Trust and relational embeddedness: exploring a paradox of trust pattern development in key supplier relationships

This paper explores the role of trust as an enabler and constraint between buyers and suppliers engaged in long-term relationships. According to the relational view, cooperative strategies require trust-based mutual commitments to co-create value. However, complete pictures of the positive and negative outcomes from trust development have yet to be fully developed. In particular, trust as an originator of path dependent constraints resulting from over embeddedness is yet to be integrated into the relational view. We use a case-based methodology to explore whether trust is an optimizing phenomenon in key supplier relationships. Two cases where trust development processes demonstrate a paradox of trust-building behaviors cultivate different outcomes constraining value co-creation.

Informed, uninformed and participative consent in social media research

The use of online data is becoming increasingly essential for the generation of insight in today’s research environment. This reflects the much wider range of data available online and the key role that social media now plays in interpersonal communication. However, the process of gaining permission to use social media data for research purposes creates a number of significant issues when considering compatibility with professional ethics guidelines. This paper critically explores the application of existing informed consent policies to social media research and compares with the form of consent gained by the social networks themselves, which we label ‘uninformed consent’. We argue that, as currently constructed, informed consent carries assumptions about the nature of privacy that are not consistent with the way that consumers behave in an online environment. On the other hand, uninformed consent relies on asymmetric relationships that are unlikely to succeed in an environment based on co-creation of value. The paper highlights the ethical ambiguity created by current approaches for gaining customer consent, and proposes a new conceptual framework based on participative consent that allows for greater alignment between consumer privacy and ethical concerns.

Reading together: an ethnographic study of a reading group for visually-impaired people

Because reading groups historically have been under-researched (Long, 2003), the literature in this field is limited, presenting this as an interesting area for researchers. A need for further research is also explained by the fact that the traditional model of a reading group has been expanded through recent library policies leading to the development of specific group types such as groups for visually-impaired people (VIPs). To date, there have been no long-term empirical studies of these groups. This thesis, therefore, makes a significant contribution to the literature in this field by providing an in-depth exploration of a VIP reading group. The thesis is an ethnographic study which follows a library-run reading group for visually-impaired people from its formation in September 2007 and concentrates on five of the group members. The methodology for the study is influenced by participatory approaches to research involving disabled people by inviting the participants to participate in the co-creation of knowledge about themselves (French & Swain, 2000, p. 1). It is also influenced by new ethnography’s preference for multi-layered texts by exploring both the individual and collective experiences of the participants. While the participants are defined throughout as readers, visual-impairment plays a role in their experiences. I show that visually-impaired readers and reading groups sit within a complex web of factors which impact on their experiences both as individual readers and as a group. The study also shows that VIP reading groups challenge traditional definitions of reading as a visual activity. The study explores issues of power and concludes that, because ownership of the group lies with the library, this challenges the idea of reading groups empowering their members. Furthermore, offering discrete groups for visually-impaired readers means that the role these groups play in contributing to agendas for social inclusion is problematic. The study concludes by making suggestions as to how these groups might develop to be more inclusive and empowering.

A conceptual framework for service system interaction

There is a growing research concern on how service ecosystems form and interact. This research thus aims to explore the service ecosystem formation and interaction as well as its underlying nature of value co-creation. This work develops an initial conceptual framework for assessing service system interactions that includes the various stages of value co-creation within ecosystem context. How the conceptual framework will further be developed and future plan are also presented.

Lessons from arts experiences for service-dominant logic

Purpose – The purpose of this paper is to consider whether art experiences can inform service-dominant logic (SDL) discourse through an exploration of the co-production and co-creation processes of art experiences.

Design/methodology/approach – Empirical knowledge gained about art experiences is analysed to identify emergent themes about co-production and co-creation. Four modes of qualitative data collection are employed: research participant diaries, photo elicitation, in depth interviews and focus groups.

Findings – Key findings are there are three stakeholders involved in the co-creation of art experiences, which all have critical and different roles; co-creation and co-production are both temporally based and evolving and there are points where they interact and intersect; and high levels of engagement in co-production enhance individuals' contribution to the co-creation of positive value and make their participation in future co-production opportunities more likely.

Research limitations/implications – The paper is exploratory and not a general population study. The methodology and sample of participants employed do not allow for the generalisation of the findings to the broader population.

Practical implications – Organisations may benefit from devising strategies to encourage greater dialogue and connection between all stakeholders involved in co-production and co-creation. The higher the level of individuals' co-production of art experiences the greater likelihood of positive value being co-created. Furthermore, the greater the possibility of individuals engaging in other co-production experiences in the future. While individuals are attracted to co-production possibilities, there are factors that are external to an experience that can act as either barriers to or facilitators of co-production, and that consequently impact on co-creation.

Originality/value – There is little extant research that explores the applicability of art experiences to SDL. This paper is significant in that it employs empirical research methods to develop knowledge on the topic. Furthermore, this paper is innovative in that it seeks to see whether the art experiences can inform generic marketing models, rather than whether generic marketing models can inform arts marketing.

About global leadership and global ethics, and a possible moral compass : an introduction to the special issue

This paper reviews a number of huge challenges to ethical leadership in the twenty-first century and concludes that the need for global ethical leadership is not merely a desirable option, but rather – and quite literally – a matter of survival. The crises of the recent past reveal huge, and in some cases criminal, failures of both ethics and leadership in finance, business and government. We posit that mainstream economic theory’s construct of ‘homo economicus’ and its faith in the ‘invisible hand’ of the market constitute deeply flawed foundations upon which alone policy may be built and, farthermore, that these problematic foundations exert substantial shaping power over the institutional and discursive landscapes in which international business is transacted. Analogously, we argue that dominant approaches to business ethics and corporate social responsibility are, if not incorrect, at least in need of revisiting in terms of questioning their basic assumptions. Instead of the smugness of Western (especially Anglo-American) attitudes towards other ways of thinking, valuing and organising, it appears clear that openness, cooperation and co-creation between the developed and developing worlds is a basic prerequisite for dealing with the global challenges facing not just leaders, but humanity as a whole. This objective of stimulating discussion between dominant and marginal voices has guided our selection of papers for this Special Issue. We have thus included not only representatives of research from within the parameters of mainstream business ethics, IB or leadership scholarship, but also innovative contributions from fields such as military history, information technology, regulation, spirituality and sociology.

Reimagining poetry : innovative literacies, national agendas and digital landscapes

Renewing engagement with literature and integrating technologies in order to address the needs of an increasingly diverse student cohort are some of the challenges confronting 21st century English teachers as they go about implementing the Australian Curriculum: English. This chapter reports on an action research cycle of classroom inquiry into the interpretation and creation of poetry, drawing on both multimodal and traditional poetic forms. Three middle school teachers, in partnership with three university-based researchers, sought to explore the possibilities of one-to-one computing for creating differentiated literacy curriculum based on personalised learning goals and harnessing the affordances of multimodal literacy pedagogies. The learning gains achieved through this collaboration exceeded the expectations of all concerned: teachers, students and researchers. Student achievement was shown by their enhanced knowledge and creativity when interpreting and composing poetry. Furthermore, students increased their capacities in other ways, through collaborating and problem-solving, as well as increased technological mastery, meta-cognition and self-assessment. Such transformations in student learning challenge standardised notions of accomplishment in English and the kinds of pedagogy necessary to support their learning. The teachers involved in this research engaged in rich forms of collaboration, engaging in professional learning that matched the learning of their students. For academics, the co-creation of professional praxis with middle years teachers and students reaffirmed their sense of the value of generating literacy pedagogies through reflective dialogue within local, situated knowledge communities

Authentic assessment and the internet : contributions within knowledge networks

This paper identifies the importance of assessment for student learning, especially ‘authentic assessment’. While recognising that authenticity can be judged against the alignment of assessment with learning goals, and of assessment with real-life activities, the paper asserts a new element: the degree to which the Internet is part of the everyday lives of most university students. Thus, a third form of authenticity emerges when assessment is aligned with students’ use of the Internet for simultaneous informal and formal learning, and the nature of the Internet as a place of active knowledge networking, involving co-creation of information and knowledgeable content (a consequence of the emergence of Web 2.0). The paper argues that developments in assessment using the Internet will only be authentic if they take account of the way the Internet functions outside of higher education, rather than seeing it as an educational technology divorced from its own authenticity.

Contemporary service theories integrated into construction project management

Project management plays an important role in successful completion of construction projects. One trend in the construction sector is a growing emphasis on project management. Ineffective integration of project management of project-based enterprises and operational processes of project owners, contractors and consultants prevents synergistic effects and causes resource waste and management inefficiency. Contemporary service theories, specifically service science and service-dominant logic, elucidate the involvement of clients in the creation of value and reinforce the nested relationship between project management service providers and clients. This study expands understanding of service theories by complementing service systems from project management and proposes a new framework for project management service systems, embedding service exchange and value co-creation in the construction processes. Research outcomes represent the importance of project management embedded with service theories in the construction industry and suggestions of research questions for future work.

The OPtimising HEalth LIterAcy (Ophelia) process: study protocol for using health literacy profiling and community engagement to create and implement health reform

Health literacy is a multi-dimensional concept comprising a range of cognitive, affective, social, and personal skills and attributes. This paper describes the research and development protocol for a large communities-based collaborative project in Victoria, Australia that aims to identify and respond to health literacy issues for people with chronic conditions. The project, called Ophelia (OPtimising HEalth LIterAcy) Victoria, is a partnership between two universities, eight service organisations and the Victorian Government. Based on the identified issues, it will develop and pilot health literacy interventions across eight disparate health services to inform the creation of a health literacy response framework to improve health outcomes and reduce health inequalities.

Sport and social media research: a review

The emergence of social media has profoundly impacted the delivery and consumption of sport. In the current review we analysed the existing body of knowledge of social media in the field of sport management from a service-dominant logic perspective, with an emphasis on relationship marketing. We reviewed 70 journal articles published in English-language sport management journals, which investigated new media technologies facilitating interactivity and co-creation that allow for the development and sharing of user-generated content among and between brands and individuals (i.e., social media). Three categories of social media research were identified: strategic, operational, and user-focussed. The findings of the review demonstrate that social media research in sport management aligns with service-dominant logic and illustrates the role of social media in cultivating relationships among and between brands and individuals. Interaction and engagement play a crucial role in cultivating these relationships. Discussion of each category, opportunities for future research as well as suggestions for theoretical approaches, research design and context are advanced.

Sport and social media research: a review

The emergence of social media has profoundly impacted the delivery and consumption of sport. In the current review we analysed the existing body of knowledge of social media in the field of sport management from a service-dominant logic perspective, with an emphasis on relationship marketing. We reviewed 70 journal articles published in English-language sport management journals, which investigated new media technologies facilitating interactivity and co-creation that allow for the development and sharing of user-generated content among and between brands and individuals (i.e., social media). Three categories of social media research were identified: strategic, operational, and user-focussed. The findings of the review demonstrate that social media research in sport management aligns with service-dominant logic and illustrates the role of social media in cultivating relationships among and between brands and individuals. Interaction and engagement play a crucial role in cultivating these relationships. Discussion of each category, opportunities for future research as well as suggestions for theoretical approaches, research design and context are advanced.

Defining student participation and empowerment in higher education

Customer participation has been studied for decades; however, it gained a postmodern perspective around the year 2000. Customers have become co-creators of personalized experiences, moving from the audience to the stage. In the educational context, students must take responsibility for their learning process and participate in the production of the service. This changing is providing opportunities and challenges for higher education institutions (HEIs) to redefine their relationship with stakeholders, especially with students. This study is based on the service dominant logic (SDL) perspective because students are assumed to take the role of co-creators of knowledge in the educational setting. The research uses adapted frameworks and concepts applied in organizational, knowledge-intensive business services (KIBS) and also medical studies to advance the understanding of value co-creation in the HEI context. The current study addresses a lack of research in the higher education context focusing on defining students’ participation and students’ empowerment in higher education context. An empirical investigation was developed with traditional schools in Brazil. This investigation allowed the description of the constructs in the specific context. The description of student participation in HEIs context reflects the relevance of three dimensions – information sharing, personal interaction and responsible behavior. In the Brazilian context, responsible behavior is the weakest dimension in the construct, because the responsibilities are unbalanced between students and professors. The main reasons identified for this unbalanced relation were cultural issues and local regulation. Student empowerment was described as composed by four dimensions – meaningfulness, competence, impact and choice; however, one of them – choice – was identified as the weakest dimension, facing cultural and bureaucratic barriers for implementation in the Brazilian educational context. Moreover, interviewees spontaneously cited the idea of trust in the faculty as an important antecedent of student participation that must be considered when analyzing student participation and empowerment mechanisms. An additional contribution was the proposal of a theory-based framework for understanding the service dominant logic perspective in the HEI context, in which student participation and student empowerment were explored as mechanisms leading to positive student behavior toward institution.

The art of being together: a social constructionist perspective on dialogic methods in the organizational context

The purpose of this project is to understand, under a social constructionist approach, what are the meanings that external facilitators and organizational members (sponsors) working with dialogic methods place on themselves and their work. Dialogic methods, with the objective of engaging groups in flows of conversations to envisage and co-create their own future, are growing fast within organizations as a means to achieve collective change. Sharing constructionist ideas about the possibility of multiple realities and language as constitutive of such realities, dialogue has turned into a promising way for transformation, especially in a macro context of constant change and increasing complexity, where traditional structures, relationships and forms of work are questioned. Research on the topic has mostly focused on specific methods or applications, with few attempts to study it in a broader sense. Also, despite the fact that dialogic methods work on the assumption that realities are socially constructed, few studies approach the topic from a social constructionist perspective, as a research methodology per se. Thus, while most existing research aims at explaining whether or how particular methods meet particular results, my intention is to explore the meanings sustaining these new forms of organizational practice. Data was collected through semi-structured interviews with 25 people working with dialogic methods: 11 facilitators and 14 sponsors, from 8 different organizations in Brazil. Firstly, the research findings indicate several contextual elements that seem to sustain the choices for dialogic methods. Within this context, there does not seem to be a clear or specific demand for dialogic methods, but a set of different motivations, objectives and focuses, bringing about several contrasts in the way participants name, describe and explain their experiences with such methods, including tensions on power relations, knowledge creation, identity and communication. Secondly, some central ideas or images were identified within such contrasts, pointing at both directions: dialogic methods as opportunities for the creation of new organizational realities (with images of a ‘door’ or a ‘flow’, for instance, which suggest that dialogic methods may open up the access to other perspectives and the creation of new realities); and dialogic methods as new instrumental mechanisms that seem to reproduce the traditional and non-dialogical forms of work and relationship. The individualistic tradition and its tendency for rational schematism - pointed out by social constructionist scholars as strong traditions in our Western Culture - could be observed in some participants’ accounts with the image of dialogic methods as a ‘gym’, for instance, in which dialogical – and idealized –‘abilities’ could be taught and trained, turning dialogue into a tool, rather than a means for transformation. As a conclusion, I discuss what the implications of such taken-for-granted assumptions may be, and offer some insights into dialogue (and dialogic methods) as ‘the art of being together’.