Introduction to Cross-Organizational and Cross-Border IS/IT Collaboration Minitrack

N/

Virtual Leadership Matters: Capturing its Role in Facilitating Knowledge Sharing in Virtual Learning Environment

Many educational institutions and organizations have attempted to encourage knowledge sharing by implementing virtual learning communities. During the Coronavirus pandemic, how to utilize virtual communication technologies to effectively facilitate knowledge sharing among geographically dispersed learners (specifically in education institutions) has become an extremely urgent issue. Our study investigated 88 undergraduate students (nested in 10 groups) from a University in Southwest China. The research results reveal that self-presence and virtual member trust are the primary determinants in facilitating knowledge sharing (explicit vs tacit) in a virtual learning environment. Additionally, considering the challenges of forming effective collaborations in VLE (e.g., a great number of participants, environmental uncertainty, and one-way oriented communication), virtual leadership for improving the coordination of joint activities was developed. Virtual leadership improves the climate of a virtual learning environment by strengthening the relationships between self-presence/virtual member trust and knowledge sharing. Finally, the positive inter-relationship of explicit/tacit knowledge sharing and team performance is confirmed in our research

An Exploratory Study for Perceived Advertising Value in the Relationship Between Irritation and Advertising Avoidance on the Mobile Social Platforms

This study delves deeply into advertising avoidance research and redefines the uses and gratifications theory (U&G) as divided into (a) convenience U&G, (b) content U&G, and (c) social U&G to conduct an approach to alleviate the degree of advertising avoidance on the mobile social platforms. To carefully study the forming framework of advertising avoidance, we extract the factor irritation considered to directly impact on avoidant intention induced by perceived intrusiveness and privacy concerns. As an important previous factor in advertising research, we also test the moderating effect of perceived advertising value between irritation and advertising avoidance. Findings show that ubiquity takes a negative role on mobile social platforms and tailoring also takes different roles on perceived intrusiveness and privacy concerns; unfortunately, content U&G consist of advertising informativeness and entertainment didn’t find any significant effect; in contrast with previous study, social U&G as social interaction and social integration also show some different roles but is ambiguous. However, the positive relationship of perceived intrusiveness, privacy concerns, irritation, and advertising avoidance has been confirmed again although with a pity of insignificant moderating effect of advertising value. Management issues, theoretical contributions, limitations and future study are discussed as follow

Does Perceived Advertising Value Alleviate Advertising Avoidance in Mobile Social Media? Exploring Its Moderated Mediation Effects

It is known that perceived intrusiveness and privacy concerns, mediated by irritation, indirectly affect advertising avoidance. This research attempts to verify the importance of perceived advertising value by investigating its moderated mediation effect on the links between those endogenous variables. The research model was empirically verified with data derived from 374 valid off-line responses. Analysis found that both perceived intrusiveness and privacy concerns increased irritation in using mobile social media. Irritation caused by perceived intrusiveness and privacy concerns had positive mediating effects on advertising avoidance. Ubiquity increased perceived intrusiveness and privacy concerns, whereas personalization reduced perceived intrusiveness. Customization increased perceived intrusiveness, whereas informativeness significantly reduced it. Social interaction increased privacy concerns, whereas social integration decreased them. The moderated mediation effect of perceived advertising value among women was negative. In the low-exposure group, a negative moderated mediation effect of perceived advertising value on the relationship between irritation and advertising avoidance was also found

Managing a mega-project to explore and enhance careers: insights from Global Entrepreneurial Talent Management 3

Contemporary careers are changing and face many challenges. This creates a need for innovative cross-cultural and multidisciplinary research. In this chapter, twenty-three participants in a European/South Korean research mega-project provide an overview of their diverse experiences of trans-national, trans-sectoral, and trans-generational work. First, the project’s architects explore the context and rationale in five countries, selection of partners, securing funding and the underpinning principles of ‘strategic entrepreneurship’ and ‘multi-sociation’. Key workstream leaders then outline the project content, including diplomacy in research design, reflecting gender, ensuring impact, capturing learning, communicating to various audiences. Major aspects of Implementation are described: quality management, managing academics and risk, transnational and trans-sectorial working (between academia and industry), novel methodologies and finally the career implications for PhD students involved. These are honest and pragmatic reflections on the way to best practice

Transnational, trans-sectorial and transgenerational collaboration: a proposal to build social capital using the SPLIT Framework

Building social capital is crucial for the effective collaboration, project implementation, and successful team working within project teams. These elements can be especially imperative when running global teams across national boundaries and diverse businesses industries, with participants from different age-ranges. The importance for participants to spend time and effort building social capital, to advantage both the project itself and one’s own career, is not always fully understood or appreciated by those within a team. Equally, for those facilitating, it can be difficult to find activities and opportunities which suit a highly diverse team. Using the SPLIT Framework, this paper sets out ideas to overcome these issues and accelerate the social capital underpinning a major international research project operating across five countries, multiple industries, and which includes participants from different generations. The aim is to enhance relationships between project participants, to ultimately sustain collaboration beyond the end of the funded project

The Role of We-Intention and Self-Motivation in Social Collaboration: Knowledge Sharing in the Digital World

Governments throughout the world have set social distancing guidelines to manage COVID-19 that reduced opportunities for maintaining social connections through face-to-face interactions. For this study, we conceptualized social collaboration as an intentional social activity in which people are willing to share their knowledge, experience, and expertise. We examined the relative impacts of we-intention (WI), moral trust (MT), and self-motivation (SM) on participation in social collaboration (PSC) and knowledge sharing (KS). We distributed a questionnaire-based survey to a group of Nepalese residents who actively participated in, commented on, and posted questions on social networking sites and received a total of 239 valid questionnaires for analysis. We tested and verified the research model and variables in SPSS 20 to investigate how PSC accelerates KS intention at digital platforms. The standardized path coefficient for PSM to KS was 0.75, suggesting that social collaborator’s participation has a strong positive effect on KS purpose. The standardized path coefficients for WI to MT, WI to PSC, WI to SM, MT to PSC, and SM to PSC were 0.55, 0.72, 0.49, 0.42, and 0.67, respectively. All of the values supported the hypothesis and were significant at p ≤ 0.001

E-Learning: Direct Effect of Student Learning Effectiveness and Engagement through Project-Based Learning, Team Cohesion, and Flipped Learning during the COVID-19 Pandemic

The cross-impact of project-based learning, team cohesion, and flipped learning was investigated by examining their direct effects on student learning effectiveness, engagement, and engagement effects on learning effectiveness. The results of hypotheses testing were achieved using hierarchical regression analysis with SPSS-25 statistical packages for data analysis. The research model was empirically verified with quantitative data collected from 247 graduate/undergraduate business students based on their own experiences, observations, and engagement. The analysis found that project-based learning (PBL) and team cohesion increased positive direct effects both in student learning effectiveness and engagement. However, flipped learning showed increased positive direct effects in student learning effectiveness and negative effects on engagement. Furthermore, the engagement (itself) had a positive direct effect on student learning effectiveness. The proposed study was performed with the intention to inform practice in terms of increasing retention and enhancing teaching along with student learning quality