Collaboration is ubiquitous in the natural and social sciences. How collaboration contributes to the development of scientific knowledge can be assessed by considering four different kinds of collaboration in the light of Alvin Goldman's five standards for appraising epistemic practices. A sixth standard is proposed to help understand the importance of theoretical collaborations in cognitive science and other fields. I illustrate the application of these six standards by describing two recent scientific developments in which collaboration has been important, the (...) bacterial theory of ulcers and the multiconstraint theory of analogy, and by arguing that philosophy should become more collaborative. (shrink)

Within analytic philosophy, the existence of collective knowledge has been motivated by means of two apparently distinct, and in direct competition with one another, theoretical approaches: (i) the commitment model and (ii) the distributed model. This paper agues, however, that to fully account for collaborative knowledge—i.e., a special kind of collective knowledge—both models are required. In other words, there is at least one kind of collective knowledge, the account of which requires treating the two models (...) not as competitors but as complementary to each other. If that’s correct, not only can we gain a deeper understanding of the specifics surrounding collaborative knowledge but also a clearer picture of the broader debate surrounding collective knowledge. (shrink)

This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.

This book addresses the various systems in place for collaborative e-research and how these practices serve to enhance the quality of research across disciplines, covering new networks available through social media as well as traditional methods such as mailing lists and forums.

What makes some firms more innovative than others and what determines the source of these innovations are questions that are still not adequately answered due to the complex, often esoteric, nature of the innovation process. This paper considers the effect of one externally oriented strategy (extent of formal inter-organizational linkages) and one internally oriented strategy (degree of knowledge intensity) on overall levels of innovativeness and the source of these innovations. Using data collected from firms operating in the bioscience-technology industries (...) in both New York and Utah, our results suggest that both of these strategies have a significant effect upon innovation levels and the source of innovation (internally versus externally stimulated). Interestingly, there were few firms that undertook both of these strategies simultaneously and thus the proposed interaction effect where increased absorptive capacity (on the basis of knowledge intensity) would make external linkages even more valuable could not be discerned. (shrink)

Massive Open Online Courses (MOOCs) have, in recent years, become increasingly popular. An important challenge facing MOOCs is the ‘teacher bandwidth problem’: In the MOOC environment, where there are potentially hundreds of thousands of students, it is impossible for a few teachers to interact with individual students—there is not enough ‘teacher bandwidth’. According to Siemens and Downes’s theory of ‘connectivism’ (Siemens, 2004) one can make up for the lack of teacher bandwidth by relying on collaboration between students; philosophically speaking, however, (...) this theory is underdeveloped. In this paper, we consider the question of learner collaboration in online courses, and the theory of connectivism, from the perspective of social epistemology. We note the similarities between Siemens and Downes’s theory and virtue reliabilist theories of epistemic collaboration more broadly. Our paper has two main aims. First, we offer an illustration of how it is possible to conceptualise learner collaboration in online settings as analogous to collaboration between scientists. Second, we attempt to expand on and clarify what Siemens and Downes had in mind when they proposed the theory of connectivism. (shrink)

Collaborative remembering, in which two or more individuals cooperate to remember together, is an ordinary occurrence. Ordinary though it may be, it challenges traditional understandings of remembering as a cognitive process unfolding within a single subject, as well as traditional understandings of memory knowledge as a justified memory belief held within the mind of a single subject. Collaborative memory has come to be a major area of research in psychology, but it has so far not been investigated (...) in epistemology. In this chapter, we attempt an initial exploration of the epistemological implications of collaborative memory research, taking as our starting point the “extended knowledge” debate which has resulted from the recent encounter between extracranialist theories of cognition and externalist theories of knowledge (Carter et al., 2014; Carter et al., forthcoming). Various forms of socially and technologically augmented memory have played important roles in the extended knowledge debate, but the debate has so far not taken collaborative memory, in particular, into account. We will argue that collaborative memory supports a novel externalist theory of knowledge: distributed reliabilism. Distributed reliabilism departs in two important respects from both traditional reliabilism (Goldman, 2012) and updated theories such as extended (Goldberg, 2010) and social reliabilism (Goldman, 2014). First, it acknowledges that belief-forming processes may extend extracranially to include processing performed both by other subjects and by technological artifacts. Second, it acknowledges that distributed sociotechnical systems themselves may be knowing subjects. Overall, then, the main aim of the chapter is to draw out the philosophical implications of psychological research on collaborative memory. But our argument will also suggest that it may be useful to broaden the standard conception of collaborative memory to include not only the sorts of direct interactions among subjects that have been the focus of psychological research so far but also a range of more indirect, technology-supported and -mediated interactions, and it thus has implications for psychology as well. (shrink)

In this paper we apply social epistemology to mathematical proofs and their role in mathematical knowledge. The most famous modern collaborative mathematical proof effort is the Classification of Finite Simple Groups. The history and sociology of this proof have been well-documented by Alma Steingart (2012), who highlights a number of surprising and unusual features of this collaborative endeavour that set it apart from smaller-scale pieces of mathematics. These features raise a number of interesting philosophical issues, but have (...) received very little attention. In this paper, we will consider the philosophical tensions that Steingart uncovers, and use them to argue that the best account of the epistemic status of the Classification Theorem will be essentially and ineliminably social. This forms part of the broader argument that in order to understand mathematical proofs, we must appreciate their social aspects. (shrink)

Current scientific research almost always requires collaboration among several (if not several hundred) specialized researchers. When scientists co-author a journal article, who deserves credit for discoveries or blame for errors? How should scientific institutions promote fruitful collaborations among scientists? In this book, leading philosophers of science address these critical questions.

While research ethics and developing respective competencies is gaining prominence in higher education institutions, there is limited knowledge about the learning process and scaffolding during such training. The global health crisis has made the need for facilitator-independent training materials with sufficient support even more pronounced. To understand how knowledge building takes place and how computer-supported collaborative learning supports research ethics learning, we analysed: 1) how the participants’ understanding was displayed during the collaborative learning process utilising the (...) developed ethics resource; and 2) whether the scaffolding provided by the resource supported the learning process. Epistemic evidence was collected during design-based research involving 36 PhD students and researchers with supervisory experience divided into 11 groups. Data was analysed qualitatively utilising the SOLO taxonomy. The results revealed that: 1) participants displayed high levels of understanding and the need for the facilitator support decreased with the use of the online ethics resource; 2) the learners were able to evaluate their learning outcomes with satisfactory accuracy; 3) when used linearly, the online ethics resource helped learners to achieve high levels of understanding even when the scaffolding gradually faded. Based on the lessons learnt, design principles were extracted to develop research ethics competencies in higher education, and also recommendations for research ethics training were outlined. (shrink)

The terms ‘knowledge economy’ and ‘knowledge capitalism’ have been used with increasing frequency since the 1990s as a way of describing the latest phase of capitalism in in the process of global r...

Computer-based design environments for skilled domain workers have recently graduated from research prototypes to commercial products, supporting the learning of individual designers. Such systems do not, however, adequately support the collaborative nature of work or the evolution of knowledge within communities of practice. If innovation is to be supported within collaborative efforts, thesedomain-oriented design environments (DODEs) must be extended to becomecollaborative information environments (CIEs), capable of providing effective community memories for managing information and learning within constantly evolving (...) collaborative contexts. In particular, CIEs must provide functionality that facilitates the construction of new knowledge and the shared understanding necessary to use this knowledge effectively within communities of practice. (shrink)

In the traditional scientific research and production activities, due to the lack of sufficient communication and communication between researchers, the phenomenon of waste of scientific research resources occurs from time to time, which hinders the efficiency of scientific research output. Based on the design principle of the semantic knowledge framework, this paper puts forward the definition of ontology and semantic relationship of the collaborative system of scientific researchers. In this paper, a framework of collaborative semantic knowledge (...) among researchers is established through decentralized semantic information exchange architecture. In this article, the simulation is verified by experiments and compared with other exchange architectures. The results of the experiment confirmed the semantic information exchange architecture based on semantic knowledge proposed in this paper is 10.39% faster than the traditional centralized method in terms of data volume; the construction speed under the data node perspective is 12.84% higher than that of the traditional centralized construction method; the subject query speed is 36.84% higher than that of the traditional centralization method; the predicate query speed is 31.58% higher than that of the traditional centralization method. The experimental results confirm that the semantic information exchange architecture based on the semantic knowledge framework is feasible, and it has excellent performance in terms of construction speed and query speed. Under the background that researchers rely more and more on collaborative technology to interact with other members, this paper has a certain reference value and exploration value and proposes a new idea of group collaboration system under the framework of semantic knowledge. (shrink)

This paper argues that collaboration in scientific and other fields requires a substantial amount of procedural knowledge about how to collaborate. It discusses how scientists collaborate, how they learn to collaborate, and why they collaborate. Knowledge how does not always reduce to knowledge that, and collaboration has many purposes besides the pursuit of power and resources. The relative scarcity of philosophical collaborations can be overcome by more naturalistic approaches to philosophy and by philosophers learning how to collaborate.

We propose an infrastructure for collaborative content management and version control for structured mathematical knowledge. This will enable multiple users to work jointly on mathematical theories with minimal interference. We describe the API and the functionality needed to realize a cvs-like version control and distribution model. This architecture extends the cvs architecture in two ways, motivated by the specific needs of distributed management of structured mathematical knowledge on the Internet. On the one hand the one-level client/server model (...) of cvs is generalized to a multi-level graph of client/server relations, and on the other hand the underlying change-detection tools take the math-specific structure of the data into account. (shrink)

A philosopher once asked me: “Paul, how do you collaborate?” He was puzzled about how I came to have more than two dozen co-authors over the past 20 years. His puzzlement was natural for a philosopher, because co-authored articles and books are still rare in philosophy and the humanities, in contrast to science where most current research is collaborative. Unlike most philosophers, scientists know how to collaborate; this paper is about the nature of such procedural knowledge. I begin (...) by discussing three related distinctions found in philosophy and cognitive science: knowledge how vs. knowledge that, procedural vs. declarative knowledge, and explicit vs. implicit knowledge. I then document the prevalence of collaboration in the sciences and its scarcity in philosophy. In order to characterize the sorts of procedural knowledge that make collaborative research possible and fruitful, I discuss how scientists collaborate, how they learn to collaborate, and why they collaborate. Contrary to some recent suggestions by philosophers, I will argue that knowledge how often does not always reduce to knowledge that, and that collaboration has many purposes besides the pursuit of power and resources. The relative scarcity of philosophical collaborations might be explained by the nature of philosophy, if the field is viewed as inherently personal or a priori. But I argue against this view in favor of a more naturalistic one, December 2, 2005 with the implication that the main reason why philosophers do not collaborate more is that they do not know how. My account of collaboration is based on my own experience, published advice by practicing scientists, and interviews with a group of highly successful scientific collaborators who are members of the Social Psychology area of the University of Waterloo Psychology Department. For the past two decades, Waterloo’s social psychology program has flourished, both in collaborative publication and in graduate training: their former Ph.D.. (shrink)

Skilled cooperative action means being able to understand the communicative situation and know how and when to respond appropriately for the purpose at hand. This skill is of the performance of knowledge in co-action and is a form of social intelligence for sustainable interaction. Social intelligence, here, denotes the ability of actors and agents to manage their relationships with each other. Within an environment we have people, tools, artefacts and technologies that we engage with. Let us consider all of (...) these as dynamic representations of knowledge. When this knowledge becomes enacted, i.e., when we understand how to use it to communicate effectively, such that it becomes invisible to us, it becomes knowledge in co-action. A challenge of social intelligence design is to create mediating interfaces that can become invisible to us, i.e., as an extension of ourselves. In this paper, we present a study of the way people use surfaces that afford graphical interaction, in collaborative design tasks, in order to inform the design of intelligent user interfaces. This is a descriptive study rather than a usability study, to explore how size, orientation and horizontal and vertical positioning, influences the functionality of the surface in a collaborative setting. (shrink)

: For philosophers of science interested in elucidating the social character of science, an important question concerns the manner in which and degree to which the objectivity of scientific knowledge is socially constituted. We address this broad question by focusing specifically on philosophical theories of evidence. To get at the social character of evidence, we take an interdisciplinary approach informed by categories from argumentation studies. We then test these categories by exploring their applicability to a case study from high-energy (...) physics. Our central claim is that normative philosophy of science must move beyond abstract theories of justification, confirmation, or evidence conceived impersonally and incorporate a theoretical perspective that includes dialogical elements, either as adjuncts to impersonal theories of evidence or as intrinsic to the cogency of scientific argumentation. (shrink)

Due to investments in interdisciplinary research endeavors, the number and variety of interdisciplinary research centers have grown exponentially during the past decades. While interdisciplinary research centers rely on varied organizational arrangements, we know little about the conditions and processes that mediate collaborative arrangements and interdisciplinary research outcomes. This study examines how different collaborative arrangements shape scholars’ experiences of interdisciplinary research and understandings of interdisciplinary knowledge culminations in the context of university-based research centers. We conducted three in-depth qualitative (...) case studies on different centers, which recruited researchers from natural sciences, medicine, and social sciences. We refer to them as the Biotech Center, the Environmental Center, and the Premature Birth Center. Our analysis of 53 interviews with interdisciplinary scholars across the three centers demonstrates that the scholars perceive particular features of the centers’ collaborative arrangements as meaningful for interdisciplinary collaboration. Specifically, the center’s mission, physical architecture, and leadership and task structure were seen as affecting scholars’ motivation, interaction, and inclusion in the centers, which then shaped the interdisciplinary knowledge culminations. At the Biotech Center, knowledge was translated towards concrete products, at the Environmental Center knowledge was pooled together from varied fields to create new problem framings, and at the Premature Birth Center, interdisciplinary collaboration was crafted through top-down knowledge brokerage. (shrink)

Differences in perceptions and knowledge of crop diseases constitute a major obstacle in farmer–researcher cooperation, which is necessary for sustainable disease management. Farmers’ perceptions and management of crop diseases in the northern Ethiopian Regional State of Tigrai were investigated in order to harness their knowledge in the participatory development of integrated disease management (IDM) strategies. Knowledge of disease etiology and epidemiology, cultivar resistance, and reasons for the cultivation of susceptible cultivars were investigated in a total of 12 (...) tabias (towns) in ten weredas (districts). Perception of diseases involved both scientific and spiritual conceptual frameworks. Of the more than 30 crop diseases recorded on the major crops in the region, only rusts and powdery mildews (locally called humodia) and a few root rots were considered by farmers to be important. Farmers’ awareness of other diseases was extremely low; some highly damaging but less conspicuous diseases, such as faba bean chocolate spot and chickpea ascochyta blight (also called humodia), were not regarded by farmers as disease but as problems caused primarily by excessive soil moisture. Considering that some of these “unrecognized” diseases can cause complete yield loss and genetic erosion in epiphytotic years, there is an urgent need for bringing together farmers’ and scientists’ knowledge to complement each other. Even when farmers had access to disease-resistant or disease-tolerant cultivars, they grew susceptible local varieties because of multiple criteria including earliness, good yield in years with low humodia severity, suitability for home consumption, market demand/quality, and low soil fertility and land management requirements. Farmer innovation and knowledge were evident in their use of diverse disease control measures, but these were a mixture of the “useful and the useless.” Our findings stress the necessity for extension workers and researchers to understand and improve farmers’ knowledge of crop diseases, and farmers’ ability to observe and experiment, through the Farmer Field School or a similar experiential learning approach. These insights about farmers’ knowledge of crop diseases provide a basis for further collaborative maintenance of crop genetic diversity, development of germplasm, and IPM-related research in Africa. (shrink)

During the COVID-19 outbreak, educational institutions were closed, and students worldwide were confined to their homes. In an educational environment, students depend on collaborative learning to improve their learning performance. This study aimed to increase the understanding of social media adoption among students during the COVID-19 pandemic for the purpose of CL. Social media provides a learning platform that enables students to easily communicate with their peers and subject specialists, and is conducive to students' CL. This study addresses the (...) key concept of CL during the COVID-19 pandemic by assessing social media use among students in higher education. The relationship between social media use and students' performance is crucial to understanding the role of social media during a pandemic. This study is based on constructivism theory and the technology acceptance model. Structural equation modeling was used to analyze the conceptual model using SmartPLS. The research findings indicate that social media plays an important role during the pandemic because it provides opportunities for students to enhance CL under the aforementioned situations. This study makes noteworthy theoretical and practical contributions. (shrink)

Sustainability challenges typically occur across sectoral boundaries, calling the state, market, and civil society to action. Although consensus exists on the merits of cross-sector collaboration, our understanding of whether and how it can create value for various, collaborating stakeholders is still limited. This special issue focuses on how new combined knowledge on cross-sector collaboration and business models for sustainability can inform the academic and practitioner debates about sustainability challenges and solutions. We discuss how cross-sector collaboration can play an important (...) role for the transition to new and potentially sustainability-driven business models given that value creation, delivery, and capture of organizations are intimately related to the collaborative ties with their stakeholders. Sustainable alternatives to conventional business models tend to adopt a more holistic perspective of business by broadening the spectrum of solutions and stakeholders and, when aligned with cross-sector collaboration, can contribute new ways of addressing the wicked sustainability problems humanity faces. (shrink)

We report on the experience of creating a socially networked system, the Research-oriented Social Environment , for representing knowledge in the form of relationships between people, documents, and groups. Developed as an intercampus, interdisciplinary project of the University of California, this work reflects on a collaboration between scholars in the humanities, software engineering, and information studies by providing an opportunity not only to synthesize different disciplinary perspectives, but also to interrogate and challenge the assumptions each brings to team-based design (...) projects in the digital humanities. This work examines socially networked knowledge as both content and methodology for collaboration, calling for further critique and future investigation of epistemological questions in models of social networks. (shrink)

The epistemic subject of collective scientific knowledge has been a matter of dispute in recent philosophy of science and epistemology. Following the distributed cognition framework, both collective-subject accounts (most notably by Knorr-Cetina, in _Epistemic Cultures_, Harvard University Press, 1999) as well as no-subject accounts of collective scientific knowledge (most notably by Giere, Social Epistemology 21:313–320, 2007; in Carruthers, Stich, Siegal (eds), _The Cognitive Basis of Science_, Cambridge University Press, 2002a) have been offered. Both strategies of accounting for collective (...) knowledge are problematic from the perspective of mainstream epistemology. Postulating genuinely collective epistemic subjects is a high-commitment strategy with little clear benefit. On the other hand, eliminating the epistemic subject radically severs the link between knowledge and knowers. Most importantly, both strategies lead to the undesirable outcome that in some cases of scientific knowledge there might be no individual knower that we can identify. I argue that distributed cognition offers us a fertile framework for analyzing complex socio-technical processes of contemporary scientific knowledge production, but scientific knowledge should nonetheless be located in individual knowers. I distinguish between the production and possession of knowledge, and argue that collective knowledge is collectively produced knowledge, not collectively possessed knowledge. I then propose an account of non-testimonial, expert scientific knowledge which allows for collectively produced knowledge to be known by individuals. (shrink)

Member selection to form an effective collaboration new product development team is crucial for a successful NPD. Existing researches on member selection mostly focus on the individual attributes of candidates. However, under the background of collaboration, knowledge complementarity and collaboration performance among candidates are important but overlooked. In this paper, we propose a multi-objective optimization model for member selection of a Co-NPD team, considering comprehensively the individual knowledge competence, knowledge complementarity, and collaboration performance. Then, to solve the (...) model, an improved adaptive genetic algorithm is developed. Finally, a real case is provided to illustrate the application of the model, and the IAGA is implemented to select the desired team members for optimal team composition. Additionally, the standard generic algorithm and particle swarm optimization are used to compare with the IAGA to further verify the effectiveness of the IAGA. (shrink)

Strong epistemic anti-individualism—i.e., the claim that knowledge can be irreducibly social—is increasingly debated within mainstream and social epistemology. Most existing approaches attempt to argue for the view on the basis of aggregative analyses, which focus on the way certain groups aggregate the epistemic attitudes of their members. Such approaches are well motivated, given that many groups to which we often ascribe group knowledge—such as juries and committees—operate in this way. Yet another way that group knowledge can be (...) generated is on the basis of epistemic collaborations, such as scientific research teams and Transactive Memory Systems. To produce knowledge, epistemic collaborations rely heavily on the mutual interactions of their group members. This is a distinctive feature of epistemic collaborations that renders them resistant to aggregative analyses. To accommodate this kind of group knowledge, the paper combines virtue reliabilism with the hypothesis of distributed cognition in order to introduce the hybrid approach of distributed virtue reliabilism. On this view, beliefs produced by epistemic collaborations entertain positive epistemic standing in virtue of the mutual interactions of their group members; this positive epistemic standing is a collective property; epistemic collaborations qualify as epistemic group agents; collaborative knowledge is a special kind of group knowledge, motivating strong epistemic anti-individualism in a distinctive way. (shrink)

Strong epistemic anti-individualism—i.e., the claim that knowledge can be irreducibly social—is increasingly debated within mainstream and social epistemology. Most existing approaches attempt to argue for the view on the basis of aggregative analyses, which focus on the way certain groups aggregate the epistemic attitudes of their members. Such approaches are well motivated, given that many groups to which we often ascribe group knowledge—such as juries and committees—operate in this way. Yet another way that group knowledge can be (...) generated is on the basis of epistemic collaborations, such as scientific research teams and Transactive Memory Systems. To produce knowledge, epistemic collaborations rely heavily on the mutual interactions of their group members. This is a distinctive feature of epistemic collaborations that renders them resistant to aggregative analyses. To accommodate this kind of group knowledge, the paper combines virtue reliabilism with the hypothesis of distributed cognition in order to introduce the hybrid approach of distributed virtue reliabilism. On this view, beliefs produced by epistemic collaborations entertain positive epistemic standing in virtue of the mutual interactions of their group members; this positive epistemic standing is a collective property; epistemic collaborations qualify as epistemic group agents; collaborative knowledge is a special kind of group knowledge, motivating strong epistemic anti-individualism in a distinctive way. (shrink)

This paper analyses the logistics of knowledge in eighteenth-century Anglo-Swedish scholarly collaborative relationships. More specifically, it analyses the making of Thomas Mangey’s Philonis Judaei Opera as a long-distance collaborative project between Mangey and the Swedish scholars Jacob Serenius and Erik Benzelius. The early modern Republic of Letters has commonly been characterised as a collaborative communication system upheld by communitarian norms. This description has however been challenged by several recent studies, which have underlined the commercial aspects of (...) early modern scholarly exchange. Building on such studies, this article highlights how negotiations about the logistics of knowledge circulation – of, e.g. shipping and long-distance financing – were an integral part of early modern transnational scholarly relationships. In the correspondence between the three scholars of 1728–42, we find ample practical details of how they struggled with slow and unreliable regional mercantile infrastructures. The strains of these logistical challenges thoroughly shaped the relationships between the three scholars, and would eventually lead to the collapse of their collaboration. (shrink)

Peer interaction has been found to be conducive to learning in many settings. Knowledge co-construction has been proposed as one explanatory mechanism. However, KCC is a theoretical construct that is too abstract to guide the development of instructional software that can support peer interaction. In this study, we present an extensive analysis of a corpus of peer dialogs that we collected in the domain of introductory Computer Science. We show that the notion of task initiative shifts correlates with both (...) KCC and learning. Speakers take task initiative when they contribute new content that advances problem solving and that is not invited by their partner; if initiative shifts between the partners, it indicates they both contribute to problem solving. We found that task initiative shifts occur more frequently within KCC episodes than outside. In addition, task initiative shifts within KCC episodes correlate with learning for low pre-testers, and total task initiative shifts correlate with learning for high pre-testers. As recognizing task initiative shifts does not require as much deep knowledge as recognizing KCC, task initiative shifts as an indicator of productive collaboration are potentially easier to model in instructional software that simulates a peer. (shrink)

The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students as "research learners" rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on and further enhances (...) a well-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized this particular intertwined research and education arrangement. We show that the connection to the research project assisted students to orientate, learn, and contribute in relation to empirical and theoretical aspects of research and supported the development of broad perspectives and deep analysis. (shrink)

Partner selection is the primary aspect of the formation of knowledge collaboration teams. We propose a method of partner selection for KCTs based on a weighted social network analysis method in which the individual knowledge competence and the collaboration performance of candidates are both considered. To select the desired partners, a biobjective 0-1 model is built, integrating the knowledge competence and collaboration performance, which is an NP-hard problem. Then, a multiobjective genetic algorithm is developed to solve the (...) proposed model. Finally, a real-world example is provided to illustrate the applicability of the model, and the MOGA is implemented to search for Pareto solutions of partner selection for KCT in this case. Moreover, some simulation examples are used to test the efficiency of the algorithm. The results suggest that the proposed method can support effective and practical partner selection. (shrink)

A scientific paper’s citation represents its influence, which is the most intuitive indicator to access the quality of papers. This paper mainly adopts the social network analysis method, using the authors and the keywords of sports industry papers in China to constitute the networks of collaboration and knowledge, to explore effects of the degree centrality of authors and keywords and the structural hole of authors and keywords on the citation of papers in the collaboration and knowledge networks and (...) draw the following conclusions: as for collaboration networks, the degree centrality at the paper level is positively correlated with citations; in the collaboration network, the positive correlation between the structural hole at the paper level and citations does not exist; within knowledge networks, an inverted- U shape was found between degree centrality and paper’s citation; and within knowledge networks, a positive correlation is in existence between the structural hole of papers and their citation. This study synthesizes the already widely used collaboration network with the knowledge network constructed through keywords, distinguishes from the previous network features focusing at the author level, and explores research projects of Chinese Sports Industry from the paper level, providing a new perspective for the research of sports industry in China, complementing the methods and ideas of sports industry research, as well as providing a reference for the research in other disciplinary fields. (shrink)

Most previous empirical studies just addressed the influence of geographical proximity on interactive learning regarding the collaboration between knowledge-intensive business service and manufacturing industries. Drawing upon the social cognitive and knowledge-based perspective, this study bridged the research gaps by investigating the joint effects of geographical proximity and two representative non-geographic-proximities in fostering manufacturing firms’ innovation performance. In terms of the empirical analysis, we applied a research sample that involves the data of various manufacturing industries in 260 cities of (...) China from 2003 to 2014 to test the corresponding hypotheses. Additionally, the Spatial Durbin Model was adopted and the research findings showed that: the geographic and social proximity significantly promote the knowledge transfer from KIBS to manufacturing firms, which further improves the innovation performance of the latter. However, the effect of cognitive proximity presents insignificant; the interactive effect of geographic and social proximity was positively associated with the innovation collaboration between KIBS and manufacturing firms; although the individual effect of cognitive proximity was insignificant, when it interacted with geographic or social proximity, the joint effects were proved to promote the innovation performance of manufacturing firms. This study extends our understanding pertaining to the influencing mechanism of proximity for KIBS and the innovation process. The findings proved that geographic and social proximity are two imperative facilitators of knowledge-creating collaboration, highlighting their indispensable role in moderating and mediating the knowledge transfer of KIBS as well as the innovation performance of manufacturing firms. Notably, cognitive proximity is contingent upon geographic and social proximity on its positive effects on the innovation performance for KIBS and their clients’ collaboration. (shrink)

Architectural research forms the basis of design in seeking a solution that considers the site’s sociopolitical and spatial-cultural factors and the built environment surrounding it. In addressing industrial heritage, industrial revolutions, energy transitions, and technological innovation uniquely shape the city. The transformation and new discourse between similar heritage and different sites allow for a combination of ideas with transnational and interdisciplinary depth, bolstering individual designs through a developed perspective on industrial architecture. This studio addresses the socio-political and spatial-cultural challenges of (...) post-industrial cities. This article uses a critical, comparative, and analytical problem-based design research approach to examine collaborative pedagogical practices that can build a new image and identity through adaptive reuse strategies in the post-industrial urbanscape. (shrink)

In this paper, we explain how our individual PhD enquiries have informed the philosophical underpinnings of our postgraduate programmes. The approach used to ensure validity and rigour in the research process is presented. We report on the development of the International Research Centre for e-Innovation and Workplace Learning and its collaboration in European projects such as Pathway to Inquiry Based Learning, Inspiring Science Education and the African based Global e-Schools and Communities Initiative project Leadership Development in ICT and the (...) class='Hi'>Knowledge Society. Our claim is that researching our own practice can be a transformative experience for the practitioner-researcher who is committed to generating knowledge that has personal, professional and social value. (shrink)

Collaborative filtering is being used within organizations and in community contexts for knowledge management and decision support as well as the facilitation of interactions among individuals. This article analyzes rhetorical and technical efforts to establish trust in the constructions of individual opinions, reputations, and tastes provided by these systems. These initiatives have some important parallels with early efforts to support quantitative opinion polling and construct the notion of “public opinion.” The article explores specific ways to increase trust in (...) these systems, albeit a “guarded trust” in which individuals actively seek information about system foibles and analyze the reputations of participants. (shrink)