to discuss this issue.

This paper synthesizes literature on organizational learning and collaboration, evidence-informed organizational decision making, and learning-based organizations to derive insights concerning the nature of effective workplace learning in AHSCs.

An evidence-informed model of collaborative workplace learning is proposed to aid the alignment of research, clinical, and educational functions in AHSCs. The model articulates relationships among AHSC academic functions and sub-functions, cross-functional activities, and collaborative learning processes, emphasizing the importance of cross-functional activities in enhancing collaborative learning processes and optimizing EIDM and client care. Cross-functional activities involving clinicians, researchers, and educators are hypothesized to be a primary vehicle for integration, supported by a learning-oriented workplace culture. These activities are distinct from interprofessional teams, which are clinical in nature. Four collaborative learning processes are specified that are enhanced in cross-functional activities or teamwork: co-constructing meaning, co-learning, co-producing knowledge, and co-using knowledge.

The model provides an aspirational vision and insight into the importance of cross-functional activities in enhancing workplace learning. The paper discusses the conceptual and empirical basis to the model, its contributions and limitations, and implications for AHSCs.

The model’s potential utility for health care is discussed, with implications for organizational culture and the promotion of cross-functional activities.

This study aims to examine the impact of social media (SM) on the interactivity among teachers, among students and between students and teachers for sustainable academic performance and for achieving sustainable development (SD) in higher educational institutes. This study also investigates the moderating impact of knowledge creators (KNC) and knowledge seekers (KNS) on the collaborative learning environment using SM.

With the help of Vroom’s expectancy motivation theory (1964), collaborative learning theory and other theories, a theoretical model has been developed. This theoretical model has been tested using the structural equation modeling technique with 375 participants taken from different educational institutes. The respondent-–participants were both teachers and students.

The study found that SM plays a significant role in achieving SD al goals and enhances collaborative learning activities among teachers and students to improve academic performance to achieve SD in higher educational institutes. Also, the study highlighted that both “knowledge creators” and “knowledge seekers” have effective moderating impact on the linkage between “intention to use SM for knowledge sharing” and “collaborative learning using social media” to achieve SD al goals.

With the inputs from expectancy-instrumentality-valance theory and collaborative learning theory and existing literature, a theoretical model has been developed conceptually. Later, the model was successfully validated with an overall high explanatory power (72%) of this model. As the sample of the study do not represent a global representation of the population, thus the findings cannot be generalizable.

This study has provided valuable inputs to the SD practitioners and educational policymakers to formulate appropriate policies that enable SD al activities in higher educational institutes. This study also provides food for thought to the policymakers about the role of KNC and KNS toward the collaborative learning environment in achieving SD al goals in higher educational institutes.

The theoretical model developed in this study is unique. This study shows how both “knowledge creator” and “knowledge seeker” play a significant role toward collaborative learning and helps to achieve SD in higher learning institutes and improves their performance. The overall predictive power of the model is 72%, which also shows the effectiveness and uniqueness of the proposed model.

Considering the limitations of supply chain collaboration (SCC) literature, the purpose of this paper is to develop SCC framework and analyze the SCC practice based on the framework. The framework incorporating internal and external knowledge sharing under a collaborative culture (CC) and problem-solving environment preceded by preparedness is required.

To achieve successful collaboration, this paper encompasses problem-solving and performance measurement, preparedness, culture, relationship strength (RS) and gives resource sharing and planning as internal and external focused perspectives. Exploratory methods are used to analyze the data from industries.

CC, RS and preparedness are crucial that reflect the health of collaboration. Three levels of collaboration practice – good, moderate and weak – are prominent where the extent of SCC practice seems weak. Collaborative activities that matter more are identified. Market-based knowledge sharing is important for good and moderate SCC, while weaker collaboration does not focus on it. Interestingly, this paper finds an increasing level of collaboration may not always result in increased performance. Firms from the pharmaceutical, automobile and electrical/electronic industry tended to practice higher collaboration as compared to other industries.

By integrating market-driven management, resource-based view, and contingency theory, the SCC framework gives a new perspective. Joint planning and resource sharing are categorized as internal and external focused functional areas. The paper identifies three profiles of collaboration and discusses the importance of SCC activities in achieving performance.

The purpose of this paper is to model and investigate collaborative culture and relationship strength roles in supply chain collaboration. This research highlights critical role played by culture and relationship strength in collaboration.

Drawing from relational view, a conceptual model is developed with the help of literature, and the model is validated with data collected in India using partial least squares method.

Results and analyses revealed that culture and relationship strength significantly and strongly influence each collaborative activity. The relationship strength fully mediates between collaborative culture and supply chain performance. The research also finds that the relationship strength partially mediates between collaborative culture and market-based information sharing, operational resource planning and sharing. In the long-term, collaborative culture drives relationship strength and the element enhances collaborative activities.

This research attempted to explore collaborative culture and relationship strength which are crucial for collaborative relationship. Many mediation effects are studied which increase the understanding and give insights for its implementation. Its theoretical and practical implications are highlighted. This knowledge has enough potential to lead collaborative relationships towards success.

The purpose of this paper is to focus on assessing individuals’ problems in learning groups/teams and should lead to the assessment of the group/team itself as a learning entity.

In this paper, an extension of the IMS-Learning Design (IMS-LD) meta-model is proposed in order to support the assessment of collaborative activities in e-learning. Besides, the software architecture which consists of a set of components forming a web wizard to create, track and assess the collaborative assessment processes is described as to support that extension of the IMS-LD meta-model.

With the proposed solution we can: make assessment fairer using individual and collective assessment indicators to assign final scores to learners; make an assessment step by step for better individual and collective monitoring activities; and divide the assessment into lighter phases for the correctors. Consequently, the evaluator will have more detailed information about his/her students and the quality of judgment will be better. This could also be useful for the evaluator in order to plan further examinations.

Further experimentations are necessary to test the effectiveness of the proposed system in order to analyze its performances under a massive usage. In addition, the authors plan to use a survey to collect learners’ opinions to know the effectiveness of the proposal in terms of fairness in the assessment of collaborative activities in an online community.

This paper addresses important issues in the educational area, especially assessment of collaborative activities. In fact, to reduce subjectivity and increase fairness in assessing learners in collaborative work, for example, using the peer assessment, in order to try reducing subjectivity and fairly assessing learners. However, while assessing group work, the same mark is attributed for all group members and authors have concluded that it is not the right approach to make a fair and more objective assessment.

Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design.

This study presents a general review of research literature from the field of CSCL to highlight productive interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning.

Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary.

This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.

The purpose of this paper is to identify different indoor environmental quality (IEQ) criteria affecting performance, health, and well-being of library user groups in higher education. The study investigated the differences in significant IEQ criteria affecting the performance, health, and well-being among the library user groups conducting certain types of collaborative activities. The aim was to was to find the significant IEQ criteria particular to each group conducting certain types of collaborative activities.

Four types of collaborative activities were categorized based on the organizational knowledge creation theory in the knowledge management field. A total of ten IEQ criteria affecting performance, health, and well-being were identified based on a literature review of other studies and existing instruments. A survey was conducted via online with library users in a higher education library on the east coast of the USA. Responses from a total of 421 students were analyzed by descriptive statistics and analysis of variance statistics.

The results indicated that the group conducting only individual focused work and socializing in a group showed statistically lower significance in acoustics, privacy, and ergonomics furniture than one or more of the other groups. The group conducting all four collaborative activities exhibited statistically higher significance in ergonomic furniture and aesthetics than one or more of the other groups.

The study provides a comprehensive framework to be used in occupant survey to measure occupant performance, health, and well-being. It also offers practical implications for enhancing particular IEQ criteria for each library user group conducting certain types of collaborative activities in the academic library of higher education.

The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy.

This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model.

The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy.

This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.