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This paper describes a Human-Centred Learning Analytics (HCLA) design approach for developing learning analytics (LA) dashboards for K-12 classrooms that maintain both contextual relevance and scalability—two goals that are often in competition. Using mixed methods, we collected observational and interview data from teacher partners and assessment data from their students' engagement with the lesson materials. This DBR-based, human-centred design process resulted in a dashboard that supported teachers in addressing their students' learning needs. To develop the dashboard features that could support teachers, we found that a design refinement process that drew on the insights of teachers with varying teaching experience, philosophies and teaching contexts strengthened the resulting outcome. The versatile nature of the approach, in terms of student learning outcomes, makes it useful for HCLA design efforts across diverse K-12 educational contexts. Practitioner notes What is already known about this topic Learning analytics that are aligned to both a learning theory and learning design support student learning. LA dashboards that support users to understand the associated learning analytics data provide actionable insight. Design-based research is a promising methodology for Human-Centred Learning Analytics design, particularly in the K-12 educational context. What this paper adds Leveraging a longstanding, yet fluid, research-practice partnership is an effective design-based research adaptation for addressing the high variation in instructional practices that characterize K-12 education. Using both quantitative and qualitative data that reflects students' developing knowledge effectively supports teachers' inquiry into student learning. Teachers' use of learning analytics dashboards is heavily influenced by their perspectives on teaching and learning. Implications for practice and/or policy Impact on student learning outcomes, alongside usability and feasibility, should be included as a necessary metric for the effectiveness of LA design. LA dashboard developers should both leverage learning data that reflect students' developing knowledge and position teachers to take responsive pedagogical action to support student learning. LA researchers and developers should utilize a long-term, yet fluid, research-practice partnership to form a multi-stakeholder, multidisciplinary design team for Human-Centred Learning Analytics design.

Despite recent studies of researchers' roles in sustainability science, understanding the factors that influence them is a complex challenge. To address this lack of knowledge, we conducted a self-reflexive analysis involving 11 researchers from Rennes, France, who self-reflected on 12 projects conducted in north-western France over the past 15 years. This study investigates the roles of researchers in sustainability science projects by clustering these projects based on their characteristics and by evaluating the roles researchers assumed within each cluster. Four clusters were identified, ranging from academic research with minimal stakeholder involvement to highly interdisciplinary and transdisciplinary projects with significant stakeholder engagement. Researchers adopted multiple and dynamic roles, influenced by project characteristics but not deterministically. The role of transdisciplinary dialogue facilitator was frequently filled by intermediaries rather than researchers, highlighting a skills gap or a misalignment with traditional metrics of research performance. Self-reflection was significant in managing complex interdisciplinary and transdisciplinary projects, especially in clusters dealing with real-world problems and stakeholder interactions. The methodology, based on qualitative interviews and project clustering, proved effective and suggests that future research should include broader data collection and explore individual factors about mindset and motivation which influence researchers' roles. These findings emphasise the need for better support and recognition of diverse roles in academic evaluation and suggest the potential benefits of specialised intermediaries in transdisciplinary research. [ABSTRACT FROM AUTHOR]

Students often struggle to apply their knowledge of bioscience to their care practice. Such knowledge is generally learned through remembering and understanding, but retention quickly fades. They also experience difficulty progressing to higher-order cognitive skills such as applying, analyzing, evaluating, and even creating, which are necessary to develop soft skills, such as critical thinking, in the care profession. In order to improve existing programs, there is a need to better understand students' prior learning experiences and processes. The proposed study will explore the previous learning experiences of nurses enrolled in a two-year nursing program at a Taiwan university and identify the challenges they face in integrating multidisciplinary knowledge and developing critical thinking competency. The study will adopt a constructivist grounded theory methodology to collect interview data. The findings are expected to improve higher cognitive learning performance and inform the revision of the two-year nursing curriculum. [ABSTRACT FROM AUTHOR]

Transdisciplinarity as a research approach goes beyond disciplines, also integrates knowledge, and aims to solve complex problems in and with society. In the pursuit to promote agricultural research for development, we discuss how a scientific community in the Colombian agricultural sector perceives the concept, importance, and use of transdisciplinary research. It is based on surveys organized in three lines: (1) culture toward practice transformation, (2) diverse and complex problems, and (3) integrating forms of knowledge, disciplines, and agents. These surveys were conducted with 200 researchers from 21 research centers from The Colombian Agricultural Research Corporation (AGROSAVIA) in Colombia. We identified a relative lack of knowledge of the concept; however, it is considered strategic for research processes in the territories. There is a need to change the process management and organization to ease and promote the integration of territorial agents and the collective construction of knowledge, delivering comprehensive solutions to the country's complex problems. [ABSTRACT FROM AUTHOR]

Drawing on the social capital theory, the research examines the impact of network size, network centrality, trust, and regulation on the knowledge integration and robustness of emergency medical logistics. Additionally, the research seeks to provide deeper insight into the link between the variables by studying how knowledge integration mediates the relationship between independent variables and the robustness of emergency medical logistics. The study utilized structural equation modeling to assess the underlying assumptions of the research model. A total of 465 valid questionnaires were collected from government departments, hospitals, social teams, and enterprises. The data processing and analysis were conducted using SPSS 23.0 and AMOS 24.0 software. The study's outcome indicated that network size and network centrality have indirect effects on the robustness of emergency medical logistics through the intermediate variable of knowledge integration, but neither has a direct effect. Moreover, knowledge integration has a significant positive impact on the robustness of emergency medical logistics. Both trust and regulation have positive effects on the robustness of emergency medical logistics, and they also have positive effects on the robustness of emergency medical logistics through knowledge integration. This study is the inaugural exploration of the correlation between knowledge integration and the robustness of emergency medical logistics. It adds to the literature by providing evidence that knowledge integration is an essential emergency organization's aide in promoting the robustness of emergency medical logistics. The findings of this study establish a strong theoretical foundation and practical significance for ensuring and improving the level of effectiveness in emergency medical logistics management. [ABSTRACT FROM AUTHOR]

Advances in graphing technologies and learning sciences pedagogy have the potential to equitably support students when exploring complex systems depicting dynamic relationships across multiple disciplinary topics in Science, Technology, Engineering, and Mathematics (STEM). We report on the cumulative impact of science units designed in a Research Practice Partnership (RPP) that leveraged Knowledge Integration (KI) pedagogy to support middle school students to generalize insights to new graph representations and science topics. Teachers across 11 schools incorporated the graph-science units into their curriculum plans. We analyzed ~ 8000 responses to validated and reliable graph-science KI assessment items administered before the first year and after one, two, or three years of instruction aligned with KI pedagogy. With random coefficient, multi-level, mixed-effect regression modeling, we analyzed performance after one-, two-, and three-years of graph-science KI instruction. We also analyzed the growth trajectories of subgroups, i.e., multilingual learners. Data suggest two years of graph-science KI instruction is needed to make significant impacts on student learning and ameliorated the disparity between students with different native language fluencies. These results illustrate the value of technology-enhanced, pedagogically aligned K-12 science instruction that is designed to support connecting diverse graph data and science knowledge comprehensively and cumulatively. [ABSTRACT FROM AUTHOR]

Prior research has indicated that knowledge integration is essential for succeeding with large-scale transformation (LST) projects. However, research has largely ignored the processual properties of knowledge integration. This article embarks on the notion of knowledge entrainment and demonstrates the criticality of the processual nature of knowledge integration. Through a comparative qualitative case study of two LST projects in the healthcare sector, two knowledge entrainment strategies were identified (the evidence-based strategy and the innovation-based strategy). Data analysis uncovered triggers, practices, and outcomes of the two knowledge entrainment strategies. Additionally, the central role of temporary project management offices (PMOs) for arranging knowledge entrainment within the LST projects is demonstrated. [ABSTRACT FROM AUTHOR]

The global knowledge asymmetries, dominated by academic centers in Western societies, have marginalized traditional non-Western knowledge. In line with the call for intellectual pluriversality, non-Western scholars in the humanities and social sciences (HSS) have witnessed a revitalization of traditional knowledge in research. Nonetheless, how they integrate their traditional knowledge into research lacks theoretical grounding and empirical substantiation. This study specifically examines the research agenda of contemporary Chinese HSS academics who are attempting to integrate traditional Chinese and modern Western knowledge. Through interviews, it seeks to understand their reasons, goals, principles, and strategies related to such knowledge integration. It first underscores the rationales stemming from global knowledge disparities and Chinese individuals’ limited exposure to their traditional knowledge. It then reveals guiding principles for understanding traditional Chinese knowledge. Last, it provides strategies for knowledge integration, including comparative analysis and the transformation of traditional Chinese knowledge into modern theories and methodologies. Such a research agenda transcends critical reflection on the hegemonic and inequitable global knowledge system, promoting tangible actions to facilitate HSS research in China and beyond. [ABSTRACT FROM AUTHOR]

Task conflict is prevalent among construction project parties, however, how task conflict affects construction project performance still lacks a comprehensive investigation. Against this background, this study adopts an uncertainty management perspective to conduct an integrative model including both positive and negative mediators as well as one moderator to investigate the link between task conflict and construction project performance. Using 206 samples from the Chinese construction industry, the proposed hypotheses are empirically examined. Results suggest that project commitment (effect size = -0.046) negatively mediates the link between task conflict and project performance, whereas knowledge integration (effect size = 0.053) has a positive mediating effect. What's more, task reflexivity is found to mitigate the negative effects of task conflict on both project commitment (coefficient of interaction item = 0.12) and knowledge integration (coefficient of interaction item = 0.08). It is also found that task reflexivity changes the direction and strength of the link from task conflict to project performance by both project commitment (from -0.155 to 0.069) and knowledge integration (from -0.049 to 0.052). These findings provide a holistic understanding of the relationship between task conflict and construction project performance, thus contributing to construction project management theoretically and practically. [ABSTRACT FROM AUTHOR]

Background: Student teachers can find it difficult to inform their classroom practice with knowledge gained from education theory and research. Working with Design and Technology teacher education students, the authors have developed a model to support integration of knowledge-based thinking in lesson design for classroom practice. Purpose: This study explores the use of the Adaptive Subject Pedagogy Model to scaffold knowledge integration across the elements of an undergraduate technology education programme. Sample: Twenty-four Design and Technology students from three year-groups took part in the study. Design and methods: The study used focus groups to explore student perceptions of using the model, and analysis of student assignments to explore evidence of knowledge integration. Focus group transcripts were analysed inductively using thematic network analysis. Assignments were analysed using a deductive coding framework. Results: Students who understood the model as supporting planning for teaching in a broad sense were more likely to find the model helpful than those who saw the model as a lesson planning tool. Students valued the research element of the model for informing practice. Assignments gave mixed evidence of knowledge integration: some assignments showed convincing evidence of this, while others evidenced more partial integration. Conclusion: The study indicates that the model can support evidential integration, but that this is a challenging area for student teachers. This may be due to the different forms of knowledge students encounter across the academic and practicum elements of the programme, and/or to programme design if the practicum is not integrated effectively with other programme elements. [ABSTRACT FROM AUTHOR]

In the fiercely competitive academic landscape, universities face the imperative to thrive through governmental support and cooperative models for talent development. This trilateral collaboration, involving government, enterprise, and educational institutions, synchronizes talent development with industry standards, resolves talent shortages, and fosters mutual benefits. Proactive collaboration with advanced enterprises is essential to stimulate students' proactiveness and elevate employment rates. The deepening collaboration among government, businesses, and educational institutions enhances employment opportunities for graduates. This study advocates for talent cultivation within government-business-educational institution cooperative universities, aligning with societal development needs. It offers valuable insights into academia-industry dynamics in the knowledge economy. Our research introduces cognitive graphs as a dynamic tool for knowledge comprehension and memorization, contributing significantly to the scholarly discourse. The cognitive graph-based approach introduces a structured framework for talent cultivation, enhancing students' learning experiences. Recommendations include raising stakeholder awareness and deeper integration of cognitive graphs into pedagogical strategies. This research enriches the existing literature and offers practical recommendations for universities and educational institutions. In the context of China's economic restructuring, the imperative lies in the cultivation of talent through a tripartite partnership. Cognitive graphs serve as invaluable tools, guiding students along the correct learning trajectory. The talent cultivation model of government-enterprise-school cooperative universities, integrating cognitive graphs, yields students with heightened learning abilities while maintaining a cost-effective structure. Theoretical implications highlight the importance of innovative teaching methodologies and personalized learning. The successful application of cognitive graphs as a knowledge integration tool underscores their value in enhancing students' ability to think systematically and creatively. The analysis of shortcomings in traditional cooperation models emphasizes the need for a comprehensive theoretical framework. Managerial implications stress the importance of adopting a cognitive graph-based approach in collaborative talent cultivation. Enterprises can benefit from actively participating in collaborative talent development. Enhancing cooperation awareness and commitment among stakeholders is crucial for creating a conducive environment for talent development. [ABSTRACT FROM AUTHOR]

Spatial prediction software is a valuable tool for predicting the spatial distribution of geographic variables and have a wide applicability with numerous non-expert users. However, as the input data to spatial prediction tasks gets more various in sources and larger in volume in the big data era, existing software are faced with challenges when processing such data on personal computers, which is one of the main platforms for running the software. This study uses the design and implementation of a similarity-based spatial prediction desktop software, the intelligent Soil Land Inference Model (iSoLIM), as an example to enable existing software to easily execute spatial prediction tasks with multi-source and large-volume data. The implemented similarity-based method was originally designed for digital soil mapping and has been applied to many other geographic variables. In the presented software, an expandable knowledge representation schema is adopted to intelligently manage multi-source knowledge data and enable knowledge integration; block division-based parallelization is adopted for intelligent computation arrangement on large-volume data. Experiments attest that, compared to existing software, iSoLIM can achieve higher accuracy from multi-source knowledge data by knowledge integration; and shows higher efficiency when processing data in large volume.

Abstract Students often struggle to apply their knowledge of bioscience to their care practice. Such knowledge is generally learned through remembering and understanding, but retention quickly fades. They also experience difficulty progressing to higher-order cognitive skills such as applying, analyzing, evaluating, and even creating, which are necessary to develop soft skills, such as critical thinking, in the care profession. In order to improve existing programs, there is a need to better understand students' prior learning experiences and processes. The proposed study will explore the previous learning experiences of nurses enrolled in a two-year nursing program at a Taiwan university and identify the challenges they face in integrating multidisciplinary knowledge and developing critical thinking competency. The study will adopt a constructivist grounded theory methodology to collect interview data. The findings are expected to improve higher cognitive learning performance and inform the revision of the two-year nursing curriculum.

Compared with traditional machining processes, additive manufacturing (AM) has received widespread attention in recent years because of its high degree of modeling freedom. However, due to the multiple manufacturing errors and complex physical state changes involved in the process, the geometric deviation on the AM part surface is a challenge for controlling product geometrical quality. To address this problem, data-driven machine learning (ML) techniques have been widely studied in product quality controlling. However, traditional ML greatly depends on the training sample data, and suffers the risk of violating physical mechanisms due to the lack of domain knowledge. In order to take the best advantage of domain knowledge, prior information and deep learning algorithm, this paper proposes a knowledge-integrated deep learning algorithm and constructs the geometric deviation prediction model of the AM part surface. After that, the method was verified with design of experiments. The results show that compared with the data-driven neural network (DDNN), the knowledge-integrated neural network (KINN) has fewer iterations during the training process, less sample data requirement and more accurate prediction results. [ABSTRACT FROM AUTHOR]

Purpose: Research on online user privacy shows that empirical evidence on how privacy literacy relates to users' information privacy empowerment is missing. To fill this gap, this paper investigated the respective influence of two primary dimensions of online privacy literacy – namely declarative and procedural knowledge – on online users' information privacy empowerment. Design/methodology/approach: An empirical analysis is conducted using a dataset collected in Europe. This survey was conducted in 2019 among 27,524 representative respondents of the European population. Findings: The main results show that users' procedural knowledge is positively linked to users' privacy empowerment. The relationship between users' declarative knowledge and users' privacy empowerment is partially supported. While greater awareness about firms and organizations practices in terms of data collections and further uses conditions was found to be significantly associated with increased users' privacy empowerment, unpredictably, results revealed that the awareness about the GDPR and user's privacy empowerment are negatively associated. The empirical findings reveal also that greater online privacy literacy is associated with heightened users' information privacy empowerment. Originality/value: While few advanced studies made systematic efforts to measure changes occurred on websites since the GDPR enforcement, it remains unclear, however, how individuals perceive, understand and apply the GDPR rights/guarantees and their likelihood to strengthen users' information privacy control. Therefore, this paper contributes empirically to understanding how online users' privacy literacy shaped by both users' declarative and procedural knowledge is likely to affect users' information privacy empowerment. The study empirically investigates the effectiveness of the GDPR in raising users' information privacy empowerment from user-based perspective. Results stress the importance of greater transparency of data tracking and processing decisions made by online businesses and services to strengthen users' control over information privacy. Study findings also put emphasis on the crucial need for more educational efforts to raise users' awareness about the GDPR rights/guarantees related to data protection. Empirical findings also show that users who are more likely to adopt self-protective approaches to reinforce personal data privacy are more likely to perceive greater control over personal data. A broad implication of this finding for practitioners and E-businesses stresses the need for empowering users with adequate privacy protection tools to ensure more confidential transactions. [ABSTRACT FROM AUTHOR]

Diverse knowledge insights are essential to inform action on bringing about transformations in how societies live with changing Earth, ocean and coastal systems. However, knowledge forms typically used in governance systems are stubbornly limited. This paper analyses the extent to which an expanding ontology of the concept of 'infrastructure' can contribute to building more integrated knowledge for governance in ocean and coastal contexts. This paper asks: What can creative and critical engagement with infrastructure thinking offer to efforts to bring together diverse forms of knowledge and to develop more effective and ethical governance in changing coastal contexts? Employing a qualitative assessment of how the concept of infrastructure is defined in multiple disciplines and contexts, the paper identifies three heuristic types of structures, things and processes that can collectively inform interdisciplinary dialogue and governance dialogue: (i) built/physical infrastructure, (ii) environmental infrastructure, and (iii) societal/cultural infrastructure. Drawing on insights from critical infrastructure studies and more-than-human perspectives, the paper then identifies ontological and methodological challenges of integration, values, and power/agency for those who engage a multi-faceted conception of infrastructure to frame analysis and action. Bringing these insights together, the paper argues that infrastructure thinking provides a means to facilitate interdisciplinary dialogue, and a useful lens with which to analytically integrate diverse forms of knowledge about/in ocean and coastal contexts. However, cautious and critical perspectives are needed to support efforts in (re)thinking and integrating for collective action and governance. [ABSTRACT FROM AUTHOR]

Das Potenzial einer organisationalen Ambidextrie für die Bewältigung der digitalen Transformation bleibt in Gesundheitsorganisationen bisher weitgehend unerschlossen. Insbesondere die beidhändige Führung als die Fähigkeit von Führungskräften, sich flexibel auf Veränderungen einzustellen und die Kompetenzen der Mitarbeitenden auf verschiedenen Dimensionen immer wie der neu zu konfigurieren, um neues Wissen zu schaffen und neues Wissen in die Routine zu integrieren, wird in Gesundheitsorganisationen nicht genutzt. Ein dynamisches Ausbalancieren der gegensätzlichen Aktivitätsmuster einer beidhändigen Führung auf der Basis von Evidenzen unterschiedlicher Quellen stellt die Basis für die Gestaltung hochwertiger, innovativer Gesundheitsleistungen dar. In diesem Beitrag wird die Anwendung von in anderen Branchen bereits bewährten Ansätzen auf Gesundheitsleistungen und ihr potenzieller Beitrag für die Wissensgenerierung und für die Wissensintegration untersucht.

Multiple document comprehension and knowledge integration across domains are particularly important for pre-service teachers, as integrated professional knowledge forms the basis for teaching expertise and competence. This study examines the effects of instructional prompts and relevance prompts embedded in pre-service teachers' learning processes on the quality their knowledge integration in multiple document comprehension across domains. 109 pre-service teachers participated in an experimental study. They read four texts on "competencies" from different knowledge domains and wrote a text on a given scenario. Experimental group 1 was aided with instructional and relevance prompts, while experimental group 2 received only relevance prompts. The control group received no prompting. Perceived relevance of knowledge integration was assessed in a pre-post-test. Pre-service teachers' separative and integrative learning, epistemological beliefs, metacognition, study-specific self-concept, and post-experimental motivation were assessed as control variables. Participants' texts were analyzed concerning knowledge integration by raters and with computer linguistic measures. A key finding is that combined complex prompting enhances pre-service teachers perceived relevance of knowledge integration. This study found effects of prompting types on the pre-service teachers' semantic knowledge structures. Implications for transfer are discussed. [ABSTRACT FROM AUTHOR]

To stay competitive in today's environment, characterized by changing customer requirements, digitalization, new technologies, etc., companies must deliver fast and continuous innovation. Manufacturing companies have therefore started to launch large-scale agile transformation initiatives. A specificity of manufacturing companies is their need for deeply specialized organizational units. Knowledge boundaries resulting from knowledge specialization tend to impact transformation initiatives. Therefore, this work examines the implications of knowledge boundaries between organizational units for a large-scale agile transformation initiative of a manufacturing company. The findings show that these knowledge boundaries imply a need for knowledge integration based on flexibility and dynamism as key aspects. A conceptual model that illustrates these aspects during the initial phase of implementation of these transformation initiatives is presented. [ABSTRACT FROM AUTHOR]

Legible language models, or LLMs, are poised to enable a broad range of new programming, feedback, scripting, and automated testing systems. However, recent accuracy and precision critiques highlight several near-term limitations of generative AI frameworks. To build a first-generation production version of retrieval-augmented generation systems that enhance information access through writing, we expected improvements to robustness, accuracy, and the overall performance of today's best LLMs, and rapid deployment of API integrations, interfaces, and workflows. As major data centers pushed hardware and infrastructure clouds started software scaling races, details of many ways to achieve improved near-term capabilities appeared, including ultra-large language models with probabilistic reasoning and factored representations, being introduced at this workshop. These emerging extensions form the basis for RAG system improvements. Ongoing research and development in other areas covers the hardware, software, and neural model design and training needs of programs, which will soon incorporate features into hybrid cloud production AI systems. [ABSTRACT FROM AUTHOR]

This study was conducted to investigate the elements of teaching related to connectedness that improve the quality of teaching and enhance students learning outcomes in the subject of Biology at secondary level. The objectives of study were: (i) to investigate the element of teaching related to background knowledge in teaching biology, (ii) to find out the elements of teaching related to knowledge integration in teaching biology, (iii) to examine the element of world beyond classroom in teaching biology, (iv) to explore teaching element of students representative participation for teaching biology and (v) to find out teaching element of narrative for teaching Biology. In the study the elements of teaching quality were selected from literature to investigate the issue of improvement of quality teaching and enhance students learning outcomes. There were four participant teachers selected through purposive sampling technique from three secondary schools of district Rawalpindi. The qualitative method was used in the study. Classroom observations and in-depth interviews were used as a data collection tools. For analyzing the data thematic analysis was used. Conclusion and recommendations were drawn on the basis of common points and theme. The research was beneficial for Biology teachers to improve the quality of teaching for motivating students learning. It was observed that teacher B,C&D connected the lesson with the world beyond the classroom and they were very friendly with academically weak students infrequently. About the background knowledge teacher A&D said it gave deep understanding about history of the topic while teacher C considered it helpful for integration of students' knowledge with current understanding. All the teacher perceived that academically weak students participated in classroom decoration, in sports and in gaming activities. It is recommended that teacher should relate the subject of Biology with the world beyond classrooms. Teachers may give extra time to academically weak students. Teacher should use diagrams, models and real plants during their teaching. [ABSTRACT FROM AUTHOR]

Drawing on an exhaustive analysis of 112 scholarly articles dedicated to the field of Knowledge Management in Family Businesses (KMFB), this study systematically examines the prevailing research frontiers, investigates the intricate dynamics of knowledge management processes, explores the multifaceted outcomes within family business contexts, and provides an array of theoretical perspectives to underpin the empirical investigations. A pivotal focal point that emerges from this comprehensive investigation is the significance of the succession process, which serves as a pivotal link between knowledge processes and the effectiveness in harnessing innovation, entrepreneurial orientation, sustainability, and internationalization outcomes. Notably, a discernible pattern surfaces from the analysis, with a substantial proportion of the KMFB literature grounded in three prominent theoretical lenses: the knowledge-based view, resource-based view, and dynamic capabilities. These theoretical frameworks provide robust foundations for explicating the underlying mechanisms and dynamics that drive knowledge management and its impact on family business performance. Furthermore, this systematic literature review uncovers a rich landscape of opportunities for future research endeavors. It illuminates potential avenues for novel research designs, innovative investigations into knowledge processes, exploration of diverse outcomes, and the application of alternative theoretical perspectives within KMFB research. These prospects hold immense promise in advancing scholarly knowledge, refining existing theories, and providing fresh insights into the intricate interplay between knowledge management and family business performance. Plain language summary: Drawing on an exhaustive analysis of 112 scholarly articles dedicated to the field of Knowledge Management in Family Businesses (KMFB), this study systematically examines the prevailing research frontiers, investigates the intricate dynamics of knowledge management processes, explores the multifaceted outcomes within family business contexts, and provides an array of theoretical perspectives to underpin the empirical investigations. Despite its relatively modest representation and dispersion across disciplinary boundaries, KMFB research has made commendable advancements, attaining notable recognition in academia and engendering fertile prospects for future inquiry. A pivotal focal point that emerges from this comprehensive investigation is the significance of the succession process, which serves as a pivotal link between knowledge processes and the effectiveness in harnessing innovation, entrepreneurial orientation, sustainability, and internationalization outcomes. This critical junction underscores the importance of understanding how knowledge flows and is managed within family business settings, thereby shaping these enterprises' trajectory and ultimate success. Notably, a discernible pattern surfaces from the analysis, with a substantial proportion of the KMFB literature grounded in three prominent theoretical lenses: the knowledge-based view, resource-based view, and dynamic capabilities. These theoretical frameworks provide robust foundations for explicating the underlying mechanisms and dynamics that drive knowledge management and its impact on family business performance. Furthermore, this systematic literature review uncovers a rich landscape of opportunities for future research endeavours. It illuminates potential avenues for novel research designs, innovative investigations into knowledge processes, exploration of diverse outcomes, and the application of alternative theoretical perspectives within KMFB research. These prospects hold immense promise in advancing scholarly knowledge, refining existing theories, and providing fresh insights into the intricate interplay between knowledge management and family business performance. [ABSTRACT FROM AUTHOR]

Anthropologists of the ontological turn claim that certain entities, processes, and relations are in principle inaccessible to outsiders of specific communities. Philosophers of ethnobiology see a challenge to the integration of scientific and ethnoscientific knowledge of nature in this claim. They propose to negotiate integration within a framework of overlapping ontologies. I explicate the methodology of the ontological turn and claim that it offers a better understanding of knowledge integration than does the philosophers' framework. Based on two case studies, I argue for a revised notion of knowledge integration that takes scientific change and mutual influence between communities into account. [ABSTRACT FROM AUTHOR]

The integration of quantitative and qualitative knowledge from parasitologists plays a pivotal role in refining the performance of deep learning (DL) models. Knowledge-integrated DL models can be trained using different learning strategies that make use of labeled and unlabeled data, such as supervised learning, semi-supervised learning, and self-supervised learning. When choosing a backbone network – such as recurrent neural networks (RNNs), convolutional neural networks (CNNs), transformers, or graph neural networks (GNNs) – for parasitology research, it is essential to consider their advantages, disadvantages, and data characteristics. DL-based microscopy image analysis has been successfully applied in parasitology, including high-throughput parasite detection, quantitative analysis of host–pathogen interactions, and aberrated images correction. Microscopy image analysis plays a pivotal role in parasitology research. Deep learning (DL), a subset of artificial intelligence (AI), has garnered significant attention. However, traditional DL-based methods for general purposes are data-driven, often lacking explainability due to their black-box nature and sparse instructional resources. To address these challenges, this article presents a comprehensive review of recent advancements in knowledge-integrated DL models tailored for microscopy image analysis in parasitology. The massive amounts of human expert knowledge from parasitologists can enhance the accuracy and explainability of AI-driven decisions. It is expected that the adoption of knowledge-integrated DL models will open up a wide range of applications in the field of parasitology. [ABSTRACT FROM AUTHOR]

The multidisciplinary fields of public administration (PA), public policy sciences (PP), and nonprofit studies (Nonprofit) contribute in different ways to interdisciplinary knowledge integration in public affairs. At the field and topic level, we examine the variety and coherence of the disciplinary knowledge that each field draws upon when conducting research. Our analyses focus on citations from articles published between 2009–2020 in PA, PP, and Nonprofit journals indexed in Web of Science (n = 991,627). The contributions of each field are shaped by their distinct disciplinary origins. PA is more insular than PP and Nonprofit, in part due to its need to adopt new paradigms because of rapid, substantial shifts in public administration practice. Although Nonprofit achieves relatively more interdisciplinary knowledge integration, public affairs is heavily influenced by knowledge integration in PP. We identify variation in interdisciplinary knowledge integration across research topics and discuss possible explanations for the observed patterns. [ABSTRACT FROM AUTHOR]

The knowledge integration (KI) approach has been widely studied and recommended for improving the learning and teaching of science subjects (biology, physics, etc.). If the cognitive processes of learning, however, do not vary across domains, then what is helpful for science should also be helpful for dance. Choosing the teaching and learning of an improvisational and creative dance as a case on the far opposite end from the usual seated and normative science curriculum, one randomized-controlled trial and one before-after intervention trial were conducted to test if a KI curriculum is more effective than a common curriculum. Both trials found the KI approach significantly more effective in improving the performance of young dancers. As found, KI can be effectively applied to the curriculum design of breakdance, thus providing evidence to support the universality of this approach. It is implied that KI can, ergo, benefit learners of more subjects, including the artful ones, and need not be siloed as relevant only for science education. [ABSTRACT FROM AUTHOR]

Scientific policy advice in the face of complex real-world problems requires a maximally pluralistic knowledge base. However, integrating different types of knowledge from a variety of sources raises a series of highly challenging epistemic as well as practical problems. We propose an integrated model of pluralistic policy advice emphasizing the appropriate constitution and structure of pluralistic expert panels. Furthermore, we suggest that normative assumptions underlying expert advice should be made explicit to policymakers. The goal should not be to avoid normative biases, but rather to create transparency with respect to the unavoidable value judgements that influence the epistemic preferences of experts and to provide policymakers with evidence-based scenarios that range over a variety of value preferences. [ABSTRACT FROM AUTHOR]

In the era of big data, the fragmentation of knowledge poses significant challenges to learners, especially college students, who often struggle to integrate disparate pieces of information into a coherent knowledge system. To address this issue, this paper introduces a novel Basic-Element Learning Method (BELM), which is deeply rooted in the theoretical framework of Extenics, to address the integration of fragmented knowledge. The BELM utilizes basic-element models to represent knowledge, and through the application of extensible analysis and conjugate analysis, it effectively integrates fragmented knowledge. The basic-element learning method represents knowledge using basic-element models and then employs extensible analysis and conjugate analysis to achieve knowledge integration. This study applies the basic-element learning method to the knowledge learned by college students and demonstrates its effectiveness. Experimental results demonstrate the efficacy of the BELM in improving students' ability to synthesize information and build robust knowledge frameworks. This study not only contributes to the field of educational technology but also provides valuable insights for educators and learners alike in the face of the ever-increasing complexity of knowledge in the modern world. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine the impact of the knowledge fermentation field on the knowledge integration performance of marketing-oriented SMEs. This research will help develop more useful market policies for company management. Design/Methodology/Approach: This research focuses on marketing-oriented SMEs, conducting a survey among 700 employees from 421 such enterprises. The collected data were analyzed to understand the influence of the knowledge fermentation field on the knowledge integration performance of these enterprises. Findings: Knowledge management plays a crucial role in marketing-oriented SMEs especially in terms of knowledge integration. Effective knowledge management strategies significantly enhance the market adaptability and innovation capabilities of these enterprises. Conclusion: The knowledge fermentation field in marketing-oriented SMEs positively impacts the enterprise's knowledge integration performance. The relationship between the field of knowledge fermentation and the performance of knowledge integration in marketing-oriented SMEs is moderated by the knowledge spiral fermentation system. Research Limitations and Implications: The study primarily targets marketing-oriented SMEs in a specific region and may not be entirely applicable to other regions or different types of enterprises. The influence of temporal variations on business knowledge integration performance may not have been properly taken into account during data collection. Practical Implications: This study provides businesses with an effective tool for developing and comprehending knowledge creation and innovation in the spiral fermentation system model of the knowledge ecosystem in small and medium-sized marketing companies. It fosters a healthier development path for the knowledge ecosystem in these enterprises. Contribution to the Literature: This study proposes a new theoretical framework in the field of knowledge management for marketing-oriented SMEs. It offers new perspectives and theoretical support for understanding and enhancing knowledge management practices in SMEs by integrating the concepts of the knowledge ecosystem and knowledge integration performance. [ABSTRACT FROM AUTHOR]

Purpose: Taking a co-creation perspective and integrating knowledge-based and resource-based perspectives, the authors examine the role of customer participation in organizational performance and project success. The authors also investigate the mediating role of knowledge integration and the moderating role of requirement risk for these relationships in uncertain contexts. Design/methodology/approach: The authors undertook two studies. The first study was carried out in 2018 in which the authors drew on survey data from 150 information technology (IT) sector employees and examined the mediating role of knowledge integration in the relationship of customer participation with organizational performance and project success. In the second study undertaken in 2020, the authors drew on data from 92 IT and telecom sector employees and examined the moderating role of requirement risk in the relationship between customer participation and knowledge integration. Study 2 was conducted during the COVID-19 pandemic when employees were largely working from home and were more sensitive to risks and uncertainty about the scope and system requirements. Both studies were survey-based, and analysis was carried out using structural equation modeling. Findings: The authors' two-study examination indicated that knowledge integration positively mediates the relationship of customer participation with organizational performance and project success during the co-creation process. Furthermore, the authors demonstrate that when requirement risks are high, customer participation relationship with knowledge integration is weaker. Originality/value: The authors show that integrating customer knowledge is critical to project success and organizational performance. By identifying risk uncertainties and environmental contingencies, the authors highlight the constraints of customer participation for knowledge integration, organizational performance and project success. The authors provide some key study findings based on survey data obtained from project teams during two periods (normal and pandemic). [ABSTRACT FROM AUTHOR]

The processes used by social workers to collect, interpret and use stakeholder information in child protection cases are an unexplored but essential part of the decision-making process. This study focuses on social workers' efforts to integrate the knowledge of other professionals. This article draws on a framework for managing knowledge across organisational boundaries and a process-oriented conceptualisation of knowledge integration. The analysis of ten interviews with social workers shows that the process of knowledge integration affects the basis of social workers' decision making. We argue that knowledge possessed by other professionals is often viewed as easily transferrable and correctly received, when in fact this knowledge is often complex and subjective and requires extra effort to obtain, understand and integrate into case-specific situations. This implies a need to recognise information processing as an influencing factor in decision making within child protection that pertains to both practice and research. [ABSTRACT FROM AUTHOR]

Against the backcloth of particularly fast environmental change in the Arctic, this study juxtaposes local perceptions of environmental change in two communities in the boreal zone of Northern Europe with scientific data. The local knowledge was gathered through an online participatory mapping survey among the two communities and scientific evidence was gathered from various peer-reviewed and official monitoring sources. Local knowledge of environmental change in Savukoski (Finland) resembles that in Jokkmokk (Sweden). Most perceived changes are in line with scientific studies, public discourse, and local concerns in the Arctic. What differs, however, is the degree of correspondence between local and scientific knowledge on certain phenomena: some dynamics are well documented in both local and scientific observations whereas other dynamics require more nuanced scientific research, particularly considering their relevance for local livelihoods. Among these are: berry yields, the abundance of mosquitoes and other Nematocera, peatland thaw and frost, and changes in river and lake ice conditions. It is noteworthy that in both Savukoski and Jokkmokk, for many people the most impactful changes are caused by resource extraction rather than climate change. Local concerns and perceptions of environmental change are not all shared nor easily translate into adaptation strategies, but nonetheless they have clear policy implications. [ABSTRACT FROM AUTHOR]

In this paper, we discuss technologies and approaches based on Knowledge Graphs (KGs) that enable the management of inline human interventions in AI-assisted manufacturing processes in Industry 5.0 under potentially changing conditions in order to maintain or improve the overall system performance. Whereas KG-based systems are commonly based on a static view with their structure fixed at design time, we argue that the dynamic challenge of inline Human-AI (H-AI) collaboration in industrial settings calls for a late shaping design principle. In contrast to early shaping, which determines the system's behavior at design time in a fine granular manner, late shaping is a coarse-to-fine approach that leaves more space for fine-tuning, adaptation and integration of human intelligence at runtime. In this context we discuss approaches and lessons learned from the European manufacturing project Teaming.AI, https://www.teamingai-project.eu/, addressing general challenges like the modeling of domain expertise with particular focus on vertical knowledge integration, as well as challenges linked to an industrial KG of choice, such as its dynamic population and the late shaping of KG embeddings as the foundation of relational machine learning models which have emerged as an effective tool for exploiting graph-structured data to infer new insights.

There are increasing calls to incorporate indigenous knowledge (IK) into climate adaptation planning (CAP) and related projects. However, given unique attributes of IK and the positionality of tribal communities to scientific research, several considerations are important to ensure CAP efforts with IK are ethical and effective. While such topics have been thoroughly explored conceptually, incorporation of IK into CAP is a nascent field only beginning to report findings and improve science production and delivery. Based on recent work with Ute Mountain Ute (UMU) resource managers and knowledge holders, we reflect on key considerations for incorporating IK into CAP: the importance of sustained and multi-level tribal engagement, operational approaches to IK incorporation, cross-cultural challenges with risk-based approaches, and how CAP can support existing tribal priorities. We hope exploring these considerations can help set appropriate expectations, promote ethical interactions, and increase the effectiveness of tribal CAP and related efforts.

Bibliographic and bibliometric analyses showed a serious growth in the number of investigations on bio-economics in 2016–2023. It was pointed out that for bio-economics development we need not only the generation of effective bio-technologies but also their translation – knowledge proliferation. Traditionally these functions are realized mainly through system of personnel training, which gives an opportunity to train highly-qualified workers capable of maintaining effectiveness of production forces at the advanced level. In view of this the present article compiled a sample of 36 Russian universities by ‘Bio-technology and bio-engineering’ and ‘Ecology’ ratings. In addition 10 more universities were included by ‘Economics’ rating. The entry of each university was fixed for subsequent visualization by cartography in order to find regions of prospective development of inter-disciplinary and convergent education programs. Later on a broader sample of leading home universities research was conducted on education programs aimed at training qualified personnel for developing ecologic bio-technologies based on new knowledge. Findings of the research demonstrate that Russia has got prospects for effective development of bioeconomics based on ecologic bio-technologies.

This research is motivated by the implementation of knowledge integration within the Islamic Religious Education Study Program at STAIN Sultan Abdurrahman, aiming to address the issue of dichotomy and the trend of knowledge development that leads to multi, inter, and transdisciplinary approaches. The research aims to analyze the implementation of knowledge integration in the Islamic Religious Education Study Program at STAIN Sultan Abdurrahman Kepulauan Riau. Employing a qualitative research design with an interpretative approach, the research subjects include the chairperson, secretary, and lecturers of the Islamic Religious Education Study Program at STAIN Sultan Abdurrahman Kepulauan Riau. Data collection is conducted through interviews, observations, and documentation. Data analysis is carried out descriptively with stages of condensation, display, conclusion drawing, and verification. The research findings reveal the following: Firstly, the rationale behind the implementation of knowledge integration is evident across multiple levels. At the paradigmatic level, this commitment is observed through the integration of knowledge via the program's vision, mission, and motto. The policy level is enacted through leadership regulations, while at the program level, implementation occurs solely through seminars hosted by STAIN Sultan Abdurrahman Kepulauan Riau. Notably, the Islamic Religious Education Study Program has not pursued comparable endeavors. Secondly, the implementation of knowledge integration is discerned through its practical implementation in education and teaching. However, a comprehensive analysis demonstrates that aspects of planning, execution, and learning assessment have yet to encompass the philosophical, material, methodological, and evaluative levels.

[Purpose/Significance] Interdisciplinary research has emerged as a key driver of knowledge innovation, its essence being integration of knowledge from different disciplines. A deep and nuanced understanding of the research content of interdisciplinary knowledge integration is essential to foster innovation beyond traditional academic boundaries. Most of the research reviews on interdisciplinary research summarize theories, concepts and indicators from the macro level, while the content of interdisciplinary knowledge integration at the micro level is scattered, and lacks systematicity and logic. Therefore, this study attempts to classify and summarize the research methods, research content and research ideas involved in order to provide reference for scholars and researchers engaged in interdisciplinary knowledge integration. [Method/Process] Based on Web of Science (WOS) and China National Knowledge Infrastructure (CNKI) database as the primary data sources, we reviewed the relevant literature on interdisciplinary knowledge integration. By clarifying the intrinsic meaning of interdisciplinary knowledge integration, we have systematically reviewed and summarized the existing research findings from three aspects. First, research on the degree of knowledge integration mainly involves measurement methods. Second, research on the content of knowledge integration is based on citations and keywords. Third, research on the process of knowledge integration involves its integration path and process, and the characteristics of the integration stage. On this basis, this paper also summarizes the limitations and challenges of existing research, and provides research perspectives for subsequent research on interdisciplinary knowledge integration. [Results/Conclusions] The existing results have extensively explored the definition, measurement method, content, and process of interdisciplinary knowledge integration, but there are problems such as limited applicability of knowledge integration measurement methods, insufficient semantic disclosure, and the lack of systematic research on the degree of knowledge integration. Future research in this area should pay attention to the following three aspects. First, the applicability of methods for measuring interdisciplinary knowledge integration should be improved in order to better adapt to the development of interdisciplinary knowledge integration. Second, there is also a need to strengthen the study of knowledge integration from the perspective of knowledge increment, examining how new knowledge is created and how it contributes to the advancement of the area. In addition, efforts should be made to explore new theories and methods, grasp the development law of interdisciplinary knowledge integration, and expand the application scope and application value of interdisciplinary knowledge integration.

Peer ideas can be valuable contributions to scientific inquiry. Divergent peer ideas can enrich students' thinking and encourage curiosity. Meanwhile, similar peer ideas can promote convergent thinking that can reinforce understanding. However, students need guidance in critically evaluating peer ideas in relation to their own, and in recognizing the influence of peers’ ideas. Guided by the Knowledge Integration framework, we explore whether students’ perceptions of the impact of peers’ ideas align with the revisions made to their written explanations. In a technology-rich, classroom-based inquiry unit on cancer cell division, Grade 7 students (N = 144) investigated the effects of different cancer treatments on cell division, and developed explanations for a recommended treatment. We prompted one group of students to visit a class repository to seek peer ideas similar to their own, and another to seek ideas different from their own. Both groups then revised their recommendations. Based on analyses of students' reflections, initial and revised explanations, and pre and posttests, we found that students prompted to seek divergent ideas perceived peers’ ideas to be more impactful, even though both groups of students revised at the same rate and made similar pre to posttest gains. This study suggests a need to attend to students’ perceptions of the roles of their peers, particularly in environments designed to reflect authentic processes of the social construction of scientific knowledge.

In this study, we conducted an examination of knowledge integration concerning action information and assessed the impact of operational on this process. Additionally, we delved into the underlying mechanisms of how operational encoding influences the processing of knowledge integration of action information, utilizing the event-related potential technique. The results of our investigation revealed that operational encoding, encompassing the observed operational encoding and the imagined operational encoding, exhibited superior performance in the integration of action knowledge compared to verbal encoding. This distinction may be attributed to the greater efficiency of operant encoding in activating motor cortical areas, thereby inducing more robust brain activity. These findings suggest the potential advantages of operational encoding in facilitating the integration of knowledge related to movement information at both cognitive and neural levels, underscoring its significant role in the processing of such information. Future studies can further explore the applications of operational encoding in domains, such as motor learning, skill training, and rehabilitation therapy. Such investigations may offer novel insights into enhancing human behavior and motor control. [ABSTRACT FROM AUTHOR]

The concept of ecosystem services embodies an ideological framework, serves as a subject for fundamental research, provides methodological groundwork for applied projects, offers a practical approach to natural resource management, acts as a platform for international governmental and non-governmental collaboration, and serves as a means of knowledge production. The article presents the results of a systematic literature analysis focused on identifying key research trends in the field of ecosystem services that need further attention and development. It also highlights promising directions for transdisciplinary collaboration in the implementation and management of ecosystem services. Research methods involved iterative information retrieval, analysis of scientific papers, and review of contemporary methodological approaches. Based on the processed sources, seven comprehensive research directions of ecosystem services and twenty branches were identified. Ecosystem services are characterized as boundary objects. The main findings point to the need for integration of scientific disciplines, involvement of a wide range of stakeholders, and consolidation of development perspectives across various fields to achieve a compromise between ecosystem services utilization and conservation. The role of boundary organizations in achieving these goals is emphasized. An insufficient integration between social and ecological disciplines in Ukrainian science is identified along with probable reasons for this situation. The conclusions underscore the importance of a transdisciplinary approach to ecosystem services research. Future research prospects include expanding collaboration between researchers and practitioners, as well as refining methodological approaches for comprehensive ecosystem services study. [ABSTRACT FROM AUTHOR]