Understanding the influence of servitization on global value chains: a conceptual framework

PurposeThis paper examines the servitization phenomenon in the context of global value chains (GVCs) and presents a conceptual framework by connecting the two literature streams—servitization and GVCs—to depict the interconnected multilevel processes by which the influence of servitization on GVC structure and governance is manifested.Design/methodology/approachDrawing on cross-disciplinary literature, the authors develop a multilevel conceptual framework. The theoretically informed framework advances research on servitization and GVCs and provides a line of inquiry to be explored as avenues for future research opportunities.FindingsThe authors argue that servitization instigates the formation of new ecosystems and collaborative structures within GVCs, reduces the fragmentation of the overall network structure and increases embeddedness within the subclusters of GVCs. These changes are expected to be reflected in the increase in the complexity of firms' GVC governance tasks, a greater reliance on relational governance, and an increase in the dependency on local partners in terms of the governance of GVCs.Originality/valueThis conceptual paper establishes the link between servitization and GVCs, anchors the servitization phenomenon in GVCs, explains how servitizing firms can engage in and shape GVCs and offers insights into the servitization-driven changes in GVCs. The conceptual framework is intended to lay the foundation for future empirical research on the link between servitization and GVCs.

Inter-Agency Delivery System

This paper examines the effect of inter-agency delivery systems on the agility of public sector organizations and ease of doing business. The empirical focus is the Nigerian public sector, in relation to the implications of the recent Executive Order regarding how Ministries, Agencies and Departments (MDAs) should operate towards improving the ease of doing business .The study finds that poor inter-organizational linkages in terms of Information and Communication Technology, ICT, and poor interagency collaborative structures constitute serious challenges to the realization of organizational agility and ease of doing business. The paper suggests further investment in establishing a comprehensive government database accessible by various government agencies and enhancing social networking among public agencies through strong ICT and e-governance infrastructure development. By implication, the study reveals that the use of Executive Orders to address fundamental economic and administrative challenges appears perfunctory and superficial without strong ICT support.

Inter-Agency Delivery System

This paper examines the effect of inter-agency delivery systems on the agility of public sector organizations and ease of doing business. The empirical focus is the Nigerian public sector, in relation to the implications of the recent Executive Order regarding how Ministries, Agencies and Departments (MDAs) should operate towards improving the ease of doing business .The study finds that poor inter-organizational linkages in terms of Information and Communication Technology, ICT, and poor interagency collaborative structures constitute serious challenges to the realization of organizational agility and ease of doing business. The paper suggests further investment in establishing a comprehensive government database accessible by various government agencies and enhancing social networking among public agencies through strong ICT and e-governance infrastructure development. By implication, the study reveals that the use of Executive Orders to address fundamental economic and administrative challenges appears perfunctory and superficial without strong ICT support.

The Tapash Sustainable Forestry Collaborative

Collaborative planning is increasingly common in the context of natural resource management in the United States. However, there is no universal way to organize collaborative groups, and, subsequently, collaborative structures vary from collaborative group to collaborative group. In order to contribute to the growing knowledge base about the implications of different collaborative structures, we conducted a case study of the Tapash Sustainable Forestry Collaborative, a group located in Washington State that is focused on forest restoration. By analyzing interviews and archival data, we documented the organizational structure of the collaborative group and explored the outcomes of that structure in terms of trust and relationship. We illustrate how the structure of the Tapash Sustainable Forestry Collaborative led to both positive and negative outcomes and additionally describe the steps the group took to address the negative outcomes. Our findings will be useful for anyone considering how to structure their own collaborative group. It can also serve to as an example for scholars interested in the characteristics that support successful collaborative natural resource planning and management. Additionally, the case study provides readers with a background information about several content areas including public participation in forest plan and management, national-level legislation related to forest planning and management, trust and trust repair, adaptive governance, and adaptive management.

Interdisciplinary Team Teaching (ITT) in the ACS Athens American Studies Combo

The “Combo,” as it is popularly known at ACS Athens, is a team-taught American Studies interdisciplinary English and Social Studies course in which students are heterogeneously grouped in a unique blended learning environment. With differentiated instruction, teachers use a wide range of strategies to engage students of all abilities and backgrounds. Over two decades in the making, the integrated team-taught course instructors apply a constructivist approach, inquiry-based learning, collaborative structures, the latest technology, and creative approaches to engage students in the development of 21st century skills. This chapter traces the philosophy behind interdisciplinary team-teaching (ITT) at ACS Athens and its theoretical and research-based underpinnings to provide unique insights into its benefits and challenges. Three units of study are presented to illustrate organic differentiation, innovated blended teaching strategies, and formative and summative assessments in blended and virtual learning environments.

A local dental network approach to COVID-19 pandemic: innovation through collaboration

The coronavirus pandemic has had significant effects on individuals, healthcare systems and governments. In the UK, whilst routine dentistry was suspended, an urgent dental care system was required to support urgent patient need. Using an adapted model of Donabedians’ framework, a critical evaluation of the services developed and implemented is provided and the various innovative approaches involved in this work are discussed. The three domains of the framework are structure, process and outcome. Structure: We present the principles for selecting and initiating hubs, the integration with secondary care services and the supply of personal protective equipment. Process: The main elements are communication, the development of referral processes to manage complex cases and data collection. Outcome: Through work with local dental stakeholders, 23 clusters and 36 hubs were set up covering a large geographical area. The integrated network of hubs and clusters has strengthened collaboration between providers and policy makers. Various leadership approaches facilitated the readiness for the transition to recovery. The new local collaborative structures could be used to support local programmes such as flexible commissioning, peer-led learning and integration with primary care networks.

Facilitators and Barriers to Engagement and Effective SoTL Research Collaborations in Faculty Learning Communities

To determine factors that influence faculty engagement and success in faculty learning communities focused on collaborative Scholarship of Teaching and Learning (SoTL), our project gathered information on (1) faculty motivation to engage with SoTL; (2) structures that support collaboration; (3) the perceived impact of SoTL on teaching, scholarship, and faculty engagement in academic communities on campus and beyond; and (4) the role of the teaching center in supporting collaborative faculty learning communities focused on SoTL. In this explanatory, sequential design mixed-methods study, participants were asked to complete a survey on their experience as participants in faculty learning communities at a large comprehensive public university in the southeastern United States; researchers then conducted one-on-one interviews with select participants to gain an in-depth understanding of trends and questions emerging from the survey data. Results indicate that personal, institutional, professional, and team factors contribute to participants’ perception of the success and effectiveness of collaborative research teams. Findings from the study offer guidance for setting up effective collaborative structures for SoTL projects and nurturing inter-disciplinary research among faculty members, thus providing insights that can inform the design and facilitation of similar programs in the United States and internationally.

Under What Conditions Do Rural Schools Learn From their Partners?

This case study was designed to explore the strategies and actions that high performing schools with sustainable results employ at the district level in a rural part of Norway. The district subjected to the study is characterised by small municipalities and a scattered population, with a few small school administrative units, which might be a challenging context for sustainability and improvement. In response, the districts developed collaborative structures to increase collective learning capacity. The research design involved a collective case study, and it draws on data from interviews with school leaders at the municipal level and local school policy documents. The findings suggest that Norwegian school district actors can facilitate school improvement by shaping collaborating cultures, inter-organisational learning processes and educational infrastructures. Furthermore, the findings highlight the schools’ ability to recognise and value new knowledge from external sources, such as academic institutions and partner schools, assimilate novelties across boundaries and, eventually, utilise these for strategic or operational ends to enhance an organisation’s absorptive capacity. Finally, the findings indicate that superintendents can play important roles through boundary-spanning and gatekeeping activities.

Researching Finnish Early Childhood Teachers’ Pedagogical Work Using Layder's Research Map

THIS STUDY EXAMINES the experiences of early childhood teachers in their everyday pedagogical work. The data for this qualitative study consists of the diaries of early childhood teachers. Layder's (1993) research map has been used to structure the theoretical background and provide an analytical frame to categorise the data. The results show that early childhood teachers’ work is complex and demanding, but they did encounter successes in their work. Certain common themes were identified on the levels of Layder's research map. These themes, which were experienced both as successes and challenges, included laws and steering documents, values and attitudes, pedagogical principles and solutions, leadership, collaborative structures, interaction, professional self-conception and skills. The challenges in the teachers’ work were caused by differing professional values, a lack of discussion, and inoperative organisational structures and practices, among others.