Pub Date : 2023-06-07DOI: 10.1177/09504222231176511
R. E. Taxt
This multiple case study explores how researchers are motivated to perform their third mission activities in terms of collaborative projects with public and private actors. The study also investigates the involvement of universities’ third mission support personnel and technology transfer executives in the collaboration. The study contributes new insights into individual motivations for academic engagement and commercialisation. This is done by empirically demonstrating that commercialisation projects are based on ideas originated from novel and basic research, while academic engagement is based more on the general knowledge and capabilities of researchers and their research groups. The findings also revealed that motivations for taking on third mission activities were mainly about disseminating the results of research to wider society, rather than being driven by monetary rewards. This is demonstrated not only for the researchers, but also for the external partners, the support personnel, and technology transfer executives. The findings further imply that researchers are more satisfied with the support structure set up at their university for academic engagement projects than with the support structures for commercialisation of research, such as technology transfer offices. The findings can have implications for both policymakers and practitioners within knowledge and technology transfer.
{"title":"Motivations for academic engagement and commercialisation: A case study of actors’ collaboration in third mission activities from three European universities","authors":"R. E. Taxt","doi":"10.1177/09504222231176511","DOIUrl":"https://doi.org/10.1177/09504222231176511","url":null,"abstract":"This multiple case study explores how researchers are motivated to perform their third mission activities in terms of collaborative projects with public and private actors. The study also investigates the involvement of universities’ third mission support personnel and technology transfer executives in the collaboration. The study contributes new insights into individual motivations for academic engagement and commercialisation. This is done by empirically demonstrating that commercialisation projects are based on ideas originated from novel and basic research, while academic engagement is based more on the general knowledge and capabilities of researchers and their research groups. The findings also revealed that motivations for taking on third mission activities were mainly about disseminating the results of research to wider society, rather than being driven by monetary rewards. This is demonstrated not only for the researchers, but also for the external partners, the support personnel, and technology transfer executives. The findings further imply that researchers are more satisfied with the support structure set up at their university for academic engagement projects than with the support structures for commercialisation of research, such as technology transfer offices. The findings can have implications for both policymakers and practitioners within knowledge and technology transfer.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"441 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86852843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1177/09504222231175413
Jacquelyn Kelly, Dianna Gielstra, Tomáš J Oberding, Jim Bruno, Susan Hadley
Industry has coped with a consistent pace of employee attrition for over a decade with employee loss and labor turnover increasing with the global pandemic of 2020. As all sectors experience workforce attrition termed the “Great Resignation”, industry is pressed to fill these gaps and seek career-ready students as new hires. One institution of higher education worked closely with an Industry Advisory Council (IAC) to address the academia-to-industry skills gaps using Curriculum-to-Careers (C–to-C) programmatic mapping that synthesized both foundational curricular content knowledge and employer-sought skills. Mapping involved development of program student learning outcomes (PSLOs) and course student learning outcomes (CSLOs) that were aligned with career skills. Preliminary implementation of the C-to-C programmatic mapping yielded components that allowed the deconstruction of every course in the program. Traditional knowledge in the scholarly community was integrated with practitioner knowledge in the Science, Technology, Engineering, and Mathematics (STEM) workforce and deployed in the revised classroom instructional practices. Using the industry perspective and guided by the developed philosophical instructional framework, the curriculum was deconstructed at both the course and program levels to synthesize a programmatic map the informed program development to close the skills gap by uniting academia and industry.
{"title":"Uniting academia and industry to bridge the skills gap: Incorporating industry advisory councils in Curriculum-to-Careers Programmatic Mapping in undergraduate environmental science programs","authors":"Jacquelyn Kelly, Dianna Gielstra, Tomáš J Oberding, Jim Bruno, Susan Hadley","doi":"10.1177/09504222231175413","DOIUrl":"https://doi.org/10.1177/09504222231175413","url":null,"abstract":"Industry has coped with a consistent pace of employee attrition for over a decade with employee loss and labor turnover increasing with the global pandemic of 2020. As all sectors experience workforce attrition termed the “Great Resignation”, industry is pressed to fill these gaps and seek career-ready students as new hires. One institution of higher education worked closely with an Industry Advisory Council (IAC) to address the academia-to-industry skills gaps using Curriculum-to-Careers (C–to-C) programmatic mapping that synthesized both foundational curricular content knowledge and employer-sought skills. Mapping involved development of program student learning outcomes (PSLOs) and course student learning outcomes (CSLOs) that were aligned with career skills. Preliminary implementation of the C-to-C programmatic mapping yielded components that allowed the deconstruction of every course in the program. Traditional knowledge in the scholarly community was integrated with practitioner knowledge in the Science, Technology, Engineering, and Mathematics (STEM) workforce and deployed in the revised classroom instructional practices. Using the industry perspective and guided by the developed philosophical instructional framework, the curriculum was deconstructed at both the course and program levels to synthesize a programmatic map the informed program development to close the skills gap by uniting academia and industry.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"96 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72894735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.1177/09504222231175862
Naveed Yasin, S. A. Gilani, Gayatri Nair, Ghada M. Abaido, Soumaya Askri
This paper explores the nexus between University-Industry Collaborations (UIC) in the Middle East and North Africa (MENA) region informed by a multiple-country-case study design. This study aims to explore the motives, opportunities and challenges, and propose effective practices in the MENA region context. Based on qualitative data retrieved through a series of 72 semi-structured interviews with university stakeholders (i.e., faculty, directors of corporate training, administrative staff, gatekeepers, company representatives and liaisons) conducted from March 2021 to September 2022. The sample was determined by a criterion sampling approach that enabled the development of cases from five countries in the MENA region (United Arab Emirates, Egypt, Algeria, Tunisia, and Morocco) with each country sample comprising five university cases on average. This study was designed on a Multiple Case Study Research Design Approach ( Yin, 2013 ) and this was supplemented by Template Analysis (a form of thematic analysis), and to incorporate the cross-national comparative dimension, Yasin and Hafeez (2022) approaches were adopted. The findings illustrate a wide range of motives, challenges, opportunities, and effective factors that are linked to varying objectives such as (1) the vision and ownership structures, (2) the stakeholder connections of universities (3) the brand reputation of the university provider (4) the perception and ranking of universities as well as (5) approaches undertaken by the University representative to negotiate the expectations of live projects. As a result, a contextualized framework is proposed in this study as the “five [essential] keys” for successful collaborations for the nexus between university and industry collaborations. The originality of this study is inherent in the qualitative cases and contextualized influences in non-westernized countries that are empirically under-explored, as well as the five keys framework that is useful from a theoretical and practical standpoint for academics, policymakers, and university leadership.
{"title":"Establishing a nexus for effective university-industry collaborations in the MENA region: A multi-country comparative study","authors":"Naveed Yasin, S. A. Gilani, Gayatri Nair, Ghada M. Abaido, Soumaya Askri","doi":"10.1177/09504222231175862","DOIUrl":"https://doi.org/10.1177/09504222231175862","url":null,"abstract":"This paper explores the nexus between University-Industry Collaborations (UIC) in the Middle East and North Africa (MENA) region informed by a multiple-country-case study design. This study aims to explore the motives, opportunities and challenges, and propose effective practices in the MENA region context. Based on qualitative data retrieved through a series of 72 semi-structured interviews with university stakeholders (i.e., faculty, directors of corporate training, administrative staff, gatekeepers, company representatives and liaisons) conducted from March 2021 to September 2022. The sample was determined by a criterion sampling approach that enabled the development of cases from five countries in the MENA region (United Arab Emirates, Egypt, Algeria, Tunisia, and Morocco) with each country sample comprising five university cases on average. This study was designed on a Multiple Case Study Research Design Approach ( Yin, 2013 ) and this was supplemented by Template Analysis (a form of thematic analysis), and to incorporate the cross-national comparative dimension, Yasin and Hafeez (2022) approaches were adopted. The findings illustrate a wide range of motives, challenges, opportunities, and effective factors that are linked to varying objectives such as (1) the vision and ownership structures, (2) the stakeholder connections of universities (3) the brand reputation of the university provider (4) the perception and ranking of universities as well as (5) approaches undertaken by the University representative to negotiate the expectations of live projects. As a result, a contextualized framework is proposed in this study as the “five [essential] keys” for successful collaborations for the nexus between university and industry collaborations. The originality of this study is inherent in the qualitative cases and contextualized influences in non-westernized countries that are empirically under-explored, as well as the five keys framework that is useful from a theoretical and practical standpoint for academics, policymakers, and university leadership.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"65 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83077192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.1177/09504222231173953
Verena Karlsdóttir, M. Torfason, I. Edvardsson, T. Heijstra
This article presents findings on factors hindering academic employees from becoming involved in collaboration activities. Based on survey data, we map out perceived barriers to collaboration whereby five categories emerge: teaching obligations, partner (dis)interest, partners’ resources, academic freedom, and university resources. By means of multiple regression analysis, we examine the extent to which individual, intra-, and inter-organisational factors explain these perceived barriers to collaboration. The study was carried out in Iceland, where university objectives are still heavily based on teaching activities, and few entrepreneurial activities take place in academia. Our results reveal that age and academic disciplines play a main role in the perceptions of academics regarding barriers to collaboration, especially when it comes to barriers grounded in teaching obligations or university resources. Most perceived barriers are based on the internal level that is lack of resources on behalf of universities. The study, therefore, provides a new perspective relative to earlier findings that have indicated that barriers to collaboration exist mostly at the individual level. We conclude that academic institutions can play a more prominent role in the activation of third mission activities than they have been doing so far.
{"title":"Barriers to academic collaboration with industry and community: Individual and organisational factors","authors":"Verena Karlsdóttir, M. Torfason, I. Edvardsson, T. Heijstra","doi":"10.1177/09504222231173953","DOIUrl":"https://doi.org/10.1177/09504222231173953","url":null,"abstract":"This article presents findings on factors hindering academic employees from becoming involved in collaboration activities. Based on survey data, we map out perceived barriers to collaboration whereby five categories emerge: teaching obligations, partner (dis)interest, partners’ resources, academic freedom, and university resources. By means of multiple regression analysis, we examine the extent to which individual, intra-, and inter-organisational factors explain these perceived barriers to collaboration. The study was carried out in Iceland, where university objectives are still heavily based on teaching activities, and few entrepreneurial activities take place in academia. Our results reveal that age and academic disciplines play a main role in the perceptions of academics regarding barriers to collaboration, especially when it comes to barriers grounded in teaching obligations or university resources. Most perceived barriers are based on the internal level that is lack of resources on behalf of universities. The study, therefore, provides a new perspective relative to earlier findings that have indicated that barriers to collaboration exist mostly at the individual level. We conclude that academic institutions can play a more prominent role in the activation of third mission activities than they have been doing so far.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"85 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90679799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.1177/09504222231175857
P. Routon, J. Rawls, Marvin Bontrager
We examine 15 skills of graduating management majors as measured by self-rated perceptions of change during their college tenure. The sample includes 520,052 students from 697 higher education institutions in the United States. The research questions are: (1) As judged by management majors themselves, how much have their skills changed as a result of higher education? (2) How do these self-perceptions compare to other students? (3) What is the estimated impact of a management degree on these changes? Notable findings include that at least 90% of students reporting stronger, if not much stronger, skills in the categories of general knowledge, critical thinking, analytics, problem solving, and knowledge of their chosen field (management). However, other skills such as leadership are reported by 16% of management students as experiencing no change. The ratings of communication skills categories of public speaking and writing reported 17% of each category as no change or weaker skills is these areas. Study findings are discussed along with recommendations for future research.
{"title":"Am I ready to graduate? Management majors’ perceived collegiate skill development","authors":"P. Routon, J. Rawls, Marvin Bontrager","doi":"10.1177/09504222231175857","DOIUrl":"https://doi.org/10.1177/09504222231175857","url":null,"abstract":"We examine 15 skills of graduating management majors as measured by self-rated perceptions of change during their college tenure. The sample includes 520,052 students from 697 higher education institutions in the United States. The research questions are: (1) As judged by management majors themselves, how much have their skills changed as a result of higher education? (2) How do these self-perceptions compare to other students? (3) What is the estimated impact of a management degree on these changes? Notable findings include that at least 90% of students reporting stronger, if not much stronger, skills in the categories of general knowledge, critical thinking, analytics, problem solving, and knowledge of their chosen field (management). However, other skills such as leadership are reported by 16% of management students as experiencing no change. The ratings of communication skills categories of public speaking and writing reported 17% of each category as no change or weaker skills is these areas. Study findings are discussed along with recommendations for future research.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"33 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85011865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-10DOI: 10.1177/09504222231165747
Andreas Eimer, Carla Bohndick
While humanities graduates can aspire to many fields of work, these labour markets are mostly fragmented and relatively small. In order to be able to enter one of these potential professional fields in a targeted and successful manner, students in the humanities need to develop an individual professional profile. This profile comprises individual characteristics and competencies which include but also go beyond the qualifications from the study programme. Therefore, the authors postulate that specifically students in the humanities have to make many decisions in the course of their studies to prepare for a targeted career entry. From this background, it is important to know what factors are connected with their decision-making ability. This exploratory study examines the relationship of various individual factors with career decision-making adaptability (CDA) and thus on the decision-making competence on a sample of 872 humanities students from German and Swiss universities. A significant relationship with self-efficacy, conscientiousness, perseverance and professional information on CDA was found. The decision-making competence of teacher-training and non-teacher training students did not vary significantly. This study is based on the situation in German-speaking countries, but is also intended to be a stimulus for international comparison.
{"title":"Facing fragmented labour markets: Individual variables and the decision-making ability of humanities students","authors":"Andreas Eimer, Carla Bohndick","doi":"10.1177/09504222231165747","DOIUrl":"https://doi.org/10.1177/09504222231165747","url":null,"abstract":"While humanities graduates can aspire to many fields of work, these labour markets are mostly fragmented and relatively small. In order to be able to enter one of these potential professional fields in a targeted and successful manner, students in the humanities need to develop an individual professional profile. This profile comprises individual characteristics and competencies which include but also go beyond the qualifications from the study programme. Therefore, the authors postulate that specifically students in the humanities have to make many decisions in the course of their studies to prepare for a targeted career entry. From this background, it is important to know what factors are connected with their decision-making ability. This exploratory study examines the relationship of various individual factors with career decision-making adaptability (CDA) and thus on the decision-making competence on a sample of 872 humanities students from German and Swiss universities. A significant relationship with self-efficacy, conscientiousness, perseverance and professional information on CDA was found. The decision-making competence of teacher-training and non-teacher training students did not vary significantly. This study is based on the situation in German-speaking countries, but is also intended to be a stimulus for international comparison.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"224 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80056302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-09DOI: 10.1177/09504222231162062
Employers of accounting graduates have criticised graduates’ ability to work well with others and think critically. This study investigates aspirant Chartered Accountants in South Africa (‘aspirant CA(SA)s’) perceptions of the extent to which universities should and are developing relational and decision-making (RDM) skills in accounting students. Questionnaire data from 44 aspirant CA(SA)s, employed at three offices of a large audit firm in South Africa, were obtained. The majority of participants perceive that virtually all RDM skills are developed to an intermediate or advanced level during the academic programme. However, participants also perceive that the academic programme should develop all RDM skills to a greater extent; in particular, skills relating to managing others, teamwork, relationship-building, professional scepticism, emotional intelligence and leadership, to maximise performance during the training programme. Academics may benefit from this study’s findings of perceived RDM skills deficits, and suggestions for their development, which includes collaborating with training offices.
{"title":"Relational and decision-making skills development in South African accounting students","authors":"","doi":"10.1177/09504222231162062","DOIUrl":"https://doi.org/10.1177/09504222231162062","url":null,"abstract":"Employers of accounting graduates have criticised graduates’ ability to work well with others and think critically. This study investigates aspirant Chartered Accountants in South Africa (‘aspirant CA(SA)s’) perceptions of the extent to which universities should and are developing relational and decision-making (RDM) skills in accounting students. Questionnaire data from 44 aspirant CA(SA)s, employed at three offices of a large audit firm in South Africa, were obtained. The majority of participants perceive that virtually all RDM skills are developed to an intermediate or advanced level during the academic programme. However, participants also perceive that the academic programme should develop all RDM skills to a greater extent; in particular, skills relating to managing others, teamwork, relationship-building, professional scepticism, emotional intelligence and leadership, to maximise performance during the training programme. Academics may benefit from this study’s findings of perceived RDM skills deficits, and suggestions for their development, which includes collaborating with training offices.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"61 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83888547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-06DOI: 10.1177/09504222231162059
W. Donald, H. Hughes
Universities worldwide are tasked with producing employable graduates capable of operating in evolving, complex, and global labour markets. Research into the effectiveness of year-in-industry placements to facilitate such objectives often portrays the dominant actors as students, employers, managers, and (de)centralised placement teams. Framing this as our point of departure, we propose that academics can play a more influential role. Our essay discusses the challenges for academics of designing, delivering, and assessing a year-in-industry placement module. Next, we consider the opportunities for students to enhance their self-perceived employability. We conclude with a call for innovative thinking, knowledge sharing, and empirical research.
{"title":"How academics can play a more influential role during a year-in-industry placement: A contemporary critique and call for action","authors":"W. Donald, H. Hughes","doi":"10.1177/09504222231162059","DOIUrl":"https://doi.org/10.1177/09504222231162059","url":null,"abstract":"Universities worldwide are tasked with producing employable graduates capable of operating in evolving, complex, and global labour markets. Research into the effectiveness of year-in-industry placements to facilitate such objectives often portrays the dominant actors as students, employers, managers, and (de)centralised placement teams. Framing this as our point of departure, we propose that academics can play a more influential role. Our essay discusses the challenges for academics of designing, delivering, and assessing a year-in-industry placement module. Next, we consider the opportunities for students to enhance their self-perceived employability. We conclude with a call for innovative thinking, knowledge sharing, and empirical research.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"8 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84240472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-02DOI: 10.1177/09504222231163432
{"title":"Corrigendum to industrial needs v. engineering education curricula related to maintenance, production and quality in industry 4.0: A gap analysis case study in Tunisia and Morocco","authors":"","doi":"10.1177/09504222231163432","DOIUrl":"https://doi.org/10.1177/09504222231163432","url":null,"abstract":"","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135424005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-27DOI: 10.1177/09504222231155799
Matthew A Hawkins, Mahamadou Biga-Diambeidou, Sandrine Jacob-Leal
Building on social identity theory, the paper sheds new light on knowledge creation and performance within teams by enhancing our understanding of the role played by shared skill-based identity on knowledge creation and team performance. Besides addressing team coordination issues, this study helps bridge the gap between shared skill-based knowledge and knowledge creation as well as team performance. Based on two field studies, the authors found that (1) a shared skill-based identity leads to higher behavioral integration; (2) having skill-based knowledge enhances shared skill-based identity; (3) behavioral integration mediates the shared skill-based identity–team performance relationship. Overall, our findings demonstrate that shared skill-based identity plays a crucial role in team performance and knowledge creation by enhancing behavioral integration. However, although shared skill-based knowledge positively impacts shared skill-based identity, it has no direct effect on knowledge creation and team performance. The authors hence demonstrate that the factors influencing team performance are complex and individuals need to feel integrated in teams to create knowledge. Furthermore, the study provides empirical evidence that may advance the study of team performance and inform managers on how to form effective teams. For instance, the authors suggest that, when forming teams, managers should consider how each potential member defines their identity.
{"title":"Facilitating knowledge creation and team performance through behavioral integration and skill-based identity","authors":"Matthew A Hawkins, Mahamadou Biga-Diambeidou, Sandrine Jacob-Leal","doi":"10.1177/09504222231155799","DOIUrl":"https://doi.org/10.1177/09504222231155799","url":null,"abstract":"Building on social identity theory, the paper sheds new light on knowledge creation and performance within teams by enhancing our understanding of the role played by shared skill-based identity on knowledge creation and team performance. Besides addressing team coordination issues, this study helps bridge the gap between shared skill-based knowledge and knowledge creation as well as team performance. Based on two field studies, the authors found that (1) a shared skill-based identity leads to higher behavioral integration; (2) having skill-based knowledge enhances shared skill-based identity; (3) behavioral integration mediates the shared skill-based identity–team performance relationship. Overall, our findings demonstrate that shared skill-based identity plays a crucial role in team performance and knowledge creation by enhancing behavioral integration. However, although shared skill-based knowledge positively impacts shared skill-based identity, it has no direct effect on knowledge creation and team performance. The authors hence demonstrate that the factors influencing team performance are complex and individuals need to feel integrated in teams to create knowledge. Furthermore, the study provides empirical evidence that may advance the study of team performance and inform managers on how to form effective teams. For instance, the authors suggest that, when forming teams, managers should consider how each potential member defines their identity.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"32 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84739237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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