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Contemporary sustainability issues require the integration of diverse knowledge to study and address them holistically. How interdisciplinary knowledge integration arises in teamwork is, however, poorly understood. For instance, studies often focus on either individual or team processes, rather than studying their interplay and thereby contributing to understanding knowledge integration in an integral manner. Therefore, in this study we aimed to understand how knowledge integration processes are shaped by interactions in interdisciplinary teamwork. We present insights from an ethnographic case study of interdisciplinary teamwork among eight master's students. In this student team, we observed two dynamics that impeded knowledge integration: (1) conformative dynamic manifested as avoiding and ignoring differences, and (2) performative dynamic as avoiding and ignoring not-knowing. Based on earlier work, we expected that contributing one's own and engaging with each other's knowledge would ensure knowledge integration. However, the dynamics exposed that it did not only depend on whether knowledge was contributed and engaged with, but also which knowledge was exchanged and manipulated in the teamwork. We coin the concept 'relative expertise', which emphasizes that interdisciplinary teamwork requires that collaborators act simultaneously as expert—in relation to their own contributory expertise—and non-expert—in relation to others' contributory expertise. The dynamics hampered acting as a relative expert, and we saw that this was shaped by an interplay of students' individual epistemic competencies, shared assumptions about teamwork, and social context. The insights may help recognize dynamics and underlying factors that impair knowledge integration, and thereby inform targeted interventions to facilitate knowledge integration. [ABSTRACT FROM AUTHOR]

We develop a quantitative framework for understanding the class of wicked problems that emerge at the intersections of natural, social, and technological complex systems. Wicked problems reflect our incomplete understanding of interdependent global systems and the systemic risk they pose; such problems escape solutions because they are often ill-defined, and thus mis-identified and under-appreciated by communities of problem-solvers. While there are well-documented benefits to tackling boundary-crossing problems from various viewpoints, the integration of diverse approaches can nevertheless contribute confusion around the collective understanding of the core concepts and feasible solutions. We explore this paradox by analyzing the development of both scholarly (social) and topical (cognitive) communities — two facets of knowledge production studies here that contribute towards the evolution of knowledge in and around a problem, termed a knowledge trajectory — associated with three wicked problems: deforestation, invasive species, and wildlife trade. We posit that saturation in the dynamics of social and cognitive diversity growth is an indicator of reduced uncertainty in the evolution of the comprehensive knowledge trajectory emerging around each wicked problem. Informed by comprehensive bibliometric data capturing both social and cognitive dimensions of each problem domain, we thereby develop a framework that assesses the stability of knowledge trajectory dynamics as an indicator of wickedness associated with conceptual and solution uncertainty. As such, our results identify wildlife trade as a wicked problem that may be difficult to address given recent instability in its knowledge trajectory.

Over the past half-century, the study of Islam in the Muslim world has been preoccupied with three global projects: maqāṣid al-sharīᶜa (the higher objectives of revealed law), al-wasaṭiyya al-islāmiyya (Islamic moderation), and aslamat al-maᶜrifa (Islamization of knowledge). Of these three, the latter has been the most substantial enterprise due to its ambitious work plan, extensive scope, and far-reaching influence. However, in recent decades, the Islamization of knowledge project has undergone significant developments culminating in its reformulation as ‘knowledge integration’ (al-takāmul al-maᶜrifī). This paper traces and analyzes the key manifestations of this notable transformation. Firstly, it surveys the various contexts of eschewing the concept of ‘Islamization’ and adopting ‘integration’. Secondly, it examines the conceptualization of the construct of ‘al-takāmul al-maᶜrifī’ within pre-modern and contemporary Islamic contexts. Thirdly, it investigates the practical implementation of knowledge integration with a special focus on the domain of higher education. The question that brings all three sections together is whether the knowledge integration model embodies a true paradigm shift or is a mere name change while bearing on the old rationale and approach of Islamization. The present paper argues that, under the banner of al-takāmul al-maᶜrifī, a shift from an internally focused intellectual effort to one that envisions new opportunities for epistemological renewal is recognizable at the individual level. However, institutionally, the application of this paradigm is still pending full and effective realization.

Integrating Indigenous and local knowledge in conservation and natural resource management (NRM) initiatives is necessary to achieve sustainability, equity, and responsiveness to local realities and needs. Knowledge integration is the starting point for converging different knowledge systems and enabling knowledge co-production. This process is also a key prerequisite towards decolonising the research process. However, power imbalances may perpetuate dominant forms of knowledge over others, obstruct knowledge integration, and eventually cause the loss of knowledge of the marginal and less powerful knowledge holders. Despite increasing interest in knowledge integration for conservation, NRM, and landscape governance, documentation of integration processes remains fragmented and somewhat scarce. This semi-systematic literature review contributes to filling this gap by synthesising methods, procedures, opportunities, and challenges regarding integrating and decolonising knowledge for conservation and NRM in Southern Africa. The findings demonstrate that despite an increasing number of studies seeking to integrate Indigenous and local knowledge and scientific knowledge relevant to conservation and NRM, methods, procedures, and opportunities are poorly and vaguely documented, and challenges and colonial legacies are often overlooked. Documentation, valuing Indigenous and local knowledge, addressing power relations, and collaboration across knowledge systems are missing steps towards efficient knowledge integration. The paper concludes that there is a need for further research and relevant policies. These should address methods and implications for equitable knowledge integration processes and move beyond knowledge sharing and mutual learning towards decolonising knowledge for conservation and NRM.

Big ideas in science education are meant to be interpretive frameworks that empower student learning. Unfortunately, outside of the broad conception of scientific evaluation, there are few theoretical explanations of how this might happen. Therefore, we contribute one such explanation, an instructional concept called integrative analysis wherein students use a big idea to interconnect isolated scenarios and enrich their meanings. We illustrate the characteristics and value of integrative analysis within an empirical study of student learning in 9th-grade biology. The study focused on using energy transfer as a big idea for teaching cellular respiration. Fifty-nine students were randomly assigned to one of two instructional conditions. In the "analysis" condition, students processed a set of three manipulatives representing cellular respiration molecules; then, they abstracted the deep energy transfer structure of these manipulatives as a big idea. In the "recognition" condition, students processed the same molecule-manipulatives, but without energy interpretations. Instead, they constructed additional manipulatives using novel materials. Then, students in both conditions received an identical lesson where they used their knowledge of the manipulatives to learn about one cellular respiration process, glycolysis. Specifically, students processed a sequence of three texts describing glycolysis, annotating the texts with either their deep energy transfer structure (analysis condition) or their contextualized knowledge of the manipulatives (recognition condition). A posttest showed that in the analysis condition, this process was significantly integrative as evidenced by analysis students' advantage over recognition students in connecting glycolysis to novel phenomena and generating causal explanations about glycolysis. [ABSTRACT FROM AUTHOR]

Future mathematics teachers must integrate their knowledge of mathematics, pedagogy, and learners to effectively teach mathematics. Historically, these different forms of knowledge were taught separately in teacher preparation and left to the preservice teacher to integrate on their own. This raises the question; what resources can be leveraged to promote knowledge integration in mathematics courses for teachers? In this study, we identified six instructional actions that were associated with potential knowledge integration when implemented within the environment of a mathematics course for preservice teachers. We posit these instructional actions can be implemented in concise and minimally invasive ways in a variety of mathematics content courses. Further unpacking of these instructional actions and considerations for implementation are provided. [ABSTRACT FROM AUTHOR]

This study explores the interdisciplinary dynamics and characteristics of major original scientific achievements. Based on the perspective of knowledge integration, it combines bibliometric and social network analysis to investigate key publications of Nobel-winning research in natural science and their reference data. The data cover 585 laureates in Chemistry, Physics, and Physiology or Medicine awarded between 1901 and 2020, as well as 835 key publications published between 1887 and 2012 and their 10,894 citation publications. The main findings are as follows: First, interdisciplinary knowledge integration is an essential feature of original scientific breakthroughs, although influential achievements typically result from a novel combination of a larger amount of distant knowledge but in fewer disciplines. Second, the development of various disciplines in natural science has followed different dynamics of interdisciplinary processes for more than 100 years. Chemistry and Physics have experienced a dynamic shift from centralization to decentralization in terms of the concentrated degree of integrated disciplines, while Physiology or Medicine has shown a more generally concentrated trend. Third, Nobel-winning research presents a trend of a greater degree of knowledge interconnection, and the migration of combined research methods, tools, and basic disciplines contributes to the increasingly intense structure of knowledge combination. Bridging disciplines that facilitate knowledge exchange have shifted in the knowledge network across three time periods (the 1900s–1940s, 1950s–1970s, and 1980s and beyond). [ABSTRACT FROM AUTHOR]

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The study in this paper investigates the strategies used by collaborators in an effort to integrate knowledge in the context of a multi-institutional environment. By approaching a startup engaged in the digital marketplace, this study aims to provide empirical evidence on the adoption of virtual workplace in the context of competing institutional logics. The theoretical model is built using the perspective of institutional logic and knowledge approach. Our findings suggest that collaborators in an effort to integrate their colleagues' knowledge use hybrid strategies — segmentation and combination. The level of skill in segmentation and combination strategies depends on the level of experience and knowledge of collaborators outside of their specialty. The study in this paper contributes in two directions. First, collaborative networks through online collaboration resulted in knowledge integration can be developed with hybrid actor roles and skills. Second, this paper provides empirical evidence on the vertical relationship between institutions, organisations, and individuals in institutional theory and the emphasis on the micro-institutional level. [ABSTRACT FROM AUTHOR]

The article analyzes the relationship between hydraulics and history in the nineteenth century, often described as a period when the humanities and the sciences split into "two separate cultures." Venice, amphibious city par excellence, is a good starting point for exploring the use of history in water management debates. In the early nineteenth century, humanists and hydraulic engineers came together through multiple disciplinary approaches and in constant confrontation with the Republic of Venice's water policies. In the following decades, while making extensive use of history, these engineers realized and emphasized the diversity of both disciplines' methodologies. This evolution—seen through the writings of renowned hydraulic engineer at the time Pietro Paleocapa—illustrates how history was no longer a source of empirical knowledge but came to be used for rhetorical and political purposes. [ABSTRACT FROM AUTHOR]

The rise of social networks has allowed misogynistic, xenophobic, and homophobic people to spread their hate-speech to intimidate individuals or groups because of their gender, ethnicity or sexual orientation. The consequences of hate-speech are devastating, causing severe depression and even leading people to commit suicide. Hate-speech identification is challenging as the large amount of daily publications makes it impossible to review every comment by hand. Moreover, hate-speech is also spread by hoaxes that requires language and context understanding. With the aim of reducing the number of comments that should be reviewed by experts, or even for the development of autonomous systems, the automatic identification of hate-speech has gained academic relevance. However, the reliability of automatic approaches is still limited specifically in languages other than English, in which some of the state-of-the-art techniques have not been analyzed in detail. In this work, we examine which features are most effective in identifying hate-speech in Spanish and how these features can be combined to develop more accurate systems. In addition, we characterize the language present in each type of hate-speech by means of explainable linguistic features and compare our results with state-of-the-art approaches. Our research indicates that combining linguistic features and transformers by means of knowledge integration outperforms current solutions regarding hate-speech identification in Spanish. [ABSTRACT FROM AUTHOR]

Teacher Leadership Teams (TLTs) are cross-functional teams, and thus knowledge integration is central to their teaming. Importantly, the existing literature maintains that cross-functional teams apply the traverse or transcend approach differently to integrate divergent knowledge, but few studies have directly focused on it within the context of TLTs. Studies on leadership teams in schools have highlighted political and/or cultural perspectives and mainly stressed team/organizational conditions that might influence the TLT process of using two knowledge integration approaches. Therefore, our research analyzed how one TLT employed two knowledge integration approaches in consideration of team/organizational conditions. More specifically, we conducted qualitative research using the Cultural-Historical Activity Theory as an analytic lens. We identified that the TLT used traverse, transcend, and mixed approaches, and that its context influenced the team’s hybrid use by determining when the team utilized each approach. We believe that our findings contribute to revealing TLTs’ actual knowledge integration process by empirically examining one TLT’s use of knowledge integration approaches. Our findings also contribute to developing a more comprehensive framework to understand TLT knowledge integration by addressing existing research from political and cultural perspectives and suggesting further areas of focus (i.e., functional conditions) for future research. [ABSTRACT FROM AUTHOR]

Governments commonly support scientific research integrating knowledge of various areas and fields, expecting this to lead to disruptive research. However, empirical evidence is relatively scant regarding whether knowledge-integrated research with government funding disrupts sciences. This study explores the quality of government-funded research in terms of knowledge integration and disruption. Knowledge integration is measured as the degree to which a paper combines different research subjects in three dimensions of diversity—variety, balance, and disparity. Disruption is calculated based on paper citation networks, thereby capturing how the paper challenges existing research streams and provides new directions of scientific research. Our analysis demonstrates that the relationship between knowledge integration and disruption varies by government funding sources, using bibliometric data from US federally funded research published between 1975 and 2005 in biomedical and life sciences. The empirical findings show that: (1) knowledge-integrated research is more disruptive when supported by funding agencies of the same government department rather than of different government departments; and (2) while the effect of knowledge integration on long-term citations is positive and becomes stronger for the studies funded by homogeneous government funding sources, its effect on short-term citations is negative regardless of the source of government funding. These results highlight the potential value of knowledge-integrated research that is hard to capture through short-term performance, which holds significant policy implications for current practices in research evaluations that are driven by short-term evaluation. [ABSTRACT FROM AUTHOR]

Sustainable performance is essential to stakeholders. Organizations have invested resources to attain competitive advantage, and finally, they get success. But organizations fail to achieve sustainable performance despite having substantial resources. Thus, scholars have realized the need for sustainability governance (SUGO) as an alternative solution to resolve these challenges. The need for this empirical study has arisen due to a lack of validated measurements. The objective of this study is to evaluate and validate the SUGO and its dimensions. To validate the suggested model, this study uses a mixed-method approach. Content analysis (Nvivo-11) describes dimensions in qualitative research, and it explains that all measurements and items are valid and reliable. In addition, partial least squares (PLS)-based structural equation modelling (SEM) (SmartPLS-3) is used to analyse the data collected in the quantitative survey. The results show that all hypotheses are statistically significant, and measurements reflect the SUGO. Furthermore, the results prove that SUGO is a second-order construct, containing four key dimensions: corporate sustainability, knowledge integration, stakeholder collaboration and performance incentive. Finally, the implications of outcomes are argued in the context of theory and practice and suggest further research direction. [ABSTRACT FROM AUTHOR]

Abstract Background The drastic shift from face-to-face classes to online learning due to the COVID-19 pandemic has enabled educators to ensure the continuity of learning for health professions students in higher education. Collaborative learning, a pedagogy used to facilitate knowledge integration by helping students translate theory from basic sciences to clinical application and practice, has thus been transformed from a face-to-face to a virtual strategy to achieve the learning objectives of a multi-disciplinary and integrated module. Objectives This study aimed to describe and evaluate, through focus group discussions, a virtual collaborative learning activity implemented to assist first year undergraduate nursing students to develop cognitive integration in a module consisting of pathophysiology, pharmacology, and nursing practice. Methods Fourteen first year undergraduate students and four faculty involved in facilitating the virtual collaboration participated in the study. Focus group discussions were conducted to elicit the perceptions of students and staff on the virtual collaborative learning session conducted at the end of the semester. Results Three themes were generated from the thematic analysis of the students’ focus group scripts. These were: (1) achieving engagement and interaction, (2) supporting the collaborative process, and (3) considering practical nuances. The three themes were further subdivided into subthemes to highlight noteworthy elements captured during focus group discussions. Three themes also emerged from the focus group discussion scripts of faculty participants: (1) learning to effectively manage, (2) facing engagement constraints, and (3) achieving integration. These themes were further sectioned into salient subthemes. Conclusion The virtual collaborative learning pedagogy is valuable in fostering cognitive integration. However, meticulous planning considering various variables prior to implementation is needed. With better planning directed at addressing the learners’ needs and the faculty’s capabilities and readiness for online learning pedagogies, and with a strong institutional support to help mitigate the identified constraints of virtual collaborative learning, students and faculty will benefit.

There is a growing consensus that solutions to complex science and engineering problems require novel methodologies that are able to integrate traditional physics-based modeling approaches with state-of-the-art machine learning (ML) techniques. This article provides a structured overview of such techniques. Application-centric objective areas for which these approaches have been applied are summarized, and then classes of methodologies used to construct physics-guided ML models and hybrid physics-ML frameworks are described. We then provide a taxonomy of these existing techniques, which uncovers knowledge gaps and potential crossovers of methods between disciplines that can serve as ideas for future research. [ABSTRACT FROM AUTHOR]

Based on the resource advantage theory and knowledge‐based theory, this study explores the impact of green entrepreneurial orientation (GEO) on green innovation, the moderating role of green absorptive capacity (GAC), and the mediating role of knowledge creation process. Through the survey of 173 middle‐senior managers, this study finds that GEO significantly affects green innovation, and GEO has a positive impact on knowledge exchange (KE) and knowledge integration (KI). Furthermore, GAC strengthens the positive impact of GEO on knowledge creation process. Additionally, KE and KI have positive impacts on green product innovation and green process innovation. KE and KI play the mediating roles in the relationship between GEO and green innovation. These results expand the theoretical basis of green entrepreneurship, provide a more comprehensive understanding of how to carry out green innovation for enterprises, and contribute to the improvement of the research on green entrepreneurship. [ABSTRACT FROM AUTHOR]

In this comment, we scrutinize how research is being challenged by the 2030 Agenda and what may be required for research to contribute to transformative change toward sustainability. Building on the current debate and state of knowledge, we argue that we need a stronger engagement with norms and values within science. Conflicting goals, values and visions need to be made explicit and taken into account in the (co-)production of knowledge in a transparent way. This requires the ability for normative reflection on the part of scientists, both about the norms at play and their own role. To produce transformative-oriented knowledge needed for the implementation of the sustainable development goals, we argue, fundamental changes are required within the science system, from the production to the assessment of knowledge. [ABSTRACT FROM AUTHOR]

Cities worldwide face multiple social and ecological challenges, such as climate change and its impacts. Adapting and transforming our urban environments is urgent to improve their resilience to uncertain scenarios. These challenges require renewed urban solutions and force us to rethink their design processes. Multiple actors are involved in such processes, coming from different sectors, and sometimes having conflicting agendas and knowledge backgrounds. Many of these processes can be considered co-design processes, with actors interacting to improve the design quality, legitimacy, and feasibility. Many conceptualise cities as social-ecological systems and public spaces are their subsystems. A collaborative approach to designing public spaces contributes to integrating the social-ecological knowledge from the public, private, and citizen actors. The question remains: How is sometimes conflicting social-ecological knowledge integrated into public space co-design processes? We study two large-scale urban parks in Chile. We framed them as social-ecological systems and analysed their co-design processes. This study aims to provide insights into the difficult-to-grasp phenomena of knowledge integration in co-design processes. We analysed these cases in previous studies. Now we provide insights into social-ecological knowledge integration in co-design processes. Although framed in Latin America, the findings may be helpful elsewhere. [ABSTRACT FROM AUTHOR]

Despite achieving success in many domains, deep learning models remain mostly black boxes, especially in electroencephalogram (EEG)-related tasks. Meanwhile, understanding the reasons behind model predictions is quite crucial in assessing trust and performance promotion in EEG-related tasks. In this work, we explore the use of representative interpretable models to analyze the learning behavior of convolutional neural networks (CNN) in EEG-based emotion recognition. According to the interpretable analysis, we find that similar features captured by our model and state-of-the-art model are consistent with previous brain science findings. Next, we propose a new model by integrating brain science knowledge with the interpretability analysis results in the learning process. Our knowledge-integrated model achieves better recognition accuracy on standard EEG-based recognition datasets. [ABSTRACT FROM AUTHOR]

Online reviews have a great influence on customers' shopping decisions. However, countless fake reviews are posted on shopping platforms, which seriously interfere with customers' shopping decisions and pollute the fair e-commerce environment. In this paper, we propose EKI-SM, an explainable knowledge integrated sequence model, to detect fake reviews. Compared with existing models, the EKI-SM displays four advantages: 1) It integrates a set of important knowledge and learns high-dimensional word embedding from reviews to guide fake review detection tasks; in addition, this knowledge explains the results of the model. 2) It learns a continuous sequence model from discrete observations with high-dimensional features, which helps to learn more discriminating fake review features. 3) It fuses the one-dimensional convolutional network, the long short-term memory network, and the residual connector to capture the local and global dependency of the sequence and make the prediction model more robust. 4) Inspired by the idea of interpretable deep learning, we explain the EKI-SM and find the important critical words for detecting fake online reviews, which derive some interesting insights. Experiments on actual fake review datasets demonstrate that the EKI-SM achieves higher accuracy in fake review detection than that of other state-of-the-art methods; indeed, it benefits from the integration of knowledge and multi-modal features. [ABSTRACT FROM AUTHOR]

ABSTRACT Understanding molecular processes and coordinating the various activities across levels of organization in biological systems is a complicated task, yet many curricular guidelines indicate that undergraduate students should master it. Employing mechanistic reasoning can facilitate describing and investigating biological phenomena. Biofilms are an important system in microbiology and biology education. However, few empirical studies have been conducted on student learning of biofilms or how students utilize mechanistic reasoning related to systems thinking to explain biofilm formation. Using mechanistic reasoning and the theory of knowledge integration as conceptual and analytical frameworks, we examined the features of 9 undergraduate biology students’ mechanistic models of a specific transition point in biofilm development. From these data, we constructed a model of knowledge integration in the context of biofilms, which categorizes students’ knowledge based on features of their descriptions (e.g., entities, correct connections, and the nature of connections). We found that 4 of 9 students produced a fragmented model, 4 of 9 students produced a transitional model, and 1 student produced a connected model. Overall, students often did not discuss cell-cell communication mechanics in their mechanistic models and rarely included the role of gene regulation. Most connections were considered nonnormative and lacked important entities, leading to an abundance of unspecified causal connections. We recommend increasing instructional support of mechanistic reasoning within systems (e.g., identifying entities across levels of organization and their relevant activities) and creating opportunities for students to grapple with their understanding of various biological concepts and to explore how processes interact and connect in a complex system.

Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored approach. In contrast to quantitative graphs, which can lead students to focus too narrowly on the mechanics of plotting points, qualitative graphs can encourage students to relate graphical representations to their conceptual meaning. Guided by the Knowledge Integration framework, which recognizes and guides students in integrating their diverse ideas about science, we incorporated qualitative graphing activities into a seventh grade web-based inquiry unit about cell division and cancer treatment. In Study 1, we characterized the kinds of graphs students generated in terms of their integration of graphical and scientific knowledge. We also found that students (n = 30) using the unit made significant learning gains based on their pretest to post-test scores. In Study 2, we compared students' performance in two versions of the same unit: One that had students construct, and second that had them critique qualitative graphs. Results showed that both activities had distinct benefits, and improved students' (n = 117) integrated understanding of graphs and science. Specifically, critiquing graphs helped students improve their scientific explanations within the unit, while constructing graphs led students to link key science ideas within both their in-unit and post-unit explanations. We discuss the relative affordances and constraints of critique and construction activities, and observe students' common misunderstandings of graphs. In all, this study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.

This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment. We took advantage of natural language processing tools embedded in an online, collaborative environment to automatically score student responses using human-designed knowledge integration rubrics. We used the automated explanation scores to assign adaptive guidance to the students and to provide real-time information to the teacher on students’ learning. We study how one teacher customizes the automated guidance tools and incorporates it with her in-class monitoring system to guide 98 student pairs in meaningful revision of two science explanations embedded in an online plate tectonics unit. Our study draws on video and audio recordings of teacher-student interactions during instruction as well as on student responses to pretest, embedded and posttest assessments. The findings reveal five distinct strategies the teacher used to guide student pairs in collaborative revision. The teacher’s strategies draw on the automated guidance to personalize guidance of student ideas. The teacher’s guidance system supported all pairs to engage in two rounds of revision for the two explanations in the unit. Students made more substantial revisions on posttest than on pretest yet the percentage of students who engaged in revision overall remained small. Results can inform the design of teacher professional development for guiding student pairs in collaborative revision in a computer-supported environment.

One of the main success drivers of the Fourth Industrial Revolution is the integration of information technology and industry, which encourages innovation through collaboration between industry and academia. As a result, fostering innovative behaviour among undergraduates is essential for success in higher education throughout this revolution. The purpose of this study is to examine the direct effects of capability (leadership, technological literacy, interaction, knowledge sharing, and collaboration) on innovative behaviour and the indirect effect of knowledge integration's mediating role. Data from 3,230 undergraduates was collected and analysed. The provided hypotheses were validated using structural equation modelling, which demonstrated that capability significantly influenced the success of adopting innovative behaviour. Furthermore, we observed that knowledge sharing was the most powerful predictor. We also discovered that the intervening knowledge integration had an indirect effect, indicating the presence of a relationship between capability and innovative behaviour through this variable. When the direct and indirect effects were evaluated, the direct effect was substantially stronger than the indirect effect. The study's practical implications should focus strongly on promoting innovative behaviour and knowledge integration in the process of establishing appropriate educational programmes for universities. Furthermore, universities should develop strategies to encourage undergraduate students to share their knowledge and abilities with others since this improves performance and increases awareness of new prospects for innovation. In future research, we should include more educational institutions in our study, such as high schools, technical schools, and graduate students. Doi: 10.28991/ESJ-2022-SIED-07 Full Text: PDF

IntroductionConnecting academic disciplines and integrating knowledge is gaining popularity in elementary school. The relevant question is, how the targeted integration could be achieved? This research aimed to (a) evaluate the potential of teaching and learning Dynamic Systems Theory (DST) and Statistical Physics (ST) general concepts through embodied experiences in elementary school and, based on it (b) enable a far transfer analogical reasoning within and between different academic subjects.MethodsForty-eight elementary school students, aged 10.2 ± 0.82 y.o., followed an 8-week, 2-h/week intervention. The learning protocol contained a concreteness fading sequence of phases and consisted of four steps: (a) embodied experience, (b) reflective observation, (c) abstract conceptualization of DST/ST concepts, and (d) transfer of the DST/SP concepts to physical, sociological, biological and ecological phenomena. A validated questionnaire and an interview evaluated students’ knowledge and analogical reasoning.ResultsThe Wilcoxon Signed Ranks Test showed a general positive effect of the intervention on the understanding of DSP/SP concepts and on the far transfer competencies of students (Z = −5.98; p

IntroductionIn this article we show how students share knowledge when integrating disciplinary insights in an interdisciplinary research project. More specifically, this research looks at how students communicate to create a shared mental model during moderated sessions with use of CoNavigator as an interdisciplinary collaboration tool or Miro as an online mind map tool. The study focuses on the interdisciplinary capstone of the Liberal Arts and Sciences bachelor program at Utrecht University (LAS), where students collaborate in multidisciplinary groups by going through the interdisciplinary research process (IRP).This process asks students to define an interdisciplinary research question, to define disciplinary insights and combine each other’s disciplinary insights to create a more comprehensive understanding of their research question. The integration of disciplinary insights requires working with different perspectives and acknowledging uncertainty, thereby requiring epistemic fluency and higher modes of knowledge. This research looks at how a structured session with CoNavigator or Miro can help students use these processes when integrating insights.MethodsSeven groups participated in this research, with whom we moderated a session using either CoNavigator or Miro at the start of the integration phase with the purpose of sharing disciplinary insights and finding common ground. We observed each group, looking at communication related to construction, constructive conflict and co-construction. In addition, we looked at evaluation of the tool immediately after the session and the assessment of the integration chapter of all groups.ResultsWe found that each phase of the moderated session elicited different responses in terms of constructive conflict and co-construction, thereby helping students to actively work with different ways of knowing and to define and connect disciplinary differences. In their communication, students show examples of epistemic fluency and higher modes of knowledge, although this did not directly translate into a better assessment of their integration chapter.DiscussionThese results show that discussing disciplinary differences and finding common ground through a session with CoNavigator or Miro gives students a structured way to start with their interdisciplinary integration. We argue that LAS-students exhibit epistemic fluency when working with the tools, but also develop this throughout the session. It appears that the epistemic fluency students already possess prior to the IRP can be further developed by the epistemic fluency expressed by teammates during the tool session. The practice and development of epistemic fluency will always involve uncertainties, but facilitating interdisciplinary integration in this way is valuable as it provides an opportunity to work with these uncertainties and offer students space to speak and integrate freely.

Utilizing an inquiry-learning space (ILS) via the Go-Lab platform, we investigated students' technology acceptance, knowledge integration [KI] process, and learning outcomes of both the high-achiever KI student and low-achiever KI student. This study aimed to understand how students engage in knowledge integration tasks using an inquiry-learning space to learn Mendelian genetics and realize the relationship between student KI and domain knowledge. Using a quasi-experimental design, we examined 41 seventh-grade students in Taiwan completing Mendelian genetics KI tasks in ILS, pre/post-testing of domain knowledge tests, and a technology acceptance questionnaire. The analysis of students' interaction in the ILS and domain knowledge tests was conducted through descriptive statistics, t-tests, Pearson's correlation, and content analysis to indicate the direction and relationship between students' KI processes and learning outcomes. A technology acceptance questionnaire was analyzed through descriptive statistics and Pearson's correlation to reveal whether students accepted learning on the Go-Lab platform. The study showed that (i) students responded positively to the perceived usefulness of the Go-Lab platform, (ii) the high-achiever KI students could gradually construct links from simple to complex and diverse among genetic ideas, and the low-achiever almost built simple links, but (iii) the high-achiever and low-achiever KI students had similar learning outcomes. These findings have implications that the instruction design of knowledge integration tasks promotes students' Mendelian genetics conceptual understanding and KI progress. [ABSTRACT FROM AUTHOR]

EVERY YEAR, A MAJOR PART OF THE COUNTRY'S NATIONAL INCOME IS SPENT ON INVESTMENT IN CONSTRUCTION PROJECTS IN WHICH CONSTRUCTION HAS A SIGNIFICANT SHARE. THE PERFORMANCE OF THE CONSTRUCTION PROJECT RELIES ON VARIOUS ASPECTS OF PROJECT MANAGEMENT. SINCE EFFECTIVE PROJECT MANAGEMENT BEGINS WITH THE INTEGRATION OF PROCESSES AND PERFORMANCE MANAGEMENT PERFORMANCE IN THE CONSTRUCTION ORGANIZATION, INTEGRATED MANAGEMENT IS OF GREAT IMPORTANCE. THE PURPOSE OF THIS STUDY IS TO INVESTIGATE THE EFFECT OF DIFFERENT COMPONENTS OF INTEGRATION MANAGEMENT ON THE PERFORMANCE OF CONSTRUCTION PROJECT MANAGEMENT AND TO EXAMINE THE RELATIONSHIP BETWEEN THOSE COMPONENTS AND THE INTEGRATION OF MANAGEMENT INTEGRATION ON THE EMPOWERMENT OF MANAGERS. PROPOSED COMPONENTS OF INTEGRATION MANAGEMENT ARE THE DEVELOPMENT OF A KNOWLEDGE INTEGRATION, STAFF INTEGRATION, SUPPLY CHAIN INTEGRATION ON THE DIMENSIONS OF PROJECT MANAGEMENT PERFORMANCE MANAGEMENT, WHICH ARE QUALITY, SAFETY, AND CUSTOMER SATISFACTION ARE EFFECTIVE. AMONG THESE PEOPLE, 203 PROJECT EXPERTS WERE SELECTED BASED ON MORGAN TABLE METHOD IN PROPORTION TO THE VOLUME. THROUGH THE RESEARCH TOOL, THE QUESTIONNAIRE WAS STUDIED TO MEASURE THE VALIDITY AND RELIABILITY OF THE VARIABLES, THE CONTENT OF THE STRUCTURE WAS EXAMINED AND APPROVED, AND LISREL-SPSS SOFTWARE WAS USED TO ANALYZE THE CONFIRMATORY AND INFERENTIAL FACTOR ANALYSIS INFORMATION. INDICATES THAT EMPLOYEE INTEGRATION MANAGEMENT HAS AN EFFECT ON THE EMPOWERMENT OF MANAGERS WITH A COEFFICIENT OF 0.560, EVALUATION MANAGEMENT 0.891 AND EXECUTIVE 0.614 AND ALSO INTEGRATION MANAGEMENT HAS A POSITIVE EFFECT ON ORGANIZATIONAL PERFORMANCE MANAGEMENT OF 0.756. THIS MEANS CHANGING THE PROCESS OF PROJECT PERFORMANCE MANAGEMENT IN CONSTRUCTION COMPANIES. [ABSTRACT FROM AUTHOR]

Creativity is a psychological phenomenon mainly affected by the motivation of employees. Nonetheless conflicting results can be found in the literature for the link between intrinsic motivationcreativity relationship. The purpose of this research is to reinvestigate this inconsistent relationship. We took a technological perspective to determine whether technology had an answer to this question. We conducted a laboratory experiment with 119 newly hired bankers of the same batch in four different training sessions to generate creative ideas to solve business problems. Here, intrinsic motivation and digital-technology-use were both manipulated, independently. For field study, data was collected from 467 employees and their respective 41 supervisors working at a software house in Pakistan. Using lab and field data in two studies, we analysed data with Mplus for random coefficient models. We also performed a satorra-bentlerdifference test, using the log-likelihood method with scaling correction factor. Drawing on the motivation-opportunity-ability framework for intrinsic motivation-creativity relationship, we found that knowledge integration ability enhances the potential of employees to generate creative ideas. Based on a lab experiment and a field study, we found that creativity is contingent upon the technological opportunity provided to employees directly and indirectly by affecting their ability to integrate knowledge. Our research suggests that providing employees with relevant technological tools and ensuring utilisation of these technologies will fuel higher levels of employee creativity. Technological initiatives will help struggling economies to boost their creative potential. This research has made a significant contribution by bringing together creativity and digital technology literature. [ABSTRACT FROM AUTHOR]

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Software development requires the assimilation of team members' diverse knowledge, ideas, and skills for innovative solutions. A software team's knowledge integration is affected by project characteristics, such as scale and interdependence, and the team's use of information technology (IT). We examine how contingencies embedded in these dimensions influence team's knowledge integration. We argue and show that IT-use plays either complementary or substitutive role in moderating the impacts of project scale and project interdependence on knowledge integration. [ABSTRACT FROM AUTHOR]

There is widespread agreement that student teachers need to construct an integrated knowledge base across multiple domains. This study examined the contributions of intraindividual factors of self-regulated learning to explaining student teachers' (a) integration of knowledge across topics and domains (i.e., integrative learning) and (b) disjointed processing of potentially domain-specific learning content (i.e., separative learning). The factors considered were study approaches; cognitive, metacognitive, and resource-related learning strategy use; epistemological and pedagogical beliefs; and career choice motivation. The study applied a cross-sectional survey design and examined separative and integrative learning in N = 103 student teachers by way of multiple regression analyses with backward eliminations. A key finding is that deep and strategic study approaches and certain cognitive learning strategies contributed significantly to explaining integrative learning in student teachers. Epistemological and pedagogical beliefs were not able to predict integrative learning. Regarding separative learning, the study identified the surface study approach, specific epistemological and pedagogical beliefs, and the "usefulness" motive for career choice as positive predictors and critical thinking as a negative predictor. The study demonstrates differences in how integrative and separative learning are shaped by distinct intraindividual factors. Implications are discussed with regard to student teachers' self-regulated learning and pre-service teacher education. [ABSTRACT FROM AUTHOR]

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