KNOWLEDGE OVERLAP, TASK INTERDEPENDENCE, AND TRUST IN IS DEVELOPMENT

Information systems development (ISD) is fundamentally a search process by which the team seeks to find an optimal system configuration that produces the highest performance. As information systems are embodiments of business-domain knowledge and technical knowledge, ISD requires both. The business unit is ultimately responsible for making business design choices whereas the IS unit is largely responsible for making technical design choices. Complexity in ISD arises when these design choices are interdependent. We argue that knowledge overlaps between business and IS play an important role in the ISD process. Using an NK fitness landscapes model of ISD, this research investigates how knowledge overlaps influence ISD performance (1) when the level of interdependencies among design choices varies, (2) for different distributions of within-unit and between-unit interdependencies, (3) when between-unit interdependencies are balanced or skewed, and (4) when inter-unit trust exists or doesn’t. We report the results of a simulation study and discuss their implications and insights

Bringing tasks back in: an organizational theory of resource complementarity and partner selection

To progress beyond the idea that the value of inter-firm collaboration is largely determined by the complementarity of the resources held by partners, we build a theoretical framework that explains under which conditions a set of resources or capabilities can be considered as complementary and resulting in superior value creation. Specifically, we argue that the tasks that an inter-firm collaboration has to perform determine complementarities, and that complementarities arise from similar and dissimilar resources alike. We capture this relationship in the concept of task resource complementarity. Further, we examine factors that impact on the relevance of this construct as a predictor of partner selection. Finally, we discuss which implications arise for a theory of the firm when tasks are explicitly incorporated into the conceptualization of resource complementarity

Negotiating Relationally: The Dynamics of the Relational Self In Negotiations

Although negotiation research is thriving, it has been criticized as having an arelational bias—emphasizing autonomy, competition, and rationality over interdependence, cooperation, and relationality. In this article, we advance a new model of relationality in negotiation. Drawing on research in social psychology, we describe the construct of relational self-construals (RSC) and present a temporal model of RSC and negotiation. After delineating the conditions through which RSC becomes accessible in negotiation and conditions that inhibit its use, we discuss how RSC affects negotiators\u27 pre-negotiation psychological states, early and later tactics, and negotiation outcomes. We illustrate a number of distinct relational dynamics that can occur based on the dyadic composition of RSC, each of which brings distinct benefits and costs to the negotiation table. Implications for the science and practice of negotiation are discussed

Formative peer assessment in a CSCL environment

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed

Team Learning: A Theoretical Integration and Review

With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed

Virtual Collaboration in the Online Educational Setting: A Concept Analysis

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers’ method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support and web-based technology are required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogic tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice

Developing theoretical rigour in inter professional education

In this chapter, the author explores the meaning of theory and the role it plays in the development of interprofessional education. The chapter explores specifically the utility of the theory of social capital in the field and uses this as a case theory to present the dimensions of theoretical quality that is proposed as essential to the advancement of research, evaluation and curriculum development in this arena

Three Essays on Competition and Cooperation in R and D Alliances

In this dissertation, I investigate the interplay between competition and cooperation in R&D alliances. The alliance literature on this issue has emphasized that product market rivalry (i.e., market overlap) between partnering firms aggravates cooperation hazards by increasing the private benefits from opportunism. However, drawing on the multimarket competition literature, I maintain that market overlap between alliance partners can rather curb opportunism by partners because the multimarket contact between them might increase the expected costs of opportunistic behaviors by enabling broad retaliation against such behaviors across the shared markets. Based on this argument, I theorize and corroborate that the mutual forbearance from opportunism that multimarket contact generates not only promotes the formation of R&D collaborations in Essay 1, but also substitutes for hierarchical governance structures in R&D alliances in Essay 2. In Essay 3, I also extend the prior literature on competitive aspects of R&D collaborations that has been mainly interested in knowledge protection concerns in alliances between direct rivals. I join the alliance literature with the agglomeration literature to argue and show that geographic co-location between an allying firm’s partner and the major rivals of the allying firm introduces potential indirect paths of knowledge leakage to rivals, making the allying firm more likely to employ defense mechanisms such as using equity structures and reducing task interdependence

Building the Infrastructure: The Effects of Role Identification Behaviors on Team Cognition Development and Performance

The primary purpose of this study was to extend theory and research regarding the emergence of mental models and transactive memory in teams. Utilizing Kozlowski et al.’s (1999) model of team compilation, we examine the effect of role identification behaviors and argue that such behaviors represent the initial building blocks of team cognition during the role compilation phase of team development. We then hypothesized that team mental models and transactive memory would convey the effects of these behaviors onto team performance in the team compilation phase of development. Results from 60 teams working on a command and control simulation supported our hypotheses