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The success of tertiary teaching depends much on teachers' approach to teaching. Although the suitability of university teachers is often measured by teachers' qualifications, publications in the relevant discipline, and teaching experience, a teacher's understanding of the nature of what is taught in the classroom may more significantly influence students' learning experience and future contribution to society. This commentary is based on Integral Theory, specifically the conceptualization of a wisdom meta-competencies model. We have developed an integral "knowledge-to-wisdom" teaching framework that proposes an integral set of pedagogical strategies for introducing wisdom-based teaching into Information Systems education. Implications of the study are presented as well as limitations and areas of future research.

Purpose: To provide a conceptual model for the discovery and articulation of emergent organizational knowledge, particularly knowledge that develops when people work with new technologies. Design/methodology/approach: The model is based on two widely accepted research methods--action learning and grounded theory--and is illustrated using a case study of virtual team leadership, which investigated how virtual team leaders developed relationships with their virtual team members. Findings: The article demonstrates how action learning and grounded theory--two widely accepted research methods--can be used to discover and articulate new organizational knowledge. Practical implications: The model allows organizations to gain practical and highly current experiential knowledge from employees working in novel situations, including those using new organizational processes and technologies. Such knowledge can provide competitive advantage. Originality/value: The article contributes to the areas of knowledge management and particularly organizational learning by providing a method that maps how organizations can learn from novel situations involving people and technology.

This paper describes how two research methodologies, grounded theory and action learning, were combined to produce a rigorous yet creative and flexible method for field study of a recent IT-based innovation, virtual teams. Essentially, an action learning program was used to train facilitators of virtual teams and generate research data while grounded theory techniques were used to analyze and interpret the data. This paper shows how this combined method can be used to develop local and practical theory for complex, human-centered areas of information technology. The implications of this grounded action learning approach for practice and research in IS will be discussed. (Contains 7 tables, 4 figures, and 1 footnote.)

This paper presents and discusses an experiential learning-based team-based assignment, which makes extensive use of information and communication technology available in Blackboard. Student teams, composed of mature, post-experience graduate students in a knowledge management class, were asked to perform a task requiring creativity and then to reflect on their individual and team experiences. Subjects were required to think about applying what they had learned to "real life" organizational settings. The results show that students find significant value in experiential learning processes. The findings also suggest students are able to apply knowledge management theories, which were taught in class lectures, to their team experiences and, further, to take the total learning experience combining theory and practice and usefully apply it to their work. Implications for experiential learning in the classroom and distance education are discussed.

Reports part of a qualitative research study that used participatory action research and grounded action research to show how facilitators of virtual teams build and maintain online relationships. Focuses on how virtual team facilitators use Internet-based and conventional electronic communication channels to build personal relationships with team members. (Author/LRW)

Background: As a breakthrough technology, big data provides an opportunity for organizations to acquire business value and enhance competitiveness. Many companies have listed big data analytics (BDA) as one of their top priorities. However, research shows that managers are still reluctant to change their work patterns to utilize this new technology. In addition, the empirical evidence on what determines their adoption of BDA in management decision making is still rare. Method: To more broadly understand the determinants affecting managers' actual use of BDA in decision making, a survey was conducted on a sample of 363 respondents from New Zealand, China, and Vietnam who work in different managerial roles. The dual process theory, the technology--organization--environment framework, and the key associated demographic characteristics are integrated to form the theoretical foundation to study the internal and external factors influencing the adoption. Results: The findings illustrate that the common essential factors across countries linking BDA in decision making are technology readiness, data quality, managers' and organizational knowledge related to BDA, and organizational expectations. The factors that are more situation-dependent and evident in one or two countries' results are managers' predilection toward valuing intuition and experience over analytics and organizational size. Conclusion: The findings enrich the current literature and provide implications for practitioners on how they can improve the adoption process of this new technology. [ABSTRACT FROM AUTHOR]

As supply chains continue to replace individual companies as the management arena for value-adding from the beginning of the twenty first century, understanding the supply chain management practices in a globalisation context becomes increasingly important. The Supply Chain Operations Reference (SCOR) Model, which was developed by the experts and practitioners of the Supply Chain Council, is a major framework for supply chain planning that features supply chain management practices and business process reengineering. Despite being an integrative guide with many merits, it only provides a 'top-down' approach that requires the comparative analyses of post- and pro-performance indices as a basis of business process modification. This study discusses the limitations of current SCOR analysis and provides a mapping technique—Causes/Effects, the SCOR Standard, and Mutual Solution (CESM)—for gap mapping, problem prioritisation, and business process modification in a supply chain setting. As such, it is one of the early empirical studies combining BPR and SCM disciplines. The research results can facilitate the implementation processes of multinational supply chain projects by identifying the gaps and linking them to the channel entities. [ABSTRACT FROM AUTHOR]

Byline: Hartmut Hoehle, David J. Pauleen, Eusebio Scornavacca This paper investigates the influences of information and communication technologies (ICT) on student learning advisers in their jobs and communication with students at an Austral-Asian University. The findings indicate that emergent technologies such as e-mail, instant messaging applications, mobile technology and VoIP have had a significant impact on student learning advisers' jobs, positively influencing the communication between students and learning advisers. It was also found that each communication channel has inherent capabilities that fit with certain types of learning tasks - and clash with others. This study concludes with a discussion of the findings, considers implications for practice, and suggests directions for future research.