Elly Philpott

Factors affecting active participation in B2B online communities

There is a lack of understanding on the factors affecting active participation in business-to-business (B2B) online communities (OCs). To address this gap, we developed a model based on two theories: social exchange theory and the information systems success model. The model was validated by using survey data collected from 40 B2B discussion forums on LinkedIn (n=521). Our work made several significant contributions including an integrated model of factors affecting active participation in B2B OCs and a new validated measure for active participation. Further, we proposed several guidelines that assist B2B OC providers in building and maintaining successful communities.

Research-Informed Curriculum Design for a Master’s-Level Program in Project Management

This article reports on the application of Research-Informed Curriculum Design (RICD) for the development and implementation of an MSc Program in Project Management. The research focused on contemporary issues in project management and provided an analysis of project management approaches, tools, and techniques currently used in organizations. Research methods included a literature review, questionnaire survey, focus group studies, and in-depth interviews with project managers. The research findings led to better understanding of current practice from project managers’ perspectives and informed the curriculum design of the program. Feedback was obtained from external examiners, project managers, alumni, and current students. Evaluation indicates that the RICD approach has produced a successful program and ensured it is relevant to industry and vocationally attractive to students.

Adoption of business analytics and impact on performance: a qualitative study in retail

Abstract This paper describes a qualitative study aimed at understanding issues faced by retail firms when they start a project of implementing business analytics (BA) and understanding the impact of BA implementation on business performance. Our study is informed by prior literature and the theoretical perspectives of the Technology–Organisation–Environment (TOE) framework but is not constrained by this theory. Using case studies of nine retailers in the U.K, we have found support for the link between TOE elements and adoption. In addition, we have identified more interesting involvement of additional factors in ensuring how firms could maximise benefit derived from BA and traditional TOE factors that potentially could have additional impacts different from the ones. For example, there appears a link between adoption of BA and business performance (including performance in terms of environmental sustainability), and this link is moderated by the level of BA adoption, IT integration and trust.

Virtual-team-community-of-practice (VTCoP) theory can inform online course delivery

Purpose – As higher education becomes an increasingly global commodity, the rush is on to embrace best practice in the delivery of online courses. This author advocates that the delivery of such courses be treated as management of a Virtual team community of practice (VTCoP) and as such, delivering academics should embrace relevant theory and tools in this area. Design/methodology/approach – Based on extensive work on European projects, the author advocates a timeline of relevant theory and tool application that can be applied to the lifecycle of an online course. Theory overviewed includes Use and Gratification theory, Social Exchange theory, Bond theory and Identity theory as well as IT-based models such as Information Systems Success Model (ISSM). Findings – A theoretical model is presented. Research limitations/implications – The theoretical model has still to be tested. Practical implications – The paper argues that by creating the conditions commensurate with a successful VTCoP throughout the engage...

Successful knowledge sharing in virtual projects - a review of an EU FP7 project

This article focuses on the motivations, enablers and barriers to successful participation in EU FP7 projects. It captures the use of portals for partner search, use of SKYPE for virtual meetings and the role that technology-enhanced knowledge sharing plays in the initiation, implementation and successful closure of projects. Case phenomena is explained in terms of socio-technical theories of knowledge sharing such as use and gratification theory; social exchange theory; bond theory; identity theory; however, we need to incorporate individual user characteristics, expertise in tool use, and characteristics of the information systems success model and co-opetition theory to adequately describe the phenomena witnessed. We also conclude that applicable theory is lifecycle dependent. The practical value of this paper is that it describes knowledge sharing from a real and recent case. Reflective practice, in an EU context is rare and as such the case is both informative for the development of collaborative innovation and knowledge sharing theory but also practical for those considering the same path.

Project management: practice-based learning at a UK university

Abstract Purpose The chapter evaluates the value of practice-based teaching and learning on a UK postgraduate unit and describes the development of conceptual models for the student practice-based experience. Methodology/approach Student experience is explored through the use of an in-depth case study. Student understanding is explored through an exit survey of students. Findings Student experience of the unit was positive and negative. Positive experiences stem from good client communications, a motivated student team, and the buzz of a real project. Positive experiences appear to lead to a perception of pride in outcomes and personal transferrable skills. Negative experiences stem from the lack of life experience, language difficulties, client unavailability, lack of subject knowledge, and literature gaps which left students feeling ill-equipped to deal with the international group context. Negative experiences lead to stress and poor group development. Research limitations The study is based on a single simple case. The methodology has sought to reduce problems with internal validity and bias. The data collection and analysis methods are repeatable and we encourage other academics to test our conceptual models and conclusions. Originality/value Conceptual models for positive and negative experience are proposed. The study suggests there is a balance to be sought between providing a positive student experience and practical learning. Practice-based learning adds significant value to the student in terms of improved understanding of hard and soft tools, but may need to be based upon positive and negative experience.