Directed collaboration patterns in funded teams: A perspective of knowledge flow     

《Information processing & management》2023,60(2):103237

Collaborations in funded teams are essential for understanding funded research and funding policies, although of high interest, are still not fully understood. This study aims to investigate directed collaboration patterns from the perspective of the knowledge flow, which is measured based on the academic age. To this end, we proposed a project-based team identification approach, which gives particular attention to funded teams. The method is applicable to other funding systems. Based on identified scientific teams, we detected recurring and significant subgraph patterns, known as network motifs, and under-represented patterns, known as anti-motifs. We found commonly occurred motifs and anti-motifs are remarkably characterized by different structures matching certain functions in knowledge exchanges. Collaboration patterns represented by motifs favor hierarchical structures, supporting intensive interactions across academic generations. Anti-motifs are more likely to show chain-like structures, hindering potentially various knowledge activities, and are thus seldom found in real collaboration networks. These findings provide new insights into the understanding of funded collaborations and also the funding system. Meanwhile, our findings are helpful for researchers, the public and policymakers to gain knowledge on research(ers) evolution, particularly in terms of primordial collaboration patterns.  相似文献   

“A tie is a tie? Gender and network positioning in life science inventor collaboration”     

Kjersten Bunker Whittington 《Research Policy》2018,47(2):511-526

Collaborative relationships are an important anchor of innovative activity, and rates of collaboration in science are on the rise. This research addresses differences in men’s and women’s collaborative positioning and collaborator characteristics in science, and whether network influences on scientists’ future productivity may be contingent on gender. Utilizing co-inventor network relations that span thirty years of global life science patenting across sectors, geographic locations, and technological background, I present trends of men’s and women’s involvement in patenting and their collaborative characteristics across time. Amidst some network similarities, women are less likely to connect otherwise unconnected inventors (brokerage) and have greater status-asymmetries between themselves and their co-inventors. In multivariate models that include past and future activity, I find that some network benefits are contingent on gender. Men receive greater returns from network positioning for brokerage ties, and when collaborating with men. Women benefit from collaborating with women, and are more likely to collaborate with women, but both men and women collaborate with mostly men. I discuss the implications of these results for innovative growth, as well as for policies that support men’s and women’s career development.  相似文献   

Campus partnerships for promoting equity,diversity and inclusion: A case study of the NCBI Model for reducing prejudice and intergroup conflict at Florida State University Libraries     

Mohamed Berray 《The Journal of Academic Librarianship》2019,45(5):102014

This article will explore collaborations between the University Libraries and the campus community in implementing diversity and inclusion initiatives on campus through participation in the National Coalition Building Institute (NCBI). The article will take an in-depth look at the prejudice reduction and discrimination trainings conducted in the FSU Libraries, and how the trainings contributed to implementing the Libraries' strategic initiative for diversity and inclusion. These partnerships between the Libraries and the campus community exemplify successful collaborations needed to achieve preeminent institutional goals like diversity and inclusion. FSU has been recognized for Higher Education Excellence in Diversity, and is a national Diversity Champion since 2014 (Insight into Diversity: online).  相似文献   

Professional Cultures and Collaborative Efforts: A Case Study of Technologists and Educators Working for Change     

Ann Locke Davidson  Janet Schofield  Janet Stocks 《The Information Society》2001,17(1):21-32

The need for those working in a variety of settings to interact effectively with technical experts has grown dramatically in recent years as computers have become essential to the performance of an increasing broad range of professional work. This article presents a case of this sort of interprofessional interaction, exploring the process and outcomes of collaboration between technical professionals and educators working to bring Internet access to an urban public school district. Drawing on field note and interview data, the case reported here illustrates how differences in institutional routines and professional values can generate differing agendas, contrasting assumptions, and contrasting expectations concerning project products and outcomes among collaborators from different professional worlds. In the case we describe, these differences affected such central matters as the types and usefulness of technical resources to which users had access as well as users' confidence in the technology. The case also illustrates how aspects of this interprofessional conflict were addressed through an organizational change. The kinds of issues that arose in this project are likely to occur in a variety of professional settings; therefore, examination of this case provides insight into a variety of issues and dynamics that should be considered when embarking upon or analyzing any interprofessional collaborative effort, and particularly one that involves technical professionals.  相似文献   

端到端网络环境下协同办公的应用分析     

李晓芳  王从明 《科技广场》2006,(11):58-59

随着网络技术的发展,在下一代互联网技术和IPv6机制的支持下,网络的速度、质量、安全将得到加强,端到端技术将得到极大地应用。基于端到端技术的协同办公机制顺应扁平化发展趋势,使日常办公打破了时间和空间的限制,大大地提高了工作效率。  相似文献   

基于XML与PSL的电子商务信息协同交互的研究     

朱韶平 《中国科技信息》2007,33(19):126-127

为了解决异构系统的电子商务过程中流程信息的协同交互,本文探讨了本体论(PSL)和XML的技术特点,设计一个基于XML的流程描述元模型,在语义层次上通过PSL语义定义和映射规则来统一基于XML描述流程信息,实现了流程信息的协同交互。最后通过具体的采购过程实例,验证了该模型及实现方法的可行性。  相似文献   

Narrative accounts of US teachers' collaborative curriculum making in a physical education department     

JeongAe You  Cheryl J. Craig 《Sport, Education and Society》2015,20(4):501-526

Through the use of narrative inquiry, this research study explores the collaborative curriculum making experiences of six teachers (three males; three females) in one physical education (PE) department in an urban middle school in the U.S. Collaboration; as defined in this work, this has to do with teachers’ voluntary interactions and their shared decision making in support of common goals. Where curriculum making is concerned, it refers to interactions between and among the four commonplaces of curriculum (teacher, learner, subject matter, milieu). The paper features the perspectives of the department head (female), experienced teachers (male and female) and teachers new to the profession (male and female). The narrative accounts of the individual teachers are set against the backdrop of the PE department with which they identify and within the storied history of the school in which they work. The story constellations representational form conveys the interrelatedness of the narratives and instantiates the teachers’ experiences of collaborative curriculum making. In the final analysis, this research enterprise makes a major contribution to the study of PE as well as to education generally. To date, no inquiries have focused on the collaborative curriculum making of teachers lodged in a PE department in one school context, despite collaborative curriculum making most closely reflecting how PE teachers typically approach the teaching task due to shared classrooms/gymnasiums/fields and the communal use of equipment.  相似文献   

An Education Worth Having: The Aspirations and the Development of the Whole Education Network in England     

David Crossley 《European Journal of Education》2015,50(2):184-195

The Whole Education National Network is a dynamic national not-for-profit partnership of schools and organisations that believe that all children and young people are entitled to an education that supports the development of wider skills, qualities and characteristics to enable them to thrive in life, learning and work, as well as conventional academic achievement. The article outlines the background to the development of the growing network of some 150 schools plus partner organisations and its core aims. It then considers what the Network is achieving and what it is learning about its approach as it grows. It offers and is seeking to embed and sustain an approach to school development that is ‘values-led, evidence-informed and impact-focused’. It is also predicated on a commitment to and belief in peer-to-peer collaboration, inspired and encouraged by the work of leading academics, thinkers and practitioners. Whole Education is also a response to what many observers and commentators identify as a weakness of the English and many other systems: the gap between the outcomes achieved by the more disadvantaged and other students. Part of its moral purpose is to help to narrow that gap, underpinned by a belief that focusing on immediate outcomes and test scores is not enough on its own. The Network operates in the belief that it will only be through the commitment to an entitlement to a ‘whole education for all’ that any school or system will truly narrow the gap and make a real difference to the life-chances of all young people. School leaders and schools that have gravitated towards Whole Education seek like minds to share and, more importantly, develop both their thinking and strategies employed to help achieve their goals. At the heart of the change model underpinning Whole Education is the development of effective communities of practice that develop professional capital and unleash the creativity of teachers. Creating, embedding and sustaining a national self-funded school-led network committed to achieving longer-term aspirations rather than immediate needs is both inspiring and challenging. The pressure to respond to short-term targets in terms of student outcomes and accountability pressures has meant that the energy and resource tend to be focused on the immediate rather than the medium- or longer-term needs. Whole Education provides a powerful example of how schools that share common aspirations can seize the agenda, have real impact on students and demonstrate the potential of a self-improving school system.  相似文献   

研发团队知识协同动机研究——基于组织学习的视角     

周莹莹  高书丽  陈建斌 《科技管理研究》2019,39(2)

研究其内部知识协同的动机，对于企业更好的管理和激励团队成员积极参与知识协同具有十分重要的意义。本文基于组织学习的视角，从知识贡献者和知识寻求者两方面，探讨了影响研发团队成员主动参与知识协同的动机因素，并构建了理论模型。分析结果表明：个人声誉、共享意愿及群体认同对知识贡献者参与组织学习的动机具有不同影响；社会地位、渠道多样化及社会存在感对知识寻求者的主动性具有显著正向影响；应用性学习与探索性学习均对协同创新绩效有显著影响，且前者的影响大于后者；团队激励对组织学习和知识协同创新绩效间的关系具有干预调节作用。  相似文献   

Modular designs and integrating practices: Managing collaboration through coordination and cooperation     

Richard Tee  Andrew Davies  Jennifer Whyte 《Research Policy》2019,48(1):51-61

Collaboration in large-scale projects introduces challenges involving both coordination (the ability to collaborate) as well as cooperation (the willingness to do so). Existing research has shown how modular designs can improve coordination by locating interdependencies within rather than between different modules. Based on an in-depth case study of collaboration in a large-scale infrastructure project, our study highlights an effect of modularity on collaboration that previously has been overlooked. Specifically, we show that while modular designs may help overcome coordination challenges by reducing interdependencies between modules, they can in turn hamper collaboration by emphasizing specialization within modules. Therefore, though existing work typically perceives modularity and integration as opposites, we clarify how they can also act as complements. In particular, we show how firms need to complement modular designs with integrating practices that stimulate cooperation. Overall, we contribute to the literature on collaboration and modularity by explaining when and how organizations can combine modularity and integration.  相似文献