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The advent of the 21st century is characterised by the increase of cultural interaction in relation to a widespread digital environment. Moreover, we are witnessing an ongoing movement and transformation within the use and the sharing of knowledge, and collaboration through the growth of mobile devices and their associated products. The current digital development, particularly through mobile technology, has given way to new emerging players, intermediation platforms and new human behaviour. In addition, mobile technology can increasingly play the role of catalyst for creativity. It will sometimes even become an active agent of innovative capacity and capability across peculiar spaces and time, either physically, digitally, and, via connectivity, an exchange of intangible resources outside regulated and/or established procedures. This paper examines how mobile technology enables a contemporary consideration of the Nonaka and Konno’s concept of ba within organisations by using a qualitative and hermeneutic approach.JEL Codes: O3

The digital transformation of society is reaching a state of maturity, which provides people with new and exciting possibilities (NESTA, 2019) and implies a preponderant change in terms of inclusive collaboration, human-centred global economy and governance. Conjointly, ‘knowledge is the impetuous for communication’ (Carayannis & Clark, 2011, p. 203) with respect to foster ‘social capital’ and to thrive ‘cultural knowledge’ (Levallet & Chan, 2019, p. 182). Within this context, mobile technology, thanks to its affordance (Ahonen, 2011; Volkoff & Strong, 2013) and its contextuality (Cochrane et al., 2016), can enable creativity which supports the Cognitive Process Dimension (Anderson et al., 2001). Scilicet, mobile devices become the interface between people and processes (Morel et al., 2018; Dampérat et al., 2019) in relation to innovative practices (Makri et al., 2017) and real-world learning (Saleh et al., 2019) in formal and informal contexts. Moreover, it can enhance the developing of ideas inner/outer an organisation, or a classroom (Hall et al., 2020), and the serendipity flow of learning experiences (Makri et al., 2015). To a certain extent, mobile technology can bolster ‘collective knowledge’ (Pont, 2013; Levallet & Chan, 2019) by enabling quick decision-making and by connecting with a glocal network (Antonczak, 2021). From a transdisciplinary approach, amidst learning sciences (Sommerhoff et al., 2018), management and organisational research, this presentation canvasses mobile technology (Jones & Marsden, 2006; Ahonen, 2011) as being a key apparatus and interface for collaborative innovation (Demil & Lecocq, 2012; Suire et al., 2018), which allows organisations to develop their ‘information ecology’ (Nardi, 1999) through a dynamic sense of what is inside and what is outside their boundaries. Said differently, it deciphers how mobile technology can enable exchange information and co-creative practices beyond formal structures and systems across industries and/or academia. To start, the presentation quickly outlines some key concepts from an inter-disciplinary literature reviews (Baumeister & Leary, 1997), including collaboration, creativity, knowledge dynamics such as knowledge creation and/or conversion (Sawyer, 2008) as well as ‘knowledge retention and/or knowledge loss’ (Levallet & Chan, 2019). Next, it epitomises a few technological enabling conditions (Makri, 2017; Levallet & Chan, 2018; Cheng et al., 2019) such as autonomy, diversity, interactivity, contextuality through mobile social media and mobile-first applications (Apps) in relation to collaboration and learning practices beyond the limits of a physical environment. Then, it introduces the methodological and qualitative approach used for the analysis and findings, as well as the interpretations of practices in Education and Business. Finally, this presentation concludes with some features about how mobile technology practices support collaborative and innovative learning environments, the co-creation of new frameworks, and it suggests further avenues for supplementary research.

Purpose The purpose of this study is to examine mobile technology as being a key apparatus and interface for collaborative innovation, which allows organisations to develop their information ecology. Design/methodology/approach The qualitative research was performed by in-depth interviews, observations and field notes. The eight main interviews are supported by an interdisciplinary narrative literature review of knowledge management and associated fields. Findings This study validates the following propositions: mobile technology can offer users timely information, mobile technology can foster collaboration beyond physical and organisational boundaries, in general, mobile technology enables a wider amount of interactions between people. Thereby, this paper draws some implications about the knowledge management of creative (and non-creative) workers. Research limitations/implications The collected data sheds light on how organisations and individuals positioned themselves about mobile technology co-creative practices before the COVID era. Therefore, it shall be pertinent to further investigate these findings through a quantitative approach to better ascertain path models and to strengthen the new results with another qualitative perspective, in the post-COVID era. Practical implications The study highlights how mobile devices are facilitating collaborative innovation practices by improving management decisions, enabling new business and/or operating models, developing a flow of ideas inner/outer an organisation and fostering the ability to make innovation. Social implications Mobile technology transforms the way to work (knowledge creation and/or conversion) and it changes the relations between collaborators in a working environment (beyond physical boundaries). This study deciphers how a creative and/or decision-making person can change their work schedule and/or routines based on the use of mobile devices. Originality/value The added value of this transdisciplinary study is that it improves research on collaborative innovation and collective knowledge by revealing three pertinent characteristics of mobile technology: enabling quick decision; connecting with a glocal network and fostering collective creativity. It also creates a bridge between the fields of education and business.

The beginning of the 21st century is experiencing the advent of smart technologies, which are redefining a new space and time. Consequently, we are more and more witnessing emerging companies, which have partially dematerialised and deterritorialised their knowledge, and where collaboration happens in a "space in-between".This paper proposes to examine digital technologies, more specifically mobile technology with regards to the reorganisation of work and innovation in creative industries. The aim of this paper is to shed light on Nonaka and Konno’s concept of ba (1998) in relation to the new digital paradigm. Our key intention is to investigate how can mobile technology foster a co-creative space between people and processes.Using a broad literature, and a qualitative approach, we will examine how mobile technology, beyond just being a tool, enables a freshened consideration of the concept of ba, a new form of organisation of creative work.

In this chapter we outline five mobile social media projects in a variety of educational contexts to explore what works, and what doesn’t, providing examples of learning designs that utilise a maturing framework for creative pedagogies using mobile social media. The case studies are drawn from a variety of faculties and departments across one New Zealand University. The context of these mobile social media projects includes Journalism, Product Design, Graphics Design, Digital Media and Law. Our framework is informed by six critical success factors that we have identified and addresses the four levels of institutional stakeholders as defined by this book. In this chapter we attempt to answer two of the key questions addressed by this book: What do effective and sustainable mobile learning initiatives look like in different educational settings and sites across the Asia-Pacific Region? What are the key issues and key design principles that institutional leaders need to consider to support the implementation of sustainable mobile learning initiatives and innovations? The first question is addressed by our example case studies, while the second question is discussed in relation to implementing a framework for designing mobile learning across these case studies.

The rise of mobile social media provides unique opportunities for new and creative pedagogies. Pedagogical change requires a catalyst, and we argue that mobile social media can be utilized as such a catalyst. However, the mobile learning literature is dominated by case studies that retrofit traditional pedagogical strategies and pre-existing course activities onto mobile devices and social media. From our experiences of designing and implementing a series of mobile social media projects, the authors have developed a mobile social media framework for creative pedagogies. We illustrate the implementation of our mobile social media framework within the development of a new media minor (an elective set of four courses) that explicitly integrates the unique technical and pedagogical affordances of mobile social media, with a focus upon student-generated content and student-determined learning (heutagogy). We argue that our mobile social media framework is potentially transferable to a range of educational contexts, providing a simple design framework for new pedagogies.