Organisational virtuality: a conceptual framework for communication in shared virtual environments

This paper shows how popular 'structure-driven' approaches fail those who use and design virtual teams, and presents 'organisational virtuality' a conceptual framework which is may be used to understand the ways in which advanced ICTs and face-to-face meetings are used to support communication between users of shared virtual environments. It is argued that if knowledge exchange requires the sharing of contexts, then virtual teams may only be innovative if the contexts (space, time, community) which are not shared between them are re-personalised, through a mediated sense of telepresence, temporal telepresence and telecommunity

Planting and harvesting innovation - an analysis of Samsung Electronics

This study explores how firms manage the entire life cycle of innovation projects based on the framework of harvesting and planting innovation. While harvesting innovation seeks new products in the expectation of financial performance in the short term, planting innovation pursues creating value over a long time period. Without proper management of the process of planting and harvesting innovation, firms with limited resources may not be successful in launching innovative new products to seize a momentum in high tech industries. To examine this issue, the case of Samsung Electronics (SE), now an electronics giant originated from a former developing country, is analyzed. SE has shown to effectively utilize co-innovation to maintain numerous planting and harvesting innovation projects. Both researchers and practitioners would be interested in learning about how SE shared risks of innovation investment with external partners at the early stage of innovation cycles

Social Media and the Public Sector

{Excerpt} Social media is revolutionizing the way we live, learn, work, and play. Elements of the private sector have begun to thrive on opportunities to forge, build, and deepen relationships. Some are transforming their organizational structures and opening their corporate ecosystems in consequence. The public sector is a relative newcomer. It too can drive stakeholder involvement and satisfaction. Global conversations, especially among Generation Y, were born circa 2004. Beginning 1995 until then, the internet had hosted static, one-way websites. These were places to visit passively, retrieve information from, and perhaps post comments about by electronic mail. Sixteen years later, Web 2.0 enables many-to-many connections in numerous domains of interest and practice, powered by the increasing use of blogs, image and video sharing, mashups, podcasts, ratings, Really Simple Syndication, social bookmarking, tweets, widgets, and wikis, among others. Today, people expect the internet to be user-centric

Cognitively Engineering a Virtual Collaboration Environment for Crisis Response

Crisis response situations require collaboration across many different organizations with different backgrounds, training, procedures, and goals. The Indian Ocean Tsunami in 2004 and the Hurricane Katrina relief efforts in 2005 emphasized the importance of effective communication and collaboration. In the former, the Multinational Planning Augmentation Team (MPAT) supported brokering of requests for assistance with offers of help from rapidly deployed military and humanitarian assistance facilities. In the aftermath of Hurricane Katrina, the National Guard Soldiers and active component Army Soldiers assisted other state, federal, and non-government organizations with varying degrees of efficiency and expediency. Compounding the challenges associated with collaboration during crisis situations is the distributed nature of the supporting organizations and the lack of a designated leader across these military, government, nongovernment organizations. The Army Research Laboratory is collaborating with the University of Edinburgh, University o

The teacher as action researcher : Using technology to capture pedagogic form

The paper argues that we make best use of learning technologies if we begin with an understanding of educational problems, and use this analysis to target the solutions we should be demanding from technology. The focus is to address the issue from the perspective of teachers and lecturers – the 'teaching community', and to consider how they could become the experimental innovators and reflective practitioners who will use technology well. Teachers could become 'action researchers', collaborating to produce their own development of knowledge about teaching with technology. For this to be possible, they must be able to share that knowledge, and the paper proposes the use of an online learning activity management system (LAMS) as a way of capturing and sharing the pedagogic forms teachers design. An action research approach, like all research, needs a theoretical framework from which to challenge practice, and paper shows how teachers could use the Conversational Framework to design and test an optimally effective learning experience. Examples of 'generic' learning designs illustrate how such approach can help the teaching community rethink their teaching, collectively, and embrace the best of conventional and digital methods. In this way they will be more likely to harness technology to the needs of education, rather than simply search for the problems to which the latest technology is a solution