Collaborative Reasoning Research Articles

Collaboration reasoning or social heuristics? Value proposition validity in omnium-gatherum business models

Central to the value co-creation business model is mutualistic interaction, through which business value producers propose offers and affirm the final meaning of offering values with customer experience. The model treats each upstream offering of value production merely as a part of value proposition (Grönroos, 2011; Vargo, 2008). Thus, the interaction becomes a locus, key source of value co-creation. Contemporary literature on interactive marketing and service research contain a myriad of theories clarifying the relevance and prominence of the interaction. However, there are still limited discussions regarding how business actors may propose a new potential value, and how the actors can judge the validity of the value co-creation in multi-actor business environments. This study provides a literature review on two main judgment paradigms used as a means to validate new value proposition and co-creation. The two paradigms are as follows: (1) collaborative rationality that evaluates rationales behind business actors' interactions for value co-creation; (2) social heuristics that concerns group-based satisficing decisions and judgments on a specific value proposition. Social heuristics use social information that does not necessarily stem from a formal, accurate analysis. To corroborate the theoretical implications of the two paradigms, the study analyzes a set of field case value validation processes for a novel product life cycle management information platform. The case study findings illustrate implications for collaborative business modeling and verification on new service-dominant value creation. Finally, the case study presents a prescriptive framework for smarter multi-actor value propositions and co-creation procedures.

Role of Space Qualities of Urban Parks on Mood Change

Current literature shows an adequate evidence of the importance of urban parks on people health, especially to reduce stress. Nevertheless, space quality must be considered. This research presents people’s perception of the relationship between space quality of urban park and mood state after visiting urban parks. A questionnaire survey gleaned opinion from visitors in three popular urban parks in Gorgan city. Study showed that three variables of space qualities including “fresh air”, “tree and greening” and “flower” positively predicted mood state. The finding of this study also showed that attitudes towards “tree and greening” and “flower” were different. “Flower” was found as the most influential space quality to explain the mood state for women, while “tree and greening” was profound among men. The use of flowers is suggested as a means of making urban parks more relaxing and pleasant for women. The importance of green areas inclusive of trees and flowers should be considered for future urban planning. This insight also provides a strong reason for collaboration between health professionals and city planners.

Universities and the Knowledge Triangle Policy in New EU Member States, the Case of the Czech Republic

This paper explores the cooperation between universities and companies using the knowledge triangle concept and identifies factors that significantly influence this cooperation. In particular, this paper analyses national knowledge triangle policies and instruments and explores how national priorities, goals and measures are reflected in the behaviour of universities. The empirical analysis is based on a combination of a desk research analysis and structured interviews with researchers and university vice-rectors. The analysis revealed underdevelopment of science-industry links in the knowledge triangle. Not counting small technical universities, revenue from the knowledge transfer is still a marginal funding source for research activities of the majority of the Czech universities. The low university-industry cooperation contrasts with considerable promotion of development of knowledge transfer activities in the national policy documents, and public financial support. The reason for the low collaboration lies mainly in the low interest of university management to collaborate and in the current evaluation methodology of research organisations, which favours scientific publications.

Universities and the knowledge triangle policy in new EU member states: the case of the Czech Republic

This paper explores the cooperation between universities and companies using the knowledge triangle concept and identifies factors that significantly influence this cooperation. In particular, this paper analyses national knowledge triangle policies and instruments and explores how national priorities, goals and measures are reflected in the behaviour of universities. The empirical analysis is based on a combination of a desk research analysis and structured interviews with researchers and university vice-rectors. The analysis revealed underdevelopment of science-industry links in the knowledge triangle. Not counting small technical universities, revenue from the knowledge transfer is still a marginal funding source for research activities of the majority of the Czech universities. The low university-industry cooperation contrasts with considerable promotion of development of knowledge transfer activities in the national policy documents, and public financial support. The reason for the low collaboration lies mainly in the low interest of university management to collaborate and in the current evaluation methodology of research organisations, which favours scientific publications.

Children’s meta-talk in their collaborative decision making with peers

In collaborative decision making, children must evaluate the evidence behind their respective claims and the rationality of their respective proposals with their partners. In the main study, 5- and 7-year-old peer dyads (N = 196) were presented with a novel animal. In the key condition, children in a dyad individually received conflicting information about what the animal needs (e.g., rocks vs. sand for food) from sources that differ in reliability (with first-hand vs. indirect evidence). Dyads in both age groups were able to reliably settle on the option with the best supporting evidence. Moreover, in making their decision, children, especially 7-year-olds, engaged in various kinds of meta-talk about the evidence and its validity. In a modified version of the key condition in Study 2, 3- and 5-year-olds (N = 120) interacted with a puppet who tried to convince children to change their minds by producing meta-talk. When the puppet insisted and produced meta-talk, 5-year-olds, but not 3-year-olds, were more likely to change their minds if their information was unreliable. These results suggest that even preschoolers can engage in collaborative reasoning successfully, but the ability to reflect on the process by stepping back to jointly examine the evidence emerges only during the early school years.

Effects of teacher framing on student engagement during collaborative reasoning discussions

Collaborative argumentation can enhance students’ reasoning, content learning, and interest, but these benefits are contingent upon high levels of student engagement. This study examined the influence of teacher framing strategies that provided autonomy support and structure on students’ engagement during Collaborative Reasoning discussions through the lens of self-determination theory. Transcripts and video recordings of 52 discussions in six fourth-grade classrooms were analyzed for (a) teacher framing strategies used to communicate structure and autonomy support for the upcoming discussion, (b) teacher scaffolding strategies used to enhance thinking and interaction during the discussion, and (c) students’ cognitive-behavioral and social-emotional engagement during the discussion. The findings identified certain teacher framing and teacher scaffolding strategies that had a significant influence on student engagement. Notably, one teacher framing strategy, collaborative rule-setting, predicted higher cognitive-behavioral and social-emotional engagement after controlling for the effects of teacher scaffolding during the discussions. The evidence suggests that providing task structure in autonomy-supportive ways can enhance student engagement during collaborative argumentation.

COLLECT: COLLaborativE ConText-aware service oriented architecture for intelligent decision-making in the Internet of Things

Abstract Internet of Things (IoT) has radically transformed the world; currently, every device can be connected to the Internet and provide valuable information for decision-making. In spite of the fast evolution of technologies accompanying the grow of IoT, we are still faced with the challenge of providing a service oriented architecture, which facilitates the inclusion of data coming together from several IoT devices, data delivery among a system's agents, real-time data processing and service provision to users. Furthermore, context-aware data processing and architectures still pose a challenge, in spite of being key requirements in order to get stronger IoT architectures. To face this challenge, we propose a COLLaborative ConText Aware Service Oriented Architecture (COLLECT), which facilitates both the integration of IoT heterogeneous domain context data — through the use of a light message broker — and easy data delivery among several agents and collaborative participants in the system — making use of an enterprise service bus —. In addition, this architecture provides real-time data processing thanks to the use of a complex event processing engine as well as services and intelligent decision-making procedures to users according to the needs of the domain in question. As a result, COLLECT has a great impact on context-aware decentralized and collaborative reasoning for IoT, promoting context-aware intelligent decision making in such scope. Since context-awareness is key for a wide range of recommender and intelligent systems, the presented novel solution improves decision making in a large number of fields where such systems require to promptly process a variety of ubiquitous collaborative and context-aware data.

„verbAndskasten !MÜS!sen wir haben“. Zum argumentativen Potenzial von Prosodie am Beispiel von Einigungsdiskussionen bei Grundschulkindern

“we !MUST! have a first aid kit” – On the argumentative potential of prosody in consensual discussions among primary school childrenProsody has proved to be an important means of contextualising and marking statements as argumentatively meaningful – and therefore persuasively functional – for the process of reaching an agreement in group discussions. This paper shows how primary school children use prosodic devices to mark implicit arguments through accentuation, to compensate for missing reasoning, to enhance the persuasive strength of an argument or to mark collaborative reasoning. In contrast to explicit lexical markers, prosody is understood as an implicit resource, which allows younger children to engage in discussions and to successfully persuade others.

Interprofessional collaborative reasoning by residents and nurses in internal medicine: Evidence from a simulation study

Clinical reasoning has been studied in residents or nurses, using interviews or patient-provider encounters. Despite a growing interest in interprofessional collaboration, the notion of collaborative reasoning has not been well studied in clinical settings. Our study aims at exploring resident-nurse collaborative reasoning in a simulation setting. We enrolled 14 resident-nurse teams from a general internal medicine division in a mixed methods study. Teams each managed one of four acute case scenarios, followed by a stimulated-recall session. A qualitative, inductive analysis of the transcripts identified five dimensions of collaborative reasoning: diagnostic reasoning, patient management, patient monitoring, communication with the patient, and team communication. Three investigators (two senior physicians, one nurse) assessed individual and team performances using a five-point Likert scale, and further extracted elements supporting the collaborative reasoning process. Global assessment of the resident-nurse team was not simply an average of individual performances. Qualitative results underlined the need to improve situational awareness, particularly for task overload. Team communication helped team members stay abreast of each other’s thoughts and improve their efficiency. Residents and nurses differed in their reasoning processes, and awareness of this difference may contribute to improving interprofessional collaboration. Understanding collaborative reasoning can provide an additional dimension to interprofessional education.

University Libraries and Science and Technology Parks: Reasons for Collaboration

AbstractThe article analyzes both the relationship between university libraries and science and technology parks (STPs) as well as the role of these libraries in the information management of incubated firms. This relationship with Spanish STPs is also compared to the relationship with parks around the world. Several stakeholders involved in two Spanish parks were interviewed, so a sample made up of both parks’ management, the three university libraries with which they are related to and 121 firms incubated in these parks. The results were compared to results taken from a survey on 107 parks members of the International Association of Science Parks and Areas of Innovation and 77 libraries related to those parks. The study revealed that the library-STP relationship underpin links between parks and universities. The IASP members who receive services from related university libraries show the value of library-STP collaboration. It is a first analytical approach to the library-STP relationship in the entrepreneurial university context. A series of actions to strengthen this relationship and better benefit incubated firms is also included.

Physical Therapist Studentsʼ Conceptualizations of Clinical Practice

Introduction. Patient-centered collaborative reasoning is a hallmark of expert practice in physical therapy that is not consistently demonstrated in the work of novices. Current theories suggest that professional competence extends beyond skills and knowledge to also include an individual's conceptions of the role and identity of the professional, though few studies have addressed physical therapist (PT) student professional development from this perspective. The purpose of this study was to examine the ways PT students conceptualize the practice of physical therapy. Subjects. Eight entry-level PT students from 2 programs participated in this study. Methods. Semistructured interviews and a modified Q-sort were used to examine the students' perspectives on physical therapy practice. Qualitative analyses focused on the students' conceptualizations of the purpose of the physical therapy patient encounter, the level of participation expected of the patient, and the type of knowledge valued in the interaction. The students' perspectives were then analyzed for their relationship to the students' clinical decision making processes during a standardized patient encounter. Results. The students exhibited a broad range of perspectives on physical therapy practice, ranging from a PT-centered mechanistic view to a patient-centered holistic view. Students who held more mechanical views of practice indicated that the patient's expectations for therapy were not highly important in their work, while those who held patient-centered views highly valued the patient's interests and expectations. Conclusion. Students should be engaged in learning opportunities during entrylevel PT education that support development of patient-centered perspectives, as well as the skills and knowledge necessary for such practice.

We Have to Talk about Collaboration: How a University Library and Writing Centre Work Together to Better Help Students with Information Literacy

Many academic libraries are asked to do more for less money. By reaching out to other academic services, for example, the writing centre, might make it easier to fulfil the expected goals placed upon the library by the University administration (Ferer, 2012). However, there are also pedagogical reasons for collaboration. Academic librarians and academic writing tutors who transcend the traditional organizational boundaries within a university can together provide a more integrated picture of information seeking and the writing process for their students. This team approach, which emphasizes helping students become independent and active learners, can strengthen their academic skills, such as information literacy, that are essential when attending university.Nevertheless, in Sweden the few university libraries that house writing centres simply share a location rather than collaborate on a routine basis. Umeå University Library is unusual because the Library and Writing Centre are organized in the same unit, Scholarly Communication, and work as a team. Collecting this expertise into one location allows students more comprehensive support and convenient access: "one-stop shopping" (Cooke & Bledsoe, 2008). Drawing on our practices, we will describe Umeå University Library’s collaborative approach to teaching information literacy.Academic librarians are taking a greater role as literacy educators in helping students create personal knowledge (Elmborg, 2006). This personal knowledge is then transferred into writing where students demonstrate their evaluation and understanding of sources and through writing enter the conversations in their field, thereby finding their own voice. Rather than compartmentalizing these information seeking and writing processes, librarians and writing tutors can work together with students to help them navigate and come to understand that these processes are intricately linked.

Moving in and out of contexts in collaborative reasoning about equations

This case study investigates how a group of 12-year-old pupils contextualizes a task formulated as an equation expressed in a word problem. Of special interest is to explore in detail the phenomenon of pupils working with manipulative-based equation-solving methods in a task involving another real world context. The pupils’ small group discussions were videotaped and analyzed in terms of how the pupils contextualized the task in their attempts to arrive at an answer. The results highlight the importance of giving pupils opportunities to realize the particular position of symbolic mathematical representations when dealing with mathematical concepts. While an abstract concept describes something general, concrete representations and specific real-world examples always describe something specific. No one particular example incorporates the rich meaning of an abstract concept. This central distinction needs to be included in teaching practices.

Christian theology and positive psychology: An exchange of gifts

Psychological science and Christian theology, it would seem, are two very different disciplines with meager reasons for collaboration or friendship and many reasons for suspicion and isolation. Objections to friendship from both parties contain valid concerns and insights, but also misunderstandings and blind spots. Properly understood, however, Christian theology has much to learn from positive psychology, and positive psychology has much to gain from Christian theology. Still, the fruitfulness of this friendship will be limited until psychology embraces a worldview pluralism in which all psychologists are given appropriate space to explore the pre-theoretical influences on their work.

Interprofessional Education: Building Student Resilience and Grit through Teamwork

Today’s global society is increasingly diverse and complex requiring resiliency to successfully navigate challenges in the workplace. Health care educators are charged with the task of developing curriculum that is highly engaging while also preparing students to address the challenges of providing safe and effective care to increasingly ill patients within complex integrated healthcare systems. Central to their success as learners and future practitioners will be the development of grit: The ability to be diligent, hardworking, and able to remain positive despite setbacks. Interprofessional education develops grit by tapping into intrinsic motivation and provides a new modality for the development of 21st century skills and competencies of teamwork, collaboration, communication, and ethical reasoning. The article will provide a discussion of IPE as a venue for promoting grit as well as developing intrinsic motivation in today’s 21st century healthcare students.

Individual motivation and threat indicators of collaboration readiness in scientific knowledge producing teams: a scoping review and domain analysis

This paper identifies a gap in the team science literature that considers intrapersonal indicators of collaboration as motivations and threats to participating in collaborative knowledge producing teams (KPTs). Through a scoping review process, over 150 resources were consulted to organize 6 domains of motivation and threat to collaboration in KPTs: Resource Acquisition, Advancing Science, Building Relationships, Knowledge Transfer, Recognition and Reward, and Maintenance of Beliefs. Findings show how domains vary in their presentation of depth and diversity of motivation and threat indicators as well as their relationship with each other within and across domains. The findings of 51 indicators resulting from the review provide a psychosocial framework for which to establish a hierarchy of collaborative reasoning for individual engagement in KPTs thus allowing for further research into the mechanism of collaborative engagement. The indicators serve as a preliminary step in establishing a protocol for testing of the psychometric properties of intrapersonal measures of collaboration readiness.

Characterizing cross-professional collaboration in research and development projects in secondary education

Collaboration between practitioners and researchers can increasingly be observed in research and development (R&D) projects in secondary schools. This article presents an analysis of cross-professional collaboration between teachers, school leaders and educational researchers and/or advisers as part of R&D projects in terms of three dimensions: reasons for collaboration, the division of roles and tasks, and the communication structure. Data were collected in interviews with participants from 12 Dutch projects, from documents and from meetings with participants. The results show that the parties involved can have the same reasons for cross-professional collaboration but that the external educational experts may also have additional objectives. Roles and tasks were divided in different ways, depending on who directs and guides the research and development, and whether teachers were involved as teacher researchers in the project. The communication structure appeared to be linked to the division of roles and tasks, but also to the number of participants in the project. The three dimensions proved to be valuable viewpoints to study cross-professional collaboration in R&D projects in Dutch secondary education. Furthermore, we distinguished four types of cross-professional collaboration in R&D projects. These types differ in the extent to which the school or the external party direct and guide the project: (a) School-directed collaboration; (b) School- and researcher-directed collaboration; (c) School- and adviser-directed collaboration; (d) Researcher-directed collaboration. Our findings can support participants to consciously choose a particular type of cross-professional collaboration that fits their purposes and specific situation.

International trade in ideas

Geographical proximity, population, language and other cultural factors are given as reasons for international collaboration on scientific studies. These reasons are also used to analyze international trade in goods. The scientists exchange ideas in joint papers so international collaboration on scientific studies can be labeled as international trade in ideas. In this paper, we take on this perspective and establish a link between international trade in goods and ideas. First, we define export and import of ideas by using the co-authorship patterns. Second, we compute metrics such as net exports for the international trade in ideas. Third, we compare and contrast goods and ideas by using these metrics. Lastly, we use the international trade models such as the Hecksher---Ohlin model to analyze the factors that affect international trade in ideas. We find that the correlation is weak and even negative between international trade metrics for goods and ideas in general, but the correlation between some specific goods and ideas is positive and stronger. By using the Hecksher---Ohlin model, we explore reasons for comparative advantage in exporting ideas.

The Effect of Collaborative Reasoning Discussion on EFL Learners’ Anxiety

This study was an attempt to investigate whether Collaborative Reasoning (CR) had any significant effect on pre-intermediate EFL learners’ anxiety. To fulfill the purpose of this study, 60 female students who studied in Iranmehr language institute at pre-intermediate level were selected from a total number of 88 participants based on their performance on a piloted PET (2009) .Then a piloted anxiety questionnaire was assigned to the experimental and control groups having 30 participants each. The same content (2 story books) was taught to both groups throughout the 18-session treatment with the only difference that the experimental group was taught CR strategies while in the control group the common comprehension-based approach was applied. At the end of the instruction, the piloted anxiety questionnaire post-test was administered to the participants of both groups. The mean scores of the groups on pretest and posttest were computed through ANCOVA to investigate the research question raised in the study which led to the rejection of the null hypothesis. Thus, teaching CR strategies proved to have a significant effect on pre-intermediate EFL learners’ anxiety.

Influence of Collaborative Reasoning discussions on metadiscourse in children’s essays

AbstractMetadiscourse has been conceptualized as a means to organize discourse, convey interpersonal and evaluative meanings, as well as engage the reader or listener. Importantly, metadiscourse has been theorized to uncover thought mediation during the essay-composing process. This study compares the metadiscourse in the reflective essays of 180 fifth graders, who either participated in small-group discussions using an approach called Collaborative Reasoning (CR), or who did not. Comparative analysis involving six major categories and forty subcategories of metadiscourse revealed, among other findings, that CR-exposed writers better signaled illocutionary force of reasoning, made greater use of engagement imperatives/directives and common-good rather than self-centered attitude marking. CR writers organized their ideas in a more argument-befitting logical-temporal non-list-like structure. Control students made greater use of emphatics, more often introduced hypothetical scenarios, and more frequently linked propositions together with simple additive conjunctions. The findings suggest that CR students have greater concern for how readers will take their arguments and greater appropriation of argument-enhancing formal elements, thus revealing cross-modal transfer from oral to written discourse.