Shannon Lucky and Craig Harkema
To describe how academic libraries can support digital humanities (DH) research by leveraging established library values and strengths to provide support for preservation and…
Abstract
Purpose
To describe how academic libraries can support digital humanities (DH) research by leveraging established library values and strengths to provide support for preservation and access and physical and digital spaces for researchers and communities, specifically focused on cultural heritage collections.
Design/methodology/approach
The experiences of the authors in collaborating with DH scholars and community organizations is discussed with references to the literature. The paper suggests how research libraries can use existing expertise and infrastructure to support the development of digital cultural heritage collections and DH research.
Findings
Developing working collaborations with DH researchers and community organizations is a productive way to engage in impactful cultural heritage digital projects. It can aid resource allocation decisions to support active research, strategic goals, community needs and the development and preservation of unique, locally relevant collections. Libraries do not need to radically transform themselves to do this work, they have established strengths that can be effective in meeting the challenges of DH research.
Practical implications
Academic libraries should strategically direct the work they already excel at to support DH research and work with scholars and communities to build collections and infrastructure to support these initiatives.
Originality/value
The paper recommends practical approaches, supported by literature and local examples, that could be taken when building DH and community-engaged cultural heritage projects.
Details
Keywords
This study examines the motivational processes of charged behavior and collective efficacy driving interdependence and agency in new product development (NPD) teams and the…
Abstract
Purpose
This study examines the motivational processes of charged behavior and collective efficacy driving interdependence and agency in new product development (NPD) teams and the moderating impact of team risk-taking propensity as affective, cognitive and behavioral social processes support team innovation.
Design/methodology/approach
Data were collected from 92 NPD teams engaged in B2C and B2B product and service development. Mediating and moderating effects are examined using partial least squares structural equation modeling, referencing social cognitive and collective agency theories as the research framework.
Findings
The analysis validates collective self-efficacy and charged behavior as interdependent motivational–affective processes that align cognitive resources and govern team effort toward innovativeness. Teams' risk-taking propensity regulates behavior, and collective efficacy facilitates self-regulated motivational engagement. Charged behavior cultivates the emotional contagion, team identification, cohesion and adaptation required for team functioning. Team potency fosters cohesiveness, while team learning improves adaptability along the innovation journey. The resulting theory asserts that motivational drivers enhance the interplay between cognitive and behavioral processes.
Practical implications
Managers should consider NPD teams as social systems with a capacity for collective agency nurtured through interdependence, which requires collective efficacy and shared competencies to generate motivational purpose and innovativeness. Managers must remain mindful of teams' risk tolerance as regulating the impact of motivational factors on innovativeness.
Originality/value
This study contributes to research on the motivational–affective drivers of NPD charged behavior and collective efficacy as complementary to cognitive and behavioral processes sustaining team innovativeness.
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Gustav Hägg and Jonas Gabrielsson
The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.
Abstract
Purpose
The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.
Design/methodology/approach
The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study.
Findings
The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning.
Originality/value
The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.