To address societal challenges, research and innovation approaches, involving a wide range of actors, are increasingly promoted by policy communities. This paper explores the practice of Quadruple Helix collaborations for responsible innovation and how these implement the theoretical ambition of including actors from different societal sectors in innovation, including actors from the fields of arts, media and civil society, which is conceptualized as the Fourth Helix in this concept. Referring to cross-sector collaboration literature and based on (...) an empirical investigation, we explore which actors, representing the Fourth Helix, actually engage in innovation collaborations, how this engagement plays out in practice, and the institutional and systemic dynamics involved in output and value creation. We rely on data from three Social Labs in Austria, Germany, and the Netherlands, which constitute qualitative, change-oriented research processes, where we researched and engaged with actors from cases constituting- or aiming for a Quadruple Helix collaboration. This was accompanied by a desktop study including qualitative interviews of 51 further cases. We find that the actual engagement of actors from civil society is fragile and that forces beyond Quadruple Helix cases impact these quite firmly in some cases. (shrink)

R&D collaborations between industry, government, civil society, and research ) have recently gained attention from R&D theorists and practitioners. In aiming to come to grips with their complexity, past models have generally taken a stakeholder-analytical approach based on stakeholder types. Yet stakeholder types are difficult to operationalise. We therefore argue that a processual model is more suited for studying the interaction in QHCs because it eschews matters of titles and identities. We develop such a model in which the QHC is (...) represented as a process of generating four types of value: research value, market value, political value, and societal value. We then apply this processual model in analysing real-life cases of friction in QHCs. Friction is seen, not as an interpersonal clash, but as a discrepancy between two or more value-creation processes that compete for limited resources. (shrink)

R&D collaborations between industry, government, civil society, and research (also known as ‘quadruple helix collaborations’ (QHCs)) have recently gained attention from R&D theorists and practitioners. In aiming to come to grips with their complexity, past models have generally taken a stakeholder-analytical approach based on stakeholder types. Yet stakeholder types are difficult to operationalise. We therefore argue that a processual model is more suited for studying the interaction in QHCs because it eschews matters of titles and identities. We develop (...) such a model in which the QHC is represented as a process of generating four types of value: research value, market value, political value, and societal value. We then apply this processual model in analysing reallife cases of friction in QHCs. Friction is seen, not as an interpersonal clash, but as a discrepancy between two or more value-creation processes that compete for limited resources (some overperforming while others under-performing). (shrink)

Quadruple Helix Collaborations (QHCs) is a cooperation model in which industry, government, academia, and the public interact to innovate. This paper analyses the impact of a training intervention to provide specific knowledge, skills, and attitudes to deal with barriers commonly found in the progress of QHCs. We designed, implemented, and evaluated three training programs in Austrian, Colombian, Danish, and Spanish institutions. We analysed trainees’ (n = 66) and trainers’ (n = 9) perceptions to identify the competencies acquired with (...) the intervention and the approach’s limitations. We used online questionnaires (35 trainees; 9 trainers), semi-structured interviews (10 trainees), and a focus group (6 trainers). Trainees answered positively regarding their self-perception about the impact of the course and highlighted the acquisition of inspiration for their practice (score 4.1 out of 5.0) and knowledge (3.7). In contrast, they perceived that a deeper interaction with other participants (2.7) was challenging. After the courses, 74% of respondents indicated that they know more about how QHCs work in practice, and 86% about collaboration or engagement methods. Moreover, participants plan to be more sensitive towards setting common goals (71%) and power imbalances (63%). Trainers’ perceptions align with those expressed by participants, except that they considered that the interaction amongst participants during the course was higher. Qualitative analysis of interviews with participants and the focus group with trainers provides more detail about the strengths and weaknesses of the intervention. Our study shows that the collaborative design and implementation of training impact the participant’s learning competencies, with potential implications in their medium- to long-term practice. (shrink)

This paper examines how professionals (N = 32) working on artificial intelligence (AI) view structural AI ethics challenges like injustices and inequalities beyond individual agents' direct intention and control. This paper answers the research question: What are professionals’ perceptions of the structural challenges of AI (in the agri-food sector)? This empirical paper shows that it is essential to broaden the scope of ethics of AI beyond micro- and meso-levels. While ethics guidelines and AI ethics often focus on the responsibility of (...) designers and the competencies and skills of designers to take this responsibility, our results show that many structural challenges are beyond their reach. This result means that while ethics guidelines and AI ethics frameworks are helpful, there is a risk that they overlook more complicated, nuanced, and intersected structural challenges. In addition, it highlights the need to include diverse stakeholders, such as quadruple helix (QH) participants, in discussions around AI ethics rather than solely focusing on the obligations of AI developers and companies. Overall, this paper demonstrates that addressing structural challenges in AI is challenging and requires an approach that considers four requirements: (1) multi-level, (2) multi-faceted, (3) interdisciplinary, and (4) polycentric governance. (shrink)

Companies such as Toyota, Samsung, Alibaba, and Lenovo are already innovating with start-ups in the deep-tech field—a group of emerging technologies based on scientific discoveries or meaningful engineering innovations, offering a substantial advance over established technologies, and seeking to tackle some of the world’s fundamental challenges. Currently, this group usually encompasses artificial intelligence, advanced materials, biotechnology, blockchain, robotics and drones, photonics and electronics, and quantum computing. This phenomenon is increasing at speed. In past years, deep-tech startups have received increased attention (...) among corporations, entrepreneurs, investors, and media. Investment in deep-tech start-ups has more than quadrupled over a five-year period, from $15 billion in 2016 to more than $60 billion in 2020, approximately. The average disclosed amount per private investment event for these start-ups and scale-ups has grown 3.4 times between 2016 and 2020. In East and Southeast Asia, some of the corporate venturing activity is concentrated in nine regions: mainland China, Hong Kong, Indonesia, Japan, South Korea, Singapore, Thailand, Taiwan, and Vietnam. On average, this region has a higher adoption rate of corporate venturing (57%), compared to that of Latin American countries (40%), while having room for growth compared to the adoption rate in other regions such as the United States (90%). (shrink)

Information and Communication Technologies, ICTs, has now for decades being increasingly taken into use for higher education, enabling distance learning, e-learning and online learning, mainly in parallel to mainstream educational practise. The concept Blended learning (BL) aims at the integration of ICTs with these existing educational practices. The term is frequently used, but there is no agreed-upon definition. The general aim of this dissertation is to identify new possible perspectives on ICTs and access to higher education, for negotiating the dichotomy (...) between campus-based and ICT-enabled education. The access options of BL are in focus for this dissertation, although BL is generally seen as a campus phenomenon, and shares a place perspective. The main research questions in the dissertation are 1) how BL can be understood in the context of increased access to education, moreover, (2) how time can be work as a more constructive perspective for designing ICTs in education, compared to place. The dissertation comprises five articles. The first is conceptual and concentrates on place and time in blended learning, and forms a time-based model and perspective, drawing on the tension between synchronous and asynchronous modalities instead of a place-based center-periphery model. The following article examines the differences between North American and European use of the term BL, in education and research, and finds that BL is not much used by European researchers, although the term is frequently used in educational environments. Two design and intervention studies, articles 3 and 4, make experiments using the BL time-based model. In article 3, a group of untraditional learners at a learning centre in Arvidsjaur attends a synchronous co-located study circle group and participates in an asynchronous and global Massive Open Online Course (MOOC). In article 4, nine students in a preparatory year for entering engineering studies volunteer and participate in a pilot distance course experiment, where prevention of procrastination is a high priority. For this, agile framework theory, constructivist learning theory and the time-based model are used in design and analysis. The last article (5) reconnects learning to place by discussing and adapting Triple- and Quadruple Helix theory for regional development in the knowledge society to four regional European cases. At the end of the synthesis, an outline of the access affordances with the time-based model is given, drawing on Adam’s timescape theory. The discussion of ICT integration into education is made drawing on Floridi’s Philosophy of Information, which provides many tools to view discourses of ICTs in education critically, and also envisions the concept of e-ducation in the infosphere, where other blend issues appear connected to weak artificial intelligence and the pervasive power of ICTs. (shrink)

Digitalization processes are global and performed in all spheres of economic activities. The development of the digital economy correlates with the dynamics of educational, scientific and technical, and innovative activities in the country. Higher education particularly affects the development of the digital economy because it is a system training highly qualified personnel, conducting quality research, and generating innovations. The purpose of the article is the identification of promising vectors of higher education system development under the conditions of digitalization of national (...) economy. Section 1 of the article presents the authors’ methodological approach to assessment the impact of educational, research, and innovation components on digital economy development. The implementation of the authors’ approach covers the phased use of methods of statistical, index, cluster and system analysis. The influence of higher education on the structural components of the digital economy (educational, research, innovative ones) is grounded. The result of the study was the identification of main trends in the development of higher education under the conditions of digital economy. The problems of the development of higher education are systematized in the groups: contextual, legal, organizational and economic, financial, logistical problems, and problems of internationalization. Based on the results of the analysis, the authors conclude the necessity of development of a conceptual base for increasing the digital adaptability of the higher education system to new socio-economic conditions. Section 2 of the article describes the concept of the digital adaptability strategy of the higher education system. The concept was developed on the base of structural and functional, systemic and synergetic, and institutional approaches. The proposed concept is based on the idea of deepening the long-term partnership of universities with stakeholders within the Quadruple Helix model. In the conclusion section, the authors highlight the key priorities of the digital adaptability strategy of the higher education system. (shrink)

The objective of this paper is to develop neutrosophic quadruple algebraic hyperstructures. Specifically, we develop neutrosophic quadruple semihypergroups, neutrosophic quadruple canonical hypergroups and neutrosophic quadruple hyperrings and we present elementary properties which characterize them.

In this paper, we introduce for the first time the neutrosophic quadruple numbers (of the form a + bT + cI + dF) and the refined neutrosophic quadruple numbers. Then we define an absorbance law, based on a prevalence order, both of them in order to multiply the neutrosophic components T, I, F, or their sub-components tJ, Ik, Fl and thus to construct the multiplication of neutrosophic quadruple numbers.

In this paper we present the concept of neutrosophic quadruple algebraic structures. Specially, we study neutrosophic quadruple rings and we present their elementary properties.

Over the last decades, science has grown increasingly collaborative and interdisciplinary and has come to depart in important ways from the classical analyses of the development of science that were developed by historically inclined philosophers of science half a century ago. In this paper, I shall provide a new account of the structure and development of contemporary science based on analyses of, first, cognitive resources and their relations to domains, and second of the distribution of cognitive resources among collaborators and (...) the epistemic dependence that this distribution implies. On this background I shall describe different ideal types of research activities and analyze how they differ. Finally, analyzing values that drive science towards different kinds of research activities, I shall sketch the main mechanisms underlying the perceived tension between disciplines and interdisciplinarity and argue for a redefinition of accountability and quality control for interdisciplinary and collaborative science. (shrink)

Collaborative remembering, in which two or more individuals cooperate to remember together, is an ordinary occurrence. Ordinary though it may be, it challenges traditional understandings of remembering as a cognitive process unfolding within a single subject, as well as traditional understandings of memory knowledge as a justified memory belief held within the mind of a single subject. Collaborative memory has come to be a major area of research in psychology, but it has so far not been investigated in epistemology. In (...) this chapter, we attempt an initial exploration of the epistemological implications of collaborative memory research, taking as our starting point the “extended knowledge” debate which has resulted from the recent encounter between extracranialist theories of cognition and externalist theories of knowledge (Carter et al., 2014; Carter et al., forthcoming). Various forms of socially and technologically augmented memory have played important roles in the extended knowledge debate, but the debate has so far not taken collaborative memory, in particular, into account. We will argue that collaborative memory supports a novel externalist theory of knowledge: distributed reliabilism. Distributed reliabilism departs in two important respects from both traditional reliabilism (Goldman, 2012) and updated theories such as extended (Goldberg, 2010) and social reliabilism (Goldman, 2014). First, it acknowledges that belief-forming processes may extend extracranially to include processing performed both by other subjects and by technological artifacts. Second, it acknowledges that distributed sociotechnical systems themselves may be knowing subjects. Overall, then, the main aim of the chapter is to draw out the philosophical implications of psychological research on collaborative memory. But our argument will also suggest that it may be useful to broaden the standard conception of collaborative memory to include not only the sorts of direct interactions among subjects that have been the focus of psychological research so far but also a range of more indirect, technology-supported and -mediated interactions, and it thus has implications for psychology as well. (shrink)

Architectural research forms the basis of design in seeking a solution that considers the site’s sociopolitical and spatial-cultural factors and the built environment surrounding it. In addressing industrial heritage, industrial revolutions, energy transitions, and technological innovation uniquely shape the city. The transformation and new discourse between similar heritage and different sites allow for a combination of ideas with transnational and interdisciplinary depth, bolstering individual designs through a developed perspective on industrial architecture. This studio addresses the socio-political and spatial-cultural challenges of (...) post-industrial cities. This article uses a critical, comparative, and analytical problem-based design research approach to examine collaborative pedagogical practices that can build a new image and identity through adaptive reuse strategies in the post-industrial urbanscape. (shrink)

Epistemic accounts of scientific collaboration usually assume that, one way or another, two heads really are more than twice better than one. We show that this hypothesis is unduly strong. We present a deliberately crude model with unfavorable hypotheses. We show that, even then, when the priority rule is applied, large differences in successfulness can emerge from small differences in efficiency, with sometimes increasing marginal returns. We emphasize that success is sensitive to the structure of competing communities. Our results (...) suggest that purely epistemic explanations of the efficiency of collaborations are less plausible but have much more powerful socioepistemic versions. (shrink)

The main thesis of this paper is that when we trust the results of scientific research, that trust is inevitably directed at least in part at collective bodies rather than at single researchers, and that accordingly, reasonable assessments of epistemic trustworthiness in science must attend to these collective bodies. In order to support this claim, I start by invoking the collaborative nature of most of today’s scientific research. I argue that the trustworthiness of a collaborative research group does not supervene (...) on the trustworthiness of its individual members and point out some specific problems for the assessment of epistemic trustworthiness that arise from the specific nature of today’s collaborative research. Next, I argue that the social diffusion of trustworthiness goes even further; we always also need an assessment of the trustworthiness of the respective research community as a whole. Communities, I claim, play an essential role in the epistemic quality management of science. To see why this role is indispensible, we have to appreciate the full complexity of determining what is desirable in a method of inquiry. The relevant features of a method include three different dimensions: the reliability of positive results, the reliability of negative results, and the method’s power. Every methodological choice involves a trade-off between these three dimensions. The right balance between them (the “distribution of inductive risks”, or DIR) depends on value judgments about the costs of false results and the benefits of correct ones. Conventional methodological standards of research communities impose constraints on admissible DIR and thereby harmonize the implicit value judgments. Trusting that the research community has set the limitations on DIR in a suitable way is thus always part of placing our trust in a scientific result. (shrink)

The book titled The Collaborative Economy in Action: European Perspectives is one of the important outcomes of the COST Action CA16121, From Sharing to Caring: Examining the Socio-Technical Aspects of the Collaborative Economy that was active between March 2017 and September 2021. The Action was funded by the European Cooperation in Science and Technology - COST. The main objective of the COST Action Sharing and Caring is the development of a European network of researchers and practitioners interested in investigating the (...) collaborative economy models, platforms, and their socio-technological implications. The network involves scholars, practitioners, communities, and policymakers. The COST Action Sharing and Caring helped to connect research initiatives across Europe and enabled scientists to develop their ideas by collaborating with peers. This collaboration opportunity represented a boost for the participants’ research, careers, and innovation potential. The main aim of this book is to provide a comprehensive overview of the collaborative economy in European countries with a variety of its aspects for a deeper understanding of the phenomenon as a whole. For this reason, in July 2017, an open call for country reports was distributed among the members of the COST Action Sharing and Caring. Representatives of the member countries were invited to produce short country reports covering: definition of the CE; types and models of the CE; key stakeholders involved; as well as legislation and technological tools relevant for the CE. Submitted reports varied in length and regarding the level of detail included, in accordance with how much information was available in each respective country at the time of writing. Editors of the book have compiled these early reports into a summary report, which was intended as a first step in mapping the state of the CE in Europe. The Member Countries Report on the Collaborative Economy, edited by Gaia Mosconi, Agnieszka Lukasiewicz, and Gabriela Avram that was published on the Sharing and Caring website, represented its first synergetic outcome and provided an overview of the CE phenomenon as interpreted and manifested in each of the countries part of the network. Additionally, Sergio Nassare-Aznar, Kosjenka Dumančić, and Giulia Priora compiled a Preliminary Legal Analysis of Country Reports on Cases of Collaborative Economy. In 2018, after undertaking an analysis of the previous reports’ strengths and weaknesses, the book editors issued a call for an updated version of these country reports. Prof. Ann Light advised the editorial team, proposing a new format for country reports and 4000 words limit. The template included: Introduction, Definition, Key Questions, Examples, Illustration, Context, Developments, Issues, Other Major Players, and Relevant Literature. The new template was approved by the Management Committee in October 2018. The task force that had supported the production of the first series of country reports acted as mentors for the team of authors in each country. The final reports arrived at the end of 2018, bringing the total number of submissions to 30. A call for book editors was issued, and a new editorial team was formed by volunteers from the participants of the COST Action: Andrzej Klimczuk, Vida Česnuityte, Cristina Miguel, Santa Mijalche, Gabriela Avram, Bori Simonovits, Bálint Balázs, Kostas Stefanidis, and Rafael Laurenti. The editorial team organized the double-blind reviews of reports and communicated to the authors the requirements for improving their texts. After reviews, the authors submitted updated versions of their country reports providing up-to-date interdisciplinary analysis on the state of the CE in 2019, when the reports were collected. During the final phase, the chapters were again reviewed by the lead editors together with all editorial team members. At the time, the intention was to update these reports again just before the end of the COST Action Sharing and Caring in 2021 and to produce a third edition. However, the COVID-19 pandemic changed these plans. Thus, this final volume was created by 82 scholars-editors and contributors-and consists of reports on 27 countries participating in the COST Action. M4 - Citavi. (shrink)

The term collaborative economy itself is relatively new, and according to the European Commission, the term is used interchangeably with the term sharing economy. The term SE was frequently used when early models, such as Airbnb or ZipCar, appeared and gained popularity, especially in the United States, but it was afterwards substituted with the term CE in the European contexts. The country reports in this collection often use the two terms interchangeably, further illustrating the fact that a generally agreed definition (...) is still missing. However, the ambition driving the term CE is to create specific European economic models with greater emphasis on the community’s involvement. In Europe, it is still the case that the definition of the CE and SE remains fuzzy, including both non-profit and for-profit models, supported by both monetary and non-monetary exchanges among participants. The phenomenon is complex, covering various fields of activity, as well as operating at various levels, ranging from the international to the national, regional, and local. Some definitions focus mostly on sustainability, while others highlight technological and financial aspects and business models specific to the phenomenon. This chapter is organized as follows. First, a short overview of the basic theoretical approaches to CE is presented. Further, the structure of the book is discussed in detail, and the text closes with a summary. M4 - Citavi. (shrink)

We often remember in groups, yet research on collaborative recall finds “collaborative inhibition”: Recalling with others has costs compared to recalling alone. In related paradigms, remembering with others introduces errors into recall. We compared costs and benefits of two collaboration procedures—turn taking and consensus. First, 135 individuals learned a word list and recalled it alone (Recall 1). Then, 45 participants in three-member groups took turns to recall, 45 participants in three-member groups reached a consensus, and 45 participants recalled alone (...) but were analysed as three-member nominal groups (Recall 2). Finally, all participants recalled alone (Recall 3). Both turn-taking and consensus groups demonstrated the usual pattern of costs during collaboration and benefits after collaboration in terms of recall completeness. However, consensus groups, and not turn-taking groups, demonstrated clear benefits in terms of recall accuracy, both during and after collaboration. Consensus groups engaged in beneficial group source-monitoring processes. Our findings challenge assumptions about the negative consequences of social remembering. (shrink)

Neutrosophic set has been derived from a new branch of philosophy, namely Neutrosophy. Neutrosophic set is capable of dealing with uncertainty, indeterminacy and inconsistent information. Neutrosophic set approaches are suitable to modeling problems with uncertainty, indeterminacy and inconsistent information in which human knowledge is necessary, and human evaluation is needed. Neutrosophic set theory firstly proposed in 1998 by Florentin Smarandache, who also developed the concept of single valued neutrosophic set, oriented towards real world scientific and engineering applications. Since then, the (...) single valued neutrosophic set theory has been extensively studied in books and monographs introducing neutrosophic sets and its applications, by many authors around the world. (shrink)

Being social creatures in a complex world, we do things together. We act jointly. While cooperation, in its broadest sense, can involve merely getting out of each other’s way, or refusing to deceive other people, it is also essential to human nature that it involves more active forms of collaboration and coordination (Tomasello 2009; Sterelny 2012). We collaborate with others in many ordinary activities which, though at times similar to those of other animals, take unique and diverse cultural and (...) psychological forms in human beings. But we also work closely and interactively with each other in more peculiar and flexible practices which are in distinctive ways both species-specific and culturally and historically contingent: from team sports to shared labour, from committee work to mass demonstrations, from dancing to reminiscing together about old times. (shrink)

The expression ‘a university without research is a dignified high school’ is becoming a both local and global concern in the academia. The purpose of this paper is to assess the extent to which collaborative research methodologies can enhance integration of faculties of arts and humanities in the universities in Malawi for knowledge development and transfer. It has been argued over and over that universities are spotlighted by their outstanding work in research, developing and sharing ideas, new inventions and creativity (...) within the spectrum of partnership development. While striving for partnership through collaborative research approaches, research activities still remain an area of concern in institutions that offer diverse tertiary education in Malawi. The question of how can these institutions or faculties engage each other in collaborative research methodologies in the quest of knowledge development and transfer remains crucial and relevant The study analyzed strengths, weaknesses, threats and opportunities of the existing research methods in Arts and Humanities and how the two disciplines can create a space for amalgamation so that research findings can benefit both disciplines. The study reveals that collaboration in various disciplines is a challenge owing to variations of conceptual analyses and the deficiency of technical no-how of both teaching staff and students as well as tools for data collection and analysis as may be emphasized in each of the areas of study; Arts and Humanities. Furthermore, while other institutions of higher learning have research ethics committees for checks and balances as a collaborative tool, some institutions do not know that this committee plays a crucial role in the field of research. Within this backdrop, there is need to develop research collaborations within an institution or with other institutions of higher learning that have a well-defined research profile for mutual benefits as far as collaborative research methodologies are concerned. (shrink)

This is a copy of the presentation given at the "Workshop on Agency and Distributed Cognition" at Macquarie University, March 2012. What is noteworthy about this piece of work is that (i) it is a very early foray into the pedagogy, ontology, and epistemology of virtual worlds (it's 2012, way before David Chalmers' book "Reality+" in 2022); and (ii) it was my first foray into "social epistemology" beyond the standard "S knows that p" epistemology, drawing on Vygotskian collaborative approaches to (...) learning and teaching, moving beyond analytic philosophy into educational research. Finally, (iii) there's a hyperlink to the actual virtual world in Unity3D created by a cross-disciplinary team of researchers from Sydney University and Macquarie University for the purposes of teaching scientific inquiry. (shrink)

Innovative modes of collaboration between archaeologists and Indigenous communities are taking shape in a great many contexts, in the process transforming conventional research practice. While critics object that these partnerships cannot but compromise the objectivity of archaeological science, many of the archaeologists involved argue that their research is substantially enriched by them. I counter objections raised by internal critics and crystalized in philosophical terms by Boghossian, disentangling several different kinds of pluralism evident in these projects and offering an analysis (...) of why they are epistemically productive when they succeed. My central thesis is that they illustrate the virtues of epistemic inclusion central to proceduralist accounts of objectivity, but I draw on the resources of feminist standpoint theory to motivate the extension of these social -cognitive norms beyond the confines of the scientific community. (shrink)

This paper reports on an ongoing ARC Discovery Project that is conducting design research into learning in collaborative virtual worlds (CVW).The paper will describe three design components of the project: (a) pedagogical design, (b)technical and graphics design, and (c) learning research design. The perspectives of each design team will be discussed and how the three teams worked together to produce the CVW. The development of productive failure learning activities for the CVW will be discussed and there will be an interactive (...) demonstration of the project's CVW. (shrink)

Collaboration is increasingly popular across academia. Collaborative work raises certain ethical questions, however. How will the fruits of collaboration be divided? How will the work for the collaborative project be split? In this paper, we consider the following question in particular. Are there ways in which these divisions systematically disadvantage certain groups? -/- We use evolutionary game theoretic models to address this question. First, we discuss results from O'Connor and Bruner (unpublished). In this paper, we show that underrepresented (...) groups in academia can be disadvantaged in such situations by dint of their small numbers. Second, we present novel results exploring how the hierarchical structure of academia can lead to bargaining disadvantage. We investigate models where one actor has a higher baseline of academic success, less to lose if collaboration goes south, or greater rewards for non-collaborative work. We show that in these situations, the less powerful partner is disadvantaged in bargaining over collaboration. (shrink)

I examine the epistemic import of collaborative research in science. I develop and defend a functional explanation for its growing importance. Collaborative research is becoming more popular in the natural sciences, and to a lesser degree in the social sciences, because contemporary research in these fields frequently requires access to abundant resources, for which there is great competition. Scientists involved in collaborative research have been very successful in accessing these resources, which has in turn enabled them to realize the epistemic (...) goals of science more effectively than other scientists, thus creating a research environment in which collaboration is now the norm. (shrink)

Artificial intelligence is now capable of generating sophisticated and compelling images from simple text prompts. In this paper, I focus specifically on how artists might make use of AI to create art. Most existing discourse analogizes AI to a tool or collaborator; this focuses our attention on AI’s contribution to the production of an artistically significant output. I propose an alternative approach, the exploration paradigm, which suggests that artists instead relate to AI as a participant: artists create a space for (...) interaction with the AI algorithm by way of their prompts, thereby allowing them to explore the way that the algorithm “sees” and “represents.” AI art practiced in this fashion bears a striking resemblance to contemporary conceptual and participatory art. Viewing AI art in this way has implications for the appreciation of style in AI art; concerns about novelty and originality; and the assignment of artistic credit and copyright. (shrink)

I start with a brief assessment of the implications of Sterelny’s anti-individualist, anti-internalist apprentice learning model for a more historical and interdisciplinary cognitive science. In a selective response I then focus on two core features of his constructive account: collaboration and skill. While affirming the centrality of joint action and decision making, I raise some concerns about the fragility of the conditions under which collaborative cognition brings benefits. I then assess Sterelny’s view of skill acquisition and performance, which runs (...) counter to dominant theories that stress the automaticity of skill. I suggest that it may still overestimate the need for and ability of experts to decompose and represent the elements of their own practical knowledge. (shrink)

The present paper proposes an integrative account of social forms of practical irrationality and corresponding disruptions of individual and group-level emotion regulation. I will especially focus on disruptions in emotion regulation by means of collaborative agential and doxastic akrasia. I begin by distinguishing mutual, communal and collaborative forms of akrasia. Such a taxonomy seems all the more needed as, rather surprisingly, in the face of huge philosophical interest in analysing the possibility, structure and mechanisms of individual practical irrationality, with very (...) little exception, there are no comparable accounts of social and collaborative cases. However, I believe that, if it is true that individual akrasia is, in the long run, harmful for those who entertain it, this is even more so in social contexts. I will illustrate this point by drawing on various small group settings, and explore a number of socio-psychological mechanisms underlying collaborative irrationality, in particular groupthink. Specifically, I suggest that in collaborative cases there is what I call a spiralling of practical irrationality at play. I will argue that this is typically correlated and indeed partly due to biases in individual members' affect control and eventually the group's with whom the members identify. (shrink)

Biological order provided by α-helical secondary protein structures is an important resource exploitable by living organisms for increasing the efficiency of energy transport. In particular, self-trapping of amide I energy quanta by the induced phonon deformation of the hydrogen-bonded lattice of peptide groups is capable of generating either pinned or moving solitary waves following the Davydov quasiparticle/soliton model. The effect of applied in-phase Gaussian pulses of amide I energy, however, was found to be strongly dependent on the site of application. (...) Moving solitons were only launched when the amide I energy was applied at one of the α-helix ends, whereas pinned solitons were produced in the α-helix interior. In this paper, we describe a general mechanism that launches moving solitons in the interior of the α-helix through phase-modulated Gaussian pulses of amide I energy. We also compare the predicted soliton velocity based on effective soliton mass and the observed soliton velocity in computer simulations for different parameter values of the isotropy of the exciton-phonon interaction. The presented results demonstrate the capacity for explicit control of soliton velocity in protein α-helices, and further support the plausibility of gradual optimization of quantum dynamics for achieving specialized protein functions through natural selection. (shrink)

I focus here on archaeologists who work with Indigenous descendant communities in North America and address two key questions raised by their practice about the advantages of situated inquiry. First, what exactly are the benefits of collaborative practice—what does it contribute, in this case to archaeology? And, second, what is the philosophical rationale for collaborative practice? Why is it that, counter-intuitively for many, collaborative practice has the capacity to improve archaeology in its own terms and to provoke critical scrutiny of (...) its goals and methodological norms? The broader import, I argue, is a rethinking of traditional views of objectivity that takes social, contextual values to be a resource for improving what we know, rather than inevitably a source of compromising error and distortion (as discussed in detail in Chapters 7 and 9). (shrink)

In this article, we critically discuss the ideal of alignment, unity and harmony in cross-sector partnerships for wicked problems like sustainable development. We explore four characteristics of the concepts of identity, unity and difference which are presupposed in the partnership and collaboration literature, and point at their metaphysical origin. Based on our analysis of these four characteristics, we show the limitations of the metaphysical concepts of identity and difference in the case of CSPs for wicked problems like sustainable development.

In this paper we apply social epistemology to mathematical proofs and their role in mathematical knowledge. The most famous modern collaborative mathematical proof effort is the Classification of Finite Simple Groups. The history and sociology of this proof have been well-documented by Alma Steingart (2012), who highlights a number of surprising and unusual features of this collaborative endeavour that set it apart from smaller-scale pieces of mathematics. These features raise a number of interesting philosophical issues, but have received very little (...) attention. In this paper, we will consider the philosophical tensions that Steingart uncovers, and use them to argue that the best account of the epistemic status of the Classification Theorem will be essentially and ineliminably social. This forms part of the broader argument that in order to understand mathematical proofs, we must appreciate their social aspects. (shrink)

Abstract The values of the healthcare sector are fairly ubiquitous across the globe, focusing on caring and respect, patient health, excellence in care delivery, and multi-stakeholder collaboration. Many individual pharmacists embrace these core values. But their ability to honor these values is significantly determined by the nature of the system they work in. -/- The paper starts with a model of the prevailing pharmacist workforce model in Scotland, in which core roles are predominantly separated into hierarchically disaggregated jobs focused (...) on one professional ‘pillar’: Clinician /Practice Provider; Educator; Leader/Manager; and Researcher. This is the ‘Atomistic’ Model. This skills-segregation yields a workforce of individuals working in isolation rather than collaborating together, and lacking a shared information flow, purpose and identity. Key strategic flaws include suboptimal responsiveness to population and subpopulation needs, inconsistency and inequity of care, an erosion of professional agency, and lower job satisfaction. It is conjectured that this results from a lack of congruence between values, professional ethos, and organizational structure. ‘Atomism’ culminates in a syndrome of widespread professional-level cognitive dissonance. -/- The paper contrasts this with a new emerging workforce vision, The Collaborative Care Model. This new model defines a systems-first-approach, built on the principle that all jobs must include all four professional ‘pillars’. Vertical skills integration, involving education and task sharing, will support sustainability and succession planning. Horizontal skills integration (across practice, leadership and research) is included to improve responsiveness to population need and individual professional agency. The working conditions, supportive ethos, and career structure needed to make the model work are described. Moral theory and workforce theory are used to justify why the model may be more effective for population health, delivering greater job satisfaction for individuals and ultimately helping systematically realize and honor healthcare values. Finally, the paper sketches the first steps needed to implement the model at the national level, starting with the operationalization of new multi-pillar professional curricula across the career spectrum. Potential pitfalls and challenges are also discussed. -/- Co-Authors: 1. Paul Forsyth (PF) Lead Pharmacist Clinical Cardiology, Pharmacy, NHS Greater Glasgow & Clyde. Contribution: Conceptualization; Model Curation; Model Theory; Model Visualization; Writing - original draft (lead author), Writing - review & editing (lead author) 2. Andrew Radley (AR), Consultant in Public Health Pharmacy, NHS Tayside. Contribution: Conceptualization; Model curation; Model Theory; Writing - review & editing 3. Gordon Rushworth (GR), MPharm MSc FFRPS FRPharmS (Consultant). Programme Director, Highland Pharmacy Education & Research Centre, NHS Highland, Inverness. Contribution: Model curation; Writing - review & editing 4. Fiona Marra (FM) National Lead Clinician Scottish Infection and Immunology Network (SPAIIN) / Advanced Pharmacist HCV / HIV, NHS Greater Glasgow & Clyde. Contribution: Model curation; Writing - review & editing 5. Susan Roberts (SR) Associate Postgraduate Pharmacy Dean, NHS Education for Scotland. Contribution: Model curation; Writing - review & editing 6. Roisin O’Hare (RO) Lead Teacher Practitioner Pharmacist, Northern Ireland University Network, Southern Health and Social Care Trust. Contribution: Model curation; Writing - review & editing 7. Catherine Duggan (CD) Chief Executive Officer, International Pharmaceutical Federation (FIP). Contribution: Model curation; Writing - review & editing 8. Barry Maguire (BM) Senior Lecturer, School of Philosophy, Psychology and Life Sciences, The University of Edinburgh. Contribution: Conceptualization; Model Curation; Model Theory; Model Visualization; Supervision; Writing - original draft (senior academic supervisor), Writing - review & editing (senior academic supervisor) -/- . (shrink)

Transactive memory theory describes the processes by which benefits for memory can occur when remembering is shared in dyads or groups. In contrast, cognitive psychology experiments demonstrate that social influences on memory disrupt and inhibit individual recall. However, most research in cognitive psychology has focused on groups of strangers recalling relatively meaningless stimuli. In the current study, we examined social influences on memory in groups with a shared history, who were recalling a range of stimuli, from word lists to personal, (...) shared memories. We focused in detail on the products and processes of remembering during in-depth interviews with 12 older married couples. These interviews consisted of three recall tasks: (1) word list recall; (2) personal list recall, where stimuli were relevant to the couples’ shared past; and (3) an open-ended autobiographical interview. We conducted these tasks individually and then collaboratively two weeks later. Across each of the tasks, although some couples demonstrated collaborative inhibition, others demonstrated collaborative facilitation. We identified a number of factors that predicted collaborative success, in particular, group-level strategy use. Our results show that collaboration may help or hinder memory, and certain interactions are more likely to produce collaborative benefits. (shrink)

This chapter steps back from the important psychological work on collaborative remembering at the heart of the present volume to take up some broader questions about the place of memory in Western cultural thought, both historically and in contemporary society, offering the kind of integrative and reflective perspective for which philosophy is often known. In particular, the text aims to shed some light on the relationship between collaborative memory and the other two topics in this title—group-level cognizing and individuals—beginning with (...) the relationship between collective intentionality and collaborative remembering, and concluding with some brief comments on the politics of collaborative remembering by drawing on recent work that has been undertaken with eugenics survivors in Canada. (shrink)

This research study aims to highlight the personal experiences encountered by the participants, compare the differences between both narrations, and lastly identify common phenomena. This study utilized the auto-ethnographical research study. Ellis and Bochner (2000) describe autoethnography as "an autobiographical form of writing that exhibits several levels of awareness, linking the personal to the cultural". Autoethnography may include a wide variety of topics, from personal research experiences to parallel explorations of the researcher's and participants' experiences, as well as the researcher's (...) experience while undertaking a particular piece of research (Ellis & Bochner, 2000; Maso, 2001). It appears that practice teaching enables interns to experience the actual classroom teaching and school paperwork preparation. Aside from the technical aspects of the internship process, it prepares the student-teachers as well in the different course of school activities that will immerse them in the process of management. Generally, the personal experiences of the different interns vary from the school environment, protocols, and learning resources of the school assigned. The different practice- teaching experiences narrated by the interns that will have a common phenomenon will be a strong determinant of a certain situation. (shrink)

Dance, Music and Dramaturgy: collaboration plan and dramaturgical apparatus – The unfolding of the concept of dramaturgy and the problematics of contemporary choreography are, today, a vast and diverse field of research, bearing numerous disclosures that lead to their reciprocal implication. Apart from that, dance and music share significant complementary ties allowing for the consideration of a common compositional inquiry. Reflecting on the compositional processes of dance and music, this article cross-examines the collaboration between choreographers and composers, integrating (...) the incidence of dramaturgy in the strategies of choreographic and musical composition. (shrink)

In 2012, choreographer and dancer Jill Sigman of jill sigman/thinkdance and visual artist Janine Antoni collaborated to produce Wedge, a live performance at the Albright-Knox Gallery. In this essay, I describe the collaboration and the resulting work and examine the benefits and challenges of the collaboration. The discussion touches on broader issues pertaining to collaboration, co-authorship, artists' intentions, and interpretation.

Responsive governance during the COVID-19 pandemic became a severe challenge for countries worldwide. With a relatively poor healthcare structure, Bangladesh performed moderately well in managing the first wave of the pandemic (March-December 2020). With substantive policy and decision-making support from the Centre, local governments collaborated with various relevant actors to enhance their pandemic-related services. In this background, this research used an integrative framework to study a case of local-level collaborative governance-the Saturia Model. Based on the authors' experience, reflections and review, (...) this analysis explores various socioeconomic and environmental factors behind the effectiveness of this collaboration in containment policies and providing support services to vulnerable groups. Findings indicate that coordination between state and non-state actors, resource mobilization, access and communication, community engagement and the adaptative capacity of the government are vital for making such collaborations work in a crisis. The lessons are valuable for prospective understanding and policy interventions. (shrink)

We often remember in the company of others. In particular, we routinely collaborate with friends, family, or colleagues to remember shared experiences. But surprisingly, in the experimental collaborative recall paradigm, collaborative groups remember less than their potential, an effect termed collaborative inhibition. Rajaram and Pereira-Pasarin (2010) argued that the effects of collaboration on recall are determined by “pre-collaborative” factors. We studied the role of 2 pre-collaborative factors—shared encoding and group relationship—in determining the costs and benefits of collaborative recall. In (...) Experiment 1, we compared groups of strangers who encoded alone versus together, before collaborating to recall. In Experiment 2, we compared groups of friends who encoded alone versus together, before collaborating to recall. We found that shared encoding abolished collaborative inhibition in both Experiments 1 and 2. But prior relationship did not influence collaborative inhibition over and above the effects of shared encoding. Regardless of encoding condition, collaborative group recall contained fewer intrusions than nominal group recall, and these benefits continued in subsequent individual recall. Our findings demonstrate that pre-collaborative factors—specifically shared encoding—have flow-on benefits for group and individual recall amount, but not recall accuracy. We discuss these findings in terms of self- and cross-cuing in collaborative recall. (shrink)

Create a novel network model for mobile ad hoc network (MANET) nodes and actors in wireless sensor networks to collaborate on event processing. There are two stages in the development of distributed algorithms: setup and negotiation. The first uses weighted proportional max-min fairness to initially allocate MANET nodes across event zones, whereas the latter uses a market-based method to re-distribute the number of MANET nodes based on existing and new events. A detection technique for malicious packet dropping attacks in MANETs. (...) The mechanism of the suggested approach is Collaborative Convolutional Neural Network (CCNN), which is based on the reputation value computed for that node by its neighbours. A node's reputation value is determined by its network packet forwarding behaviour. The reputation information is collected, saved, and transferred between nodes before being calculated under various scenarios. A network simulator was used to test the proposed protocol. The simulation results demonstrate the effectiveness of its performance. Even in the presence of cryptographic procedures, our method incurs negligible network bandwidth and latency costs. Moreover, we demonstrate that the protection is still effective in the presence of misbehaving nodes and routing changes caused by mobility. While further research is needed to thoroughly evaluate our method, we feel that the concept of collaborative security in MANETs is a potential future area. (shrink)

L.S. Vygotsky’s “regulative” account of the development of human thinking hinges on the centralization of “directive” speech acts (commands or imperatives). With directives, one directs the activity of another, and in turn begins to “self-direct” (or self-regulate). It’s my claim that Vygotsky’s reliance on directives de facto keeps his account stuck at Tomasello's level of individual intentionality. Directive speech acts feature prominently in Tomasello’s developmental story as well. But Tomasello has the benefit of accounting for a functional differentiation in directive (...) communication—i.e., in collaborative activity, the command gives way to both the request and informational assertion. Lacking such differentiation, Vygotsky’s account runs the risk of playing to a rather strident conception of the socius, one more Machiavellian than Marxist. (shrink)

The article is about a new online resource, a collaborative portal for teachers, which publishes a network of prerequisites for teaching/learning any concept or an activity. A simple and effective method of collaboratively constructing teaching-learning sequences is presented. The special emergent properties of the dependency network and their didactic and epistemic implications are pointed. The article ends with an appeal to the global teaching community to contribute prerequisites of any subject to complete the global roadmap for an altas being built (...) on similar lines as Wikipedia. The portal is launched and waiting for community participation at http://www.gnowledge.org. (shrink)

We spend a good deal of time thinking about how and when to advise others, and how to respond to other people advising us. However, philosophical discussions of the nature and norms advising have been scattered and somewhat disconnected. The most focused discussion has come from philosophers of language interested in whether advising is a kind of assertive or directive kind of speech act. This paper argues that the ordinary category of advising is much more heterogenous than has been appreciated: (...) it is possible to advise by asserting relevant facts, by issuing directives, and by asking questions and other kinds of adviceless advising. The heterogeneity of advising makes speech act-theoretic accounts of advising look like accounts of special cases, and motivates us to look elsewhere for an account of what advising is. I suggest that we think about advising as a distinctive species of joint practical thinking—which I will call collaborative deliberation—and show how our need for a concept to pick out this kind of joint activity emerges from our practical needs as deliberators. This view helps to shed light on a number of puzzling features of advising and offers some guidance to be better at advising and at being advised. (shrink)

There are two primary roles of universities – a place of learning and where new ideas and technologies are created. Universities profit from teaching and learning, research, and technology positions. It is the responsibility of institutions of higher learning to produce capable and self-directed learners who are confident and capable of contributing to society through leadership or civic engagement. Universities also prepare students for high-level employment. These institutions are also there to generate new knowledge, shift paradigms, assist society in fulfilling (...) its evolving needs and tackle new problems. Universities have further been tasked with developing highly competent staff and research output to attain their stated objectives. (shrink)

In this paper, we present an overview of the collaborative economy situation in Portugal. The chapter starts by presenting a number of local platforms and services. Overall, there seems to be a concern about the risk involved in the unregulated development of rental and mobility services. Therefore, we also highlight an overview of laws and regulations concerning the sharing economy platforms, especially for renting. This paper also presents issues related to rental platforms and touristification. We also present a list of (...) the major local shared economy platforms and services. (shrink)

This study investigated the impact of collaborative learning on mathematics achievement and attitudes in sixth-grade students, comparing it to traditional didactic teaching. A quasi-experimental research design was utilized in which sixth-grade students were randomly assigned to either control or experimental groups. Pre- and post-tests assessed mathematics achievement using curriculum-aligned tests. In addition, attitudes toward mathematics were measured using the ‘attitude towards mathematics’ inventory developed by Tapai and Marsh in 2004. Both groups exhibited similar pre-test levels. The experimental group received collaborative (...) learning, while the control group received traditional teaching. Post-tests after a 12-week intervention showed significant improvements in the experimental group’s mathematics achievement, regardless of initial achievement levels. Positive changes in attitudes toward mathematics were also observed in the experimental group, with some progress in the control group. Collaborative learning appears promising for enhancing mathematics achievement and nurturing positive attitudes in elementary students. (shrink)