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collaboration and teamwork</title> <meta name="description" content="Search results for: collaboration and teamwork"> <meta name="keywords" content="collaboration and teamwork"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="collaboration and teamwork"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1321</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: collaboration and teamwork</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1321</span> Collaborative Team Work in Higher Education: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Swapna%20Bhargavi%20Gantasala">Swapna Bhargavi Gantasala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> If teamwork is the key to organizational learning, productivity, and growth, then, why do some teams succeed in achieving these, while others falter at different stages? Building teams in higher education institutions has been a challenge and an open-ended constructivist approach was considered on an experimental basis for this study to address this challenge. For this research, teams of students from the MBA program were chosen to study the effect of teamwork in learning, the motivation levels among student team members, and the effect of collaboration in achieving team goals. The teams were built on shared vision and goals, cohesion was ensured, positive induction in the form of faculty mentoring was provided for each participating team and the results have been presented with conclusions and suggestions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teamwork" title="teamwork">teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20and%20reinforcement" title=" motivation and reinforcement"> motivation and reinforcement</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a> </p> <a href="https://publications.waset.org/abstracts/12489/collaborative-team-work-in-higher-education-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">377</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1320</span> Nursing and Allied Health Perception of Desirable Junior Doctor Attributes for Effective Collaboration and Teamwork</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maneka%20Marianne%20Britto">Maneka Marianne Britto</a>, <a href="https://publications.waset.org/abstracts/search?q=Hansraj%20Riteesh%20Bookun"> Hansraj Riteesh Bookun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability of a junior doctor to deliver complex multi-disciplinary care to patients in a paradigm of respect and collaboration requires a multitude of interpersonal skills and competencies. A short survey was used to explore the perspective of allied health staff on the desirable attributes of a junior doctor which are conducive to good teamwork. 23 allied health professionals (14 nurses, 4 physiotherapists, 2 dietitians, 1 occupational therapist, 1 speech therapist and 1 audiologist) responded to this 17-item survey. There were 17 females. The mean age of the respondents was 34.9 ± 10.1 years. The salient findings of our survey are that 95% of our respondents rated friendliness and non-clinical small talk with average importance or greater. 45% of them viewed these 2 items as very important or absolutely essential. A single respondent viewed these 2 items with little importance. The other criteria which were rated with high levels of importance were the acknowledgment of allied health suggestions and good ward organizational skills. Training these collaborative skills is challenging, and an enhanced understanding of interprofessional perspectives will help a junior doctor to achieve better clinical outcomes. It is hoped that this paper will further stimulate discussion in this area and will encourage junior doctors to engage in non-clinical conversations with allied health staff in the spirit of promoting effective teamwork. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=allied%20health" title="allied health">allied health</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=doctor" title=" doctor"> doctor</a>, <a href="https://publications.waset.org/abstracts/search?q=medicine" title=" medicine"> medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=surgery" title=" surgery"> surgery</a> </p> <a href="https://publications.waset.org/abstracts/101323/nursing-and-allied-health-perception-of-desirable-junior-doctor-attributes-for-effective-collaboration-and-teamwork" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101323.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1319</span> An Intervention Method on Improving Teamwork Competence for Business Studies Undergraduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Franco">Silvia Franco</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcos%20Sarasola"> Marcos Sarasola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Faculty of Business Administration at the Catholic University of Uruguay is performing an important educational innovation, unique in the country. In preparing future professionals in companies, teamwork competence is very important. However, there is no often a systematic and specific training in the acquisition of this competence in undergraduate students. For this reason, we have designed and implemented an educational innovation through an intervention method to improve teamwork competence for undergraduate students of business studies. Students’ teams are integrated according to the complementary roles of Belbin; changes in teamwork competence during training period are measured with CCSAC tool; classroom methodology in the prio-border teamwork by Team-Based Learning. Methodology also integrates coaching and support team performance during the first two semesters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20students" title="business students">business students</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=competences" title=" competences"> competences</a> </p> <a href="https://publications.waset.org/abstracts/38668/an-intervention-method-on-improving-teamwork-competence-for-business-studies-undergraduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1318</span> The Effect of Nursing Teamwork Training on Nursing Teamwork Effectiveness </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manar%20Ahmed%20Elbadawy">Manar Ahmed Elbadawy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Empirical evidence suggested that improving nursing teamwork (NTW) may be the key to reducing medical error. The functioning nursing teams require open communication, mutual respect, and shared mental models to activate quality patient care. The complexity and the high demands for specialized nursing knowledge and skill also require nursing staff to consult with one another and work in teams regularly. The current study aimed to evaluate the effect of the nursing teamwork training program on nursing teamwork effectiveness. Design: A quasi-experimental (one group pretest-posttest) design was utilized. Three medical intensive care units at a teaching hospital affiliated to Cairo University Hospital, Egypt. Subjects: A convenient sample of 48 nursing staff worked at the selected units. The Nursing Teamwork Observational Checklist was used. Results: Total (NTW) mean scores exhibited quite elevation post-program implementation compared to preprogram and showed little decrease 3 months later ( = 2.52, SD = ± 0.27, mean % =51.98, = 2.72, SD = ± 0.20, mean %=72.45, = 2.67, SD = ± 0.11, mean %= 67.48 respectively). Conclusion: Implementation of (NTW) training program had a positive effect on increasing (NTW) effectiveness. Regular and frequent short-term teamwork training is important to be introduced as well as sustainable monitoring is required to ensure nursing attitudes, knowledge and skills’ change about teamwork effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title="effectiveness">effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/120436/the-effect-of-nursing-teamwork-training-on-nursing-teamwork-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120436.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1317</span> Assessing the Impact of High Fidelity Human Patient Simulation on Teamwork among Nursing, Medicine and Pharmacy Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20MacDonald">S. MacDonald</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Manuel"> A. Manuel</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Law"> R. Law</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Bandruak"> N. Bandruak</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Dubrowski"> A. Dubrowski</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Curran"> V. Curran</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Smith-Young"> J. Smith-Young</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Simmons"> K. Simmons</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Warren"> A. Warren</a> </p> <p class="card-text"><strong>Abstract:</strong></p> High fidelity human patient simulation has been used for many years by health sciences education programs to foster critical thinking, engage learners, improve confidence, improve communication, and enhance psychomotor skills. Unfortunately, there is a paucity of research on the use of high fidelity human patient simulation to foster teamwork among nursing, medicine and pharmacy undergraduate students. This study compared the impact of high fidelity and low fidelity simulation education on teamwork among nursing, medicine and pharmacy students. For the purpose of this study, two innovative teaching scenarios were developed based on the care of an adult patient experiencing acute anaphylaxis: one high fidelity using a human patient simulator and one low fidelity using case based discussions. A within subjects, pretest-posttest, repeated measures design was used with two-treatment levels and random assignment of individual subjects to teams of two or more professions. A convenience sample of twenty-four (n=24) undergraduate students participated, including: nursing (n=11), medicine (<em>n</em>=9), and pharmacy (<em>n</em>=4). The Interprofessional Teamwork Questionnaire was used to assess for changes in students’ perception of their functionality within the team, importance of interprofessional collaboration, comprehension of roles, and confidence in communication and collaboration. Student satisfaction was also assessed. Students reported significant improvements in their understanding of the importance of interprofessional teamwork and of the roles of nursing and medicine on the team after participation in both the high fidelity and the low fidelity simulation. However, only participants in the high fidelity simulation reported a significant improvement in their ability to function effectively as a member of the team. All students reported that both simulations were a meaningful learning experience and all students would recommend both experiences to other students. These findings suggest there is merit in both high fidelity and low fidelity simulation as a teaching and learning approach to foster teamwork among undergraduate nursing, medicine and pharmacy students. However, participation in high fidelity simulation may provide a more realistic opportunity to practice and function as an effective member of the interprofessional health care team. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acute%20anaphylaxis" title="acute anaphylaxis">acute anaphylaxis</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20fidelity%20human%20patient%20simulation" title=" high fidelity human patient simulation"> high fidelity human patient simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20fidelity%20simulation" title=" low fidelity simulation"> low fidelity simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=interprofessional%20education" title=" interprofessional education"> interprofessional education</a> </p> <a href="https://publications.waset.org/abstracts/83002/assessing-the-impact-of-high-fidelity-human-patient-simulation-on-teamwork-among-nursing-medicine-and-pharmacy-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83002.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1316</span> Analysing a Practical Teamwork Assessment for Distance Education Students at an Australian University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Celeste%20Lawson">Celeste Lawson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning to embrace and value teamwork assessment at a university level is critical for students, as graduates enter a real-world working environment where teamwork is likely to occur virtually. Student disdain for teamwork exercises is an area often overlooked or disregarded by academics. This research explored the implementation of an online teamwork assessment approach at a regional Australian university with a significant cohort of Distance Education students. Students had disliked teamwork for three reasons: it was not relevant to their study, the grading was unfair amongst team members, and managing the task was challenging in a virtual environment. Teamwork assessment was modified so that the task was an authentic task that could occur in real-world practice; team selection was based on the task topic rather than randomly; grading was based on the individual’s contribution to the task, and students were provided virtual team management skills as part of a the assessment. In this way, management of the team became an output of the task itself. Data was gathered over three years from student satisfaction surveys, failure rates, attrition figures, and unsolicited student comments. In one unit where this approach was adopted (Advanced Public Relations), student satisfaction increased from 3.6 (out of 5) in 2012 to 4.6 in 2016, with positive comments made about the teamwork approach. The attrition rate for another unit (Public Relations and the Media) reduced from 20.7% in 2012 to 2.2% in 2015. In 2012, criticism of teamwork assessment made up 50% of negative student feedback in Public Relations and the Media. By 2015, following the successful implementation of the teamwork assessment approach, only 12.5% of negative comments on the student satisfaction survey were critical of teamwork, while 33% of positive comments related to a positive teamwork experience. In 2016, students explicitly nominated teamwork as the best part of this unit. The approach is transferable to other disciplines and was adopted by other academics within the institution with similar results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual" title=" virtual"> virtual</a> </p> <a href="https://publications.waset.org/abstracts/80957/analysing-a-practical-teamwork-assessment-for-distance-education-students-at-an-australian-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80957.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1315</span> Team Members' Perception of Team Leader's Effectiveness in Biotechnology Industry in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Keerthana%20Gonella">Keerthana Gonella</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamesh%20Apparaju"> Kamesh Apparaju</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teams are all pervasive and team leadership is a much discussed topic in managing projects that characterize the modern work environment. Biotechnology industry in India is an area of research interest for scholars on leadership, especially, team leadership. The present paper examines the perception of team members on the effectiveness of their team leaders in the biotechnology industry in India. This is an empirical study in which the data was collected by administering the closed-ended questionnaire to the respondents from across India. The effectiveness of the team leader is dependent upon his goal orientation that creates a collaborative climate. Leaders with technical know-how inspire teamwork with trust. They build confidence, mitigate the differences and expand team capabilities through teamwork. Effective leaders also create team identity making the most of the differences with a vision. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=team" title=" team"> team</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20capabilities" title=" team capabilities"> team capabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20leadership" title=" team leadership"> team leadership</a> </p> <a href="https://publications.waset.org/abstracts/61449/team-members-perception-of-team-leaders-effectiveness-in-biotechnology-industry-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1314</span> Developing Leadership and Teamwork Skills of Pre-Service Teachers through Learning Camp</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sirimanee%20Banjong">Sirimanee Banjong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to 1) develop pre-service teachers’ leadership skills through camp-based learning, and 2) develop pre-service teachers’ teamwork skills through camp-based learning. An applied research methodology was used. The target group was derived from a purposive selection. It involved 32 fourth-year students in Early Childhood Education Program enrolling in a course entitled Seminar in Early Childhood Education provided during the second semester of the academic year 2013. The treatment was camp-based learning activities which applied a PDCA process including four stages: 1) plan, 2) do, 3) check, and 4) act. Research instruments were a learning camp program, a camp-based learning management plan, a 5-level assessment form for leadership skills and a 5-level assessment form for assessing teamwork skills. Data were analyzed using descriptive statistics. Results were: 1) pre-service teachers’ leadership skills yielded the before treatment average score at ¯("x" )=3.4, S.D.= 0.62 and the after-treatment average score at ¯("x" ) 4.29, S.D.=0.66 pre-service teachers’ teamwork skills yielded the before-treatment average score at ¯("x" )=3.31, S.D.= 0.60 and the after-treatment average score at ¯("x" )=4.42, S.D.= 0.66. Both differences were statistically significant at the .05 level. Thus, the pre-service teachers’ leadership and teamwork skills were significantly improved through the camp-based learning approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20camp" title="learning camp">learning camp</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20skills" title=" leadership skills"> leadership skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork%20skills" title=" teamwork skills"> teamwork skills</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/12414/developing-leadership-and-teamwork-skills-of-pre-service-teachers-through-learning-camp" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12414.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1313</span> The Impact of Self-Viewing in Virtual Teamwork on Team Creativity: The Mediating Effect of Objective Self-Awareness and the Moderating Effect of Psychological Safety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xueyang%20Li">Xueyang Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This thesis investigates the impact of self-viewing on team creativity in virtual teamwork and examines the role of objective self-awareness and psychological safety in this context. The study uses a quantitative research approach and collects data from 304 participants working in virtual teams. We hypothesized that observing oneself in online meetings would lead to a heightened sense of objective self and thus lower team creativity and that psychological safety would moderate their relationship. We tested these hypotheses in a laboratory experiment manipulating whether participants were able to observe themselves during the completion of an online team creativity task and manipulating whether participants were subjected to a psychological safety intervention. The results indicate that self-observation has a negative effect on team creativity in virtual teamwork, while objective self-awareness mediates this relationship, and psychological safety plays a moderating role. We discuss several aspects of the theoretical explanation of the findings. This study contributes to the existing literature by highlighting the importance of self-observation in virtual teamwork and provides practical implications for managers and team leaders to promote creativity in virtual teams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=objective%20self-awareness" title="objective self-awareness">objective self-awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20safety" title=" psychological safety"> psychological safety</a>, <a href="https://publications.waset.org/abstracts/search?q=self-viewing" title=" self-viewing"> self-viewing</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20creativity" title=" team creativity"> team creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20teamwork" title=" virtual teamwork"> virtual teamwork</a> </p> <a href="https://publications.waset.org/abstracts/165182/the-impact-of-self-viewing-in-virtual-teamwork-on-team-creativity-the-mediating-effect-of-objective-self-awareness-and-the-moderating-effect-of-psychological-safety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165182.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1312</span> The Factors of Supply Chain Collaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghada%20Soltane">Ghada Soltane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study was to identify factors impacting supply chain collaboration. a quantitative study was carried out on a sample of 84 Tunisian industrial companies. To verify the research hypotheses and test the direct effect of these factors on supply chain collaboration a multiple regression method was used using SPSS 26 software. The results show that there are four factors direct effects that affect supply chain collaboration in a meaningful and positive way, including: trust, engagement, information sharing and information quality <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=supply%20chain%20collaboration" title="supply chain collaboration">supply chain collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=factors%20of%20collaboration" title=" factors of collaboration"> factors of collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=principal%20component%20analysis" title=" principal component analysis"> principal component analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20regression" title=" multiple regression"> multiple regression</a> </p> <a href="https://publications.waset.org/abstracts/185892/the-factors-of-supply-chain-collaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185892.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">49</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1311</span> Teamwork on Innovation in Young Enterprises: A Qualitative Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Polina%20Trusova">Polina Trusova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The majority of young enterprises is founded and run by teams and develops new, innovative products or services. While problems within the team are considered to be an important reason for the failure of young enterprises, effective teamwork on innovation may be a key success factor. It may require special teamwork design or members’ creativity not needed during work routine. However, little is known about how young enterprises develop innovative solutions in teams, what makes their teamwork special and what influences its effectivity. Extending this knowledge is essential for understanding the success and failure factors for young enterprises. Previous research focused on working on innovation or professional teams in general. Rare studies combining these issues usually concentrate on homogenous groups like IT expert teams in innovation projects of big, well-established firms. The transferability of those studies’ findings to the entrepreneurial context is doubtful because of several reasons why teamwork should differ significantly between big, well-established firms and young enterprises. First, teamwork is conducted by team members, e.g., employees. The personality of employees in young enterprises, in contrast to that of employees in established firms, has been shown to be more similar to the personality of entrepreneurs. As entrepreneurs were found to be more open to experience and show less risk aversion, it may have a positive impact on their teamwork. Persons open to novelty are more likely to develop or accept a creative solution, which is especially important for teamwork on innovation. Secondly, young enterprises are often characterized by a flat hierarchy, so in general, teamwork should be more participative there. It encourages each member (and not only the founder) to produce and discuss innovative ideas, increasing their variety and enabling the team to select the best idea from the larger idea pool. Thirdly, teams in young enterprises are often multidisciplinary. It has some advantages but also increases the risk of internal conflicts making teamwork less effective. Despite the key role of teamwork on innovation and presented barriers for transferring existing evidence to the context of young enterprises, only a few researchers have addressed this issue. In order to close the existing research gap, to explore and understand how innovations are developed in teams of young enterprises and which factors influencing teamwork may be especially relevant for such teams, a qualitative study has been developed. The study consisting of 20 half-structured interviews with (co-)founders of young innovative enterprises in the UK and USA started in September 2017. The interview guide comprises but is not limited to teamwork dimensions discussed in literature like members’ skill or authority differentiation. Data will be evaluated following the rules of qualitative content analysis. First results indicate some factors which may be relevant especially for teamwork in young innovative enterprises. They will enrich the scientific discussion and provide the evidence needed to test a possible causality between identified factors and teamwork effectivity in future research on young innovative enterprises. Results and their discussion can be presented at the conference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation" title="innovation">innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20study" title=" qualitative study"> qualitative study</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20enterprises" title=" young enterprises"> young enterprises</a> </p> <a href="https://publications.waset.org/abstracts/84710/teamwork-on-innovation-in-young-enterprises-a-qualitative-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84710.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1310</span> Analysing Perceptions of Online Games-Based Learning: Case Study of the University of Northampton</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alison%20Power">Alison Power</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Games-based learning aims to enhance students’ engagement with and enjoyment of learning opportunities using games-related principles to create a fun yet productive learning environment. Motivating students to learn in an online setting can be particularly challenging, so a cross-Faculty synchronous online session provided students with the opportunity to engage with ‘GAMING’: an interactive, flexible and scalable e-resource for students to work synchronously in groups to complete a series of e-tivities designed to enhance their skills of leadership, collaboration and negotiation. Findings from a post-session online survey found the majority of students had a positive learning experience, finding 'GAMING' to be an innovative and engaging e-resource which motivated their group to learn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=games-based%20learning" title=" games-based learning"> games-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=groupwork" title=" groupwork"> groupwork</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20online%20learning" title=" synchronous online learning"> synchronous online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a> </p> <a href="https://publications.waset.org/abstracts/147378/analysing-perceptions-of-online-games-based-learning-case-study-of-the-university-of-northampton" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1309</span> Evaluating the Impact of Cloud Computing on Collaboration Service in Knowledge Management Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Reza%20Nikkhah">Hamid Reza Nikkhah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abbas%20Toloei%20Eshlaghi"> Abbas Toloei Eshlaghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Ali%20Momeni"> Hossein Ali Momeni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most important services of Knowledge Management Systems (KMS) is collaboration service which plays a decisive role in organization efficiency. Cloud computing as one of the latest IT technologies has brought a new paradigm in delivering services and communications. In this research, we evaluate the impact of cloud computing on the collaboration service of KMS and for doing so, four variables of cloud computing and three variables of the collaboration service were detected to be assessed.It was found that cloud computing has a far-fetching direct impact on the collaboration service. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title="cloud computing">cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration%20service" title=" collaboration service"> collaboration service</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20systems" title=" knowledge management systems"> knowledge management systems</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a> </p> <a href="https://publications.waset.org/abstracts/26641/evaluating-the-impact-of-cloud-computing-on-collaboration-service-in-knowledge-management-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26641.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">521</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1308</span> ASEAN Academics’ Perspective of Collaboration among ASEAN Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hazri%20Jamil">Hazri Jamil</a>, <a href="https://publications.waset.org/abstracts/search?q=Munir%20Shuib"> Munir Shuib</a>, <a href="https://publications.waset.org/abstracts/search?q=Farhah%20Muhammad"> Farhah Muhammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In line with the 27th ASEAN (Association of Southeast Asian Nations) Summit 2015 principles in Kuala Lumpur on higher education, synergised collaboration is aimed to promote resilience and vibrancy between institutions and academia. Hence, this paper aims to discuss matters concerning collaboration among ASEAN Universities derived from the perspectives of academics from the universities in ASEAN countries. The data were collected from 234 respondents of nine universities in ASEAN using questionnaires and online survey analyzed using purposive sampling. The findings revealed that more than half of the respondents in this survey were optimistic that the ASEAN universities have a great potential in collaboration among academics in ASEAN countries. The findings also indicated that collaboration among ASEAN universities will have a positive impact on the ASEAN economy and society. Finally, to enhance collaboration among the universities in ASEAN, educational improvement and exchanges as well as environmental issues are among the noteworthy aspects which need to be taken into account. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academics" title="academics">academics</a>, <a href="https://publications.waset.org/abstracts/search?q=ASEAN" title=" ASEAN"> ASEAN</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/64206/asean-academics-perspective-of-collaboration-among-asean-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64206.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">301</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1307</span> Improving Research Collaborations in Medical Device Development in Korea from an SMEs’ Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoon%20Chung%20Kim">Yoon Chung Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this coming aging society, medical device industry is expected to become one of the major industries. Since developing medical devices usually requires technology convergence, research collaboration is important, especially for some small and medium enterprises (SMEs) that do not have enough R&D resources in each related field. Collaboration in medical device development has some unique properties. Since it requires convergence technology, collaboration with different fields, and different types of people are often required. Since it requires clinical test, the development process usually takes longer and collaboration with hospitals is also required. However, despite these importance and uniqueness, collaboration in medical device development has not yet been widely studied. Thus, our research focuses on investigating collaborations in medical device development. For our research, we conducted surveys and interviews, especially with SMEs’ perspective in Korea. The result and discussion will be presented with a major impact factors for collaboration result, as well as future strategies that will improve and strengthen collaboration process in medical devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20device" title="medical device">medical device</a>, <a href="https://publications.waset.org/abstracts/search?q=SME" title=" SME"> SME</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20collaboration" title=" research collaboration"> research collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical" title=" clinical"> clinical</a> </p> <a href="https://publications.waset.org/abstracts/49482/improving-research-collaborations-in-medical-device-development-in-korea-from-an-smes-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49482.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1306</span> Identification of Coauthors in Scientific Database</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thiago%20M.%20R%20Dias">Thiago M. R Dias</a>, <a href="https://publications.waset.org/abstracts/search?q=Gray%20F.%20Moita"> Gray F. Moita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The analysis of scientific collaboration networks has contributed significantly to improving the understanding of how does the process of collaboration between researchers and also to understand how the evolution of scientific production of researchers or research groups occurs. However, the identification of collaborations in large scientific databases is not a trivial task given the high computational cost of the methods commonly used. This paper proposes a method for identifying collaboration in large data base of curriculum researchers. The proposed method has low computational cost with satisfactory results, proving to be an interesting alternative for the modeling and characterization of large scientific collaboration networks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extraction" title="extraction">extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20integration" title=" data integration"> data integration</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20retrieval" title=" information retrieval"> information retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20collaboration" title=" scientific collaboration"> scientific collaboration</a> </p> <a href="https://publications.waset.org/abstracts/5498/identification-of-coauthors-in-scientific-database" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5498.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1305</span> Generic Competences, the Great Forgotten: Teamwork in the Undergraduate Degree in Translation and Interpretation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa-Dolores%20Olvera-Lobo">María-Dolores Olvera-Lobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Bryan%20John%20Robinson"> Bryan John Robinson</a>, <a href="https://publications.waset.org/abstracts/search?q=Juncal%20Gutierrez-Artacho"> Juncal Gutierrez-Artacho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Graduates are equipped with a wide range of generic competencies which complement solid curricular competencies and facilitate their access to the labour market in diverse fields and careers. However, some generic competencies such as instrumental, personal and systemic competencies related to teamwork and interpersonal communication skills, decision-making and organization skills are seldom taught explicitly and even less often assessed. In this context, translator training has embraced a broad range of competencies specified in the undergraduate program currently taught at universities and opens up the learning experience to cover areas often ignored due to the difficulties inherent in both teaching and assessment. In practice, translator training combines two well-established approaches to teaching/learning: project-based learning and genuinely cooperative – or merely collaborative – learning. Our professional approach to translator training is a model focused on and adapted to the teleworking context of professional translation and presented through the medium of blended e-learning. Teamwork-related competencies are extremely relevant, and they require explicit and implicit teaching so that graduates can be confident about their capacity to make their way in professional contexts. In order to highlight the importance of teamwork and intra-team relationships beyond the classroom, we aim to raise awareness of teamwork processes so as to empower translation students in managing their interaction and ensure that they gain valuable pre-professional experience. With these objectives, at the University of Granada (Spain) we have developed a range of classroom activities and assessment tools. The results of their application are summarized in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teamwork" title=" collaborative teamwork"> collaborative teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-curricular%20competencies" title=" cross-curricular competencies"> cross-curricular competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=intra-team%20relationships" title=" intra-team relationships"> intra-team relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20perceptions" title=" students’ perceptions"> students’ perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=translator%20training" title=" translator training"> translator training</a> </p> <a href="https://publications.waset.org/abstracts/86755/generic-competences-the-great-forgotten-teamwork-in-the-undergraduate-degree-in-translation-and-interpretation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86755.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1304</span> An Exploration of the Emergency Staff’s Perceptions and Experiences of Teamwork and the Skills Required in the Emergency Department in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sami%20Alanazi">Sami Alanazi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teamwork practices have been recognized as a significant strategy to improve patient safety, quality of care, and staff and patient satisfaction in healthcare settings, particularly within the emergency department (ED). The EDs depend heavily on teams of interdisciplinary healthcare staff to carry out their operational goals and core business of providing care to the serious illness and injured. The ED is also recognized as a high-risk area in relation to service demand and the potential for human error. Few studies have considered the perceptions and experiences of the ED staff (physicians, nurses, allied health professionals, and administration staff) about the practice of teamwork, especially in Saudi Arabia (SA), and no studies have been conducted to explore the practices of teamwork in the EDs. Aim: To explore the practices of teamwork from the perspectives and experiences of staff (physicians, nurses, allied health professionals, and administration staff) when interacting with each other in the admission areas in the ED of a public hospital in the Northern Border region of SA. Method: A qualitative case study design was utilized, drawing on two methods for the data collection, comprising of semi-structured interviews (n=22) with physicians (6), nurses (10), allied health professionals (3), and administrative members (3) working in the ED of a hospital in the Northern Border region of SA. The second method is non-participant direct observation. All data were analyzed using thematic analysis. Findings: The main themes that emerged from the analysis were as follows: the meaningful of teamwork, reasons of teamwork, the ED environmental factors, the organizational factors, the value of communication, leadership, teamwork skills in the ED, team members' behaviors, multicultural teamwork, and patients and families behaviors theme. Discussion: Working in the ED environment played a major role in affecting work performance as well as team dynamics. However, Communication, time management, fast-paced performance, multitasking, motivation, leadership, and stress management were highlighted by the participants as fundamental skills that have a major impact on team members and patients in the ED. It was found that the behaviors of the team members impacted the team dynamics as well as ED health services. Behaviors such as disputes among team members, conflict, cooperation, uncooperative members, neglect, and emotions of the members. Besides that, the behaviors of the patients and their accompanies had a direct impact on the team and the quality of the services. In addition, the differences in the cultures have separated the team members and created undesirable gaps such the gender segregation, national origin discrimination, and similarity and different in interests. Conclusion: Effective teamwork, in the context of the emergency department, was recognized as an essential element to obtain the quality of care as well as improve staff satisfaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teamwork" title="teamwork">teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=barrier" title=" barrier"> barrier</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitator" title=" facilitator"> facilitator</a>, <a href="https://publications.waset.org/abstracts/search?q=emergencydepartment" title=" emergencydepartment"> emergencydepartment</a> </p> <a href="https://publications.waset.org/abstracts/149716/an-exploration-of-the-emergency-staffs-perceptions-and-experiences-of-teamwork-and-the-skills-required-in-the-emergency-department-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149716.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1303</span> Cooperative Learning: A Case Study on Teamwork through Community Service Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priyadharshini%20Ahrumugam">Priyadharshini Ahrumugam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cooperative groups through much research have been recognized to churn remarkable achievements instead of solitary or individualistic efforts. Based on Johnson and Johnson’s model of cooperative learning, the five key components of cooperation are positive interdependence, face-to-face promotive interaction, individual accountability, social skills and group processing. In 2011, the Malaysian Ministry of Higher Education (MOHE) introduced the Holistic Student Development policy with the aim to develop morally sound individuals equipped with lifelong learning skills. The Community Service project was included in the improvement initiative. The purpose of this study is to assess the relationship of team-based learning in facilitating particularly students’ positive interdependence and face-to-face promotive interaction. The research methods involve in-depth interviews with the team leaders and selected team members, and a content analysis of the undergraduate students’ reflective journals. A significant positive relationship was found between students’ progressive outlook towards teamwork and the highlighted two components. The key findings show that students have gained in their individual learning and work results through teamwork and interaction with other students. The inclusion of Community Service as a MOHE subject resonates with cooperative learning methods that enhances supportive relationships and develops students’ social skills together with their professional skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20service" title="community service">community service</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20interdependence" title=" positive interdependence"> positive interdependence</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a> </p> <a href="https://publications.waset.org/abstracts/38647/cooperative-learning-a-case-study-on-teamwork-through-community-service-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38647.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1302</span> Interoperable Design Coordination Method for Sharing Communication Information Using Building Information Model Collaboration Format</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jin%20Gang%20Lee">Jin Gang Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyun-Soo%20Lee"> Hyun-Soo Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Moonseo%20Park"> Moonseo Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The utilization of BIM and IFC allows project participants to collaborate across different areas by consistently sharing interoperable product information represented in a model. Comments or markups generated during the coordination process can be categorized as communication information, which can be shared in less standardized manner. It can be difficult to manage and reuse such information compared to the product information in a model. The present study proposes an interoperable coordination method using BCF (the BIM Collaboration Format) for managing and sharing the communication information during BIM based coordination process. A management function for coordination in the BIM collaboration system is developed to assess its ability to share the communication information in BIM collaboration projects. This approach systematically links communication information during the coordination process to the building model and serves as a type of storage system for retrieving knowledge created during BIM collaboration projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20coordination" title="design coordination">design coordination</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20information%20model" title=" building information model"> building information model</a>, <a href="https://publications.waset.org/abstracts/search?q=BIM%20collaboration%20format" title=" BIM collaboration format"> BIM collaboration format</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20foundation%20classes" title=" industry foundation classes"> industry foundation classes</a> </p> <a href="https://publications.waset.org/abstracts/49901/interoperable-design-coordination-method-for-sharing-communication-information-using-building-information-model-collaboration-format" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1301</span> An Example of University Research Driving University-Industry Collaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20E.%20Cross">Stephen E. Cross</a>, <a href="https://publications.waset.org/abstracts/search?q=Donald%20P.%20McConnell"> Donald P. McConnell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past decade, market pressures and decreasing U.S. federal budgets for science and technology have led to a fundamental change in expectations for corporate investments in innovation. The trend to significant, sustained corporate research collaboration with major academic centres has called for rethinking the balance between academic and corporate roles in these relationships. The Georgia Institute of Technology has developed a system-focused strategy for transformational research focused on grand challenges in areas of importance both to faculty and to industry collaborators. A model of an innovation ecosystem is used to guide both research and university-industry collaboration. The paper describes the strategy, the model, and the results to date including the benefits both to university research and industry collaboration. Key lessons learned are presented based on this experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ecosystem" title="ecosystem">ecosystem</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20collaboration" title=" industry collaboration"> industry collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20strategy" title=" research strategy"> research strategy</a> </p> <a href="https://publications.waset.org/abstracts/40335/an-example-of-university-research-driving-university-industry-collaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40335.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">420</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1300</span> Examining Audiology Students: Clinical Reasoning Skills When Using Virtual Audiology Cases Aided With no Collaboration, Live Collaboration, and Virtual Collaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramy%20Shaaban">Ramy Shaaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to examine the difference in clinical reasoning skills of students when using virtual audiology cases with and without collaborative assistance from major learning approaches important to clinical reasoning skills and computer-based learning models: Situated Learning Theory, Social Development Theory, Scaffolding, and Collaborative Learning. A quasi-experimental design was conducted at two United States universities to examine whether there is a significant difference in clinical reasoning skills between three treatment groups using IUP Audiosim software. Two computer-based audiology case simulations were developed, and participants were randomly placed into the three groups: no collaboration, virtual collaboration, and live collaboration. The clinical reasoning data were analyzed using One-Way ANOVA and Tukey posthoc analyses. The results show that there was a significant difference in clinical reasoning skills between the three treatment groups. The score obtained by the no collaboration group was significantly less than the scores obtained by the virtual and live collaboration groups. Collaboration, whether virtual or in person, has a positive effect on students’ clinical reasoning. These results with audiology students indicate that combining collaboration models with scaffolding and embedding situated learning and social development theories into the design of future virtual patients has the potential to improve students’ clinical reasoning skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20reasoning" title="clinical reasoning">clinical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20patients" title=" virtual patients"> virtual patients</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a> </p> <a href="https://publications.waset.org/abstracts/140721/examining-audiology-students-clinical-reasoning-skills-when-using-virtual-audiology-cases-aided-with-no-collaboration-live-collaboration-and-virtual-collaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">214</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1299</span> Human Connection over Technology: Evidence, Pitfalls, and Promise of Collaboration Technologies in Promoting Full Spectrum Participation of the Virtual Workforce</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michelle%20Marquard">Michelle Marquard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The evidence for collaboration technologies (CTs) as a source of business productivity has never been stronger, and grows each day. At the same time, paradoxically, there is an increasingly greater concern about the challenge CTs present to the unity and well-being of the virtual workforce than ever before, but nowhere in the literature has an empirical understanding of these linkages been set out. This study attempted to address by using virtual distance as a measure of the efficacy of CTs to reduce the psychological distance among people. Data from 350 managers and 101 individual contributors across twelve functions in six major industries showed that business value is related to collaboration (r=.84, p < .01), which, in turn, is associated with full spectrum participation (r=.60, p < .01), a summative function of inclusion, integration, and we-intention. Further, virtual distance is negatively related to both collaboration (r=-.54, p < .01) and full spectrum participation (r=-.26, p < .01). Additionally, CIO-CDO relationship is a factor in the degree to which virtual distance is managed in the organization (r=-.26, p < .01). Overall, the results support the positive relationship between business value and collaboration. They also suggest that the extent to which collaboration can be fostered may depend on the degree of full spectrum participation or the level of inclusion, integration, and we-intention among members. Finally, the results indicate that CTs, when managed wisely to lower virtual distance, are a compelling concomitant to collaboration and full spectrum participation. A strategic outcome of this study is an instrumental blueprint of CTs and virtual distance in relation to full spectrum participation that should serve as a shared dashboard for CIOs, CHROs, and CDOs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20value" title="business value">business value</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=we-intention" title=" we-intention"> we-intention</a>, <a href="https://publications.waset.org/abstracts/search?q=full%20spectrum%20participation" title=" full spectrum participation"> full spectrum participation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration%20technologies" title=" collaboration technologies"> collaboration technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20distance" title=" virtual distance"> virtual distance</a> </p> <a href="https://publications.waset.org/abstracts/31155/human-connection-over-technology-evidence-pitfalls-and-promise-of-collaboration-technologies-in-promoting-full-spectrum-participation-of-the-virtual-workforce" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1298</span> Collaboration in Palliative Care Networks in Urban and Rural Regions of Switzerland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Schweighoffer">R. Schweighoffer</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Nagy"> N. Nagy</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Reeves"> E. Reeves</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Liebig"> B. Liebig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to aging populations, the need for seamless palliative care provision is of central interest for western societies. An essential aspect of palliative care delivery is the quality of collaboration amongst palliative care providers. Therefore, the current research is based on Bainbridge’s conceptual framework, which provides an outline for the evaluation of palliative care provision. This study is the first one to investigate the predictive validity of spatial distribution on the quantity of interaction amongst various palliative care providers. Furthermore, based on the familiarity principle, we examine whether the extent of collaboration influences the perceived quality of collaboration among palliative care providers in urban versus rural areas of Switzerland. Based on a population-representative survey of Swiss palliative care providers, the results of the current study show that professionals in densely populated areas report higher absolute numbers of interactions and are more satisfied with their collaborative practice. This indicates that palliative care providers who work in urban areas are better embedded into networks than their counterparts in more rural areas. The findings are especially important, considering that efficient collaboration is a prerequisite to achieve satisfactory patient outcomes. Conclusively, measures should be taken to foster collaboration in weakly interconnected palliative care networks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20networks" title=" healthcare networks"> healthcare networks</a>, <a href="https://publications.waset.org/abstracts/search?q=palliative%20care" title=" palliative care"> palliative care</a>, <a href="https://publications.waset.org/abstracts/search?q=Switzerland" title=" Switzerland"> Switzerland</a> </p> <a href="https://publications.waset.org/abstracts/91431/collaboration-in-palliative-care-networks-in-urban-and-rural-regions-of-switzerland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">267</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1297</span> Computational Team Dynamics in Student New Product Development Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shankaran%20Sitarama">Shankaran Sitarama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teamwork is an extremely effective pedagogical tool in engineering education. New Product Development (NPD) has been an effective strategy of companies to streamline and bring innovative products and solutions to customers. Thus, Engineering curriculum in many schools, some collaboratively with business schools, have brought NPD into the curriculum at the graduate level. Teamwork is invariably used during instruction, where students work in teams to come up with new products and solutions. There is a significant emphasis of grade on the semester long teamwork for it to be taken seriously by students. As the students work in teams and go through this process to develop the new product prototypes, their effectiveness and learning to a great extent depends on how they function as a team and go through the creative process, come together, and work towards the common goal. A core attribute of a successful NPD team is their creativity and innovation. The team needs to be creative as a group, generating a breadth of ideas and innovative solutions that solve or address the problem they are targeting and meet the user’s needs. They also need to be very efficient in their teamwork as they work through the various stages of the development of these ideas resulting in a POC (proof-of-concept) implementation or a prototype of the product. The simultaneous requirement of teams to be creative and at the same time also converge and work together imposes different types of tensions in their team interactions. These ideational tensions / conflicts and sometimes relational tensions / conflicts are inevitable. Effective teams will have to deal with the Team dynamics and manage it to be resilient enough and yet be creative. This research paper provides a computational analysis of the teams’ communication that is reflective of the team dynamics, and through a superimposition of latent semantic analysis with social network analysis, provides a computational methodology of arriving at patterns of visual interaction. These team interaction patterns have clear correlations to the team dynamics and provide insights into the functioning and thus the effectiveness of the teams. 23 student NPD teams over 2 years of a course on Managing NPD that has a blend of engineering and business school students is considered, and the results are presented. It is also correlated with the teams’ detailed and tailored individual and group feedback and self-reflection and evaluation questionnaire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=team%20dynamics" title="team dynamics">team dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20interaction%20patterns" title=" team interaction patterns"> team interaction patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20product%20development%20teamwork" title=" new product development teamwork"> new product development teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=NPD%20teams" title=" NPD teams"> NPD teams</a> </p> <a href="https://publications.waset.org/abstracts/146083/computational-team-dynamics-in-student-new-product-development-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146083.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1296</span> Unique Interprofessional Mental Health Education Model: A Pre/Post Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michele%20L.%20Tilstra">Michele L. Tilstra</a>, <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20J.%20Peets"> Tiffany J. Peets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interprofessional collaboration in behavioral healthcare education is increasingly recognized for its value in training students to address diverse client needs. While interprofessional education (IPE) is well-documented in occupational therapy education to address physical health, limited research exists on collaboration with counselors to address mental health concerns and the psychosocial needs of individuals receiving care. Counseling education literature primarily examines the collaboration of counseling students with psychiatrists, psychologists, social workers, and marriage and family therapists. This pretest/posttest survey research study explored changes in attitudes toward interprofessional teams among 56 Master of Occupational Therapy (MOT) (n = 42) and Counseling and Human Development (CHD) (n = 14) students participating in the Counselors and Occupational Therapists Professionally Engaged in the Community (COPE) program. The COPE program was designed to strengthen the behavioral health workforce in high-need and high-demand areas. Students accepted into the COPE program were divided into small MOT/CHD groups to complete multiple interprofessional multicultural learning modules using videos, case studies, and online discussion board posts. The online modules encouraged reflection on various behavioral healthcare roles, benefits of team-based care, cultural humility, current mental health challenges, personal biases, power imbalances, and advocacy for underserved populations. Using the Student Perceptions of Interprofessional Clinical Education- Revision 2 (SPICE-R2) scale, students completed pretest and posttest surveys using a 5-point Likert scale (Strongly Agree = 5 to Strongly Disagree = 1) to evaluate their attitudes toward interprofessional teamwork and collaboration. The SPICE-R2 measured three different factors: interprofessional teamwork and team-based practice (Team), roles/responsibilities for collaborative practice (Roles), and patient outcomes from collaborative practice (Outcomes). The mean total scores for all students improved from 4.25 (pretest) to 4.43 (posttest), Team from 4.66 to 4.58, Roles from 3.88 to 4.30, and Outcomes from 4.08 to 4.36. A paired t-test analysis for the total mean scores resulted in a t-statistic of 2.54, which exceeded both one-tail and two-tail critical values, indicating statistical significance (p = .001). When the factors of the SPICE-R2 were analyzed separately, only the Roles (t Stat=4.08, p =.0001) and Outcomes (t Stat=3.13, p = .002) were statistically significant. The item ‘I understand the roles of other health professionals’ showed the most improvement from a mean score for all students of 3.76 (pretest) to 4.46 (posttest). The significant improvement in students' attitudes toward interprofessional teams suggests that the unique integration of OT and CHD students in the COPE program effectively develops a better understanding of the collaborative roles necessary for holistic client care. These results support the importance of IPE through structured, engaging interprofessional experiences. These experiences are essential for enhancing students' readiness for collaborative practice and align with accreditation standards requiring interprofessional education in OT and CHD programs to prepare practitioners for team-based care. The findings contribute to the growing body of evidence supporting the integration of IPE in behavioral healthcare curricula to improve holistic client care and encourage students to engage in collaborative practice across healthcare settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20healthcare" title="behavioral healthcare">behavioral healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=counseling%20education" title=" counseling education"> counseling education</a>, <a href="https://publications.waset.org/abstracts/search?q=interprofessional%20education" title=" interprofessional education"> interprofessional education</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20education" title=" mental health education"> mental health education</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy%20education" title=" occupational therapy education"> occupational therapy education</a> </p> <a href="https://publications.waset.org/abstracts/186548/unique-interprofessional-mental-health-education-model-a-prepost-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186548.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">39</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1295</span> Low Back Pain and Patients Lifting Behaviors among Nurses Working in Al Sadairy Hospital, Aljouf</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Abdel%20Moneim%20Al%20Tawil">Fatma Abdel Moneim Al Tawil </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Low back pain (LBP) among nurses has been the subject of research studies worldwide. However, evidence of the influence of patients lifting behaviors and LBP among nurses in Saudi Arabia remains scarce. The purpose of this study was to investigate the relationship between LBP and nurses lifting behaviors. LBP questionnaire was distributed to 100 nurses working in Alsadairy Hospital distributed as Emergency unit(9),Coronary Care unit (9), Intensive Care Unit (7), Dialysis unit (30), Burn unit (5), surgical unit (11), Medical (14) and, X-ray unit (15). The questionnaire included demographic data, attitude scale, Team work scale, Back pain history and Knowledge scale. Regarding to emergency unit, there is appositive significant relation between teamwork scale and Knowledge as r = (0.807) and P =0.05. Regarding to ICU unit, there is a positive significant relation between teamwork scale and attitude scale as r= (0.781) and P =0.05. Regarding to Dialysis unit, there is a positive significant relation between attitude scale and teamwork scale as r=(0.443) and P =0.05. The findings suggest enhanced awareness of occupational safety with safe patient handling practices among nursing students must be emphasized and integrated into their educational curriculum. Moreover, back pain prevention program should incorporate the promotion of an active lifestyle and fitness training the implementation of institutional patient handling policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=low%20back%20pain" title="low back pain">low back pain</a>, <a href="https://publications.waset.org/abstracts/search?q=lifting%20behaviors" title=" lifting behaviors"> lifting behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20work" title=" team work "> team work </a> </p> <a href="https://publications.waset.org/abstracts/14949/low-back-pain-and-patients-lifting-behaviors-among-nurses-working-in-al-sadairy-hospital-aljouf" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14949.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">435</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1294</span> Supply Chain Collaboration Comparison Practices between Developed and Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Jose%20Granero%20Paris">Maria Jose Granero Paris</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Isabel%20Jimenez%20Zarco"> Ana Isabel Jimenez Zarco</a>, <a href="https://publications.waset.org/abstracts/search?q=Agustin%20Pablo%20Alvarez%20Herranz"> Agustin Pablo Alvarez Herranz </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the industrial sector the collaboration along the supply chain is key especially in order to develop product, production methods or process innovations. The access to resources and knowledge not being available inside the company, the achievement of cost competitive solutions, the reduction of the time required to innovate are some of the benefits linked with the collaboration with suppliers. The big industrial manufacturers have a long tradition to collaborate with their suppliers to develop new products in the developed countries. Since they have increased their global supply chains and global sourcing activities, the objective of the research is to analyse if the same best practices, way of working, experiences, information technology tools, governance methodologies are applied when collaborating with suppliers in the developed world or in developing countries. Most of the current research focuses to analyse the Supply Chain Collaboration in the developed countries and in recent years the number of publications related to the Supply Chain Collaboration in developing countries has increased, but there is still a lack of research comparing both and analysing the similarities, differences and key success factors among the Supply Chain Collaboration practices in developed and developing countries. With this gap in mind, the research under preparation will focus on the following goals: -Identify the most important elements required for a successful supply chain collaboration in the developed and developing countries. -Set up the optimal governance framework to manage the supply chain collaboration in the developed and developing countries. -Define some recommendations about required improvements in the current supply chain collaboration business relationship practices in place. Following the case methodology we will analyze the way manufacturers and suppliers collaborate in the development of new products, production methods or process innovations and in the set up of new global supply chains in two industries with different level of technology intensity and collaboration history being the automotive and aerospace industries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20supply%20chain%20networks" title="global supply chain networks">global supply chain networks</a>, <a href="https://publications.waset.org/abstracts/search?q=Supply%20Chain%20Collaboration" title=" Supply Chain Collaboration"> Supply Chain Collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=supply%20chain%20governance" title=" supply chain governance"> supply chain governance</a>, <a href="https://publications.waset.org/abstracts/search?q=supply%20chain%20performance" title=" supply chain performance"> supply chain performance</a> </p> <a href="https://publications.waset.org/abstracts/16130/supply-chain-collaboration-comparison-practices-between-developed-and-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16130.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">603</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1293</span> Teamwork of Teachers in Kindergarten and School Heads Implementing Focused Leadership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/abstracts/search?q=Simona%20Kersiene"> Simona Kersiene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of focused leadership means that the leader gathers the entire community in various ways to communicate and cooperate with each other, to share their knowledge and responsibility, to get involved in problem-solving, to create a safe and trusting environment and to satisfy the needs and interests of each community member. The study's aim is to analyze the teamwork of teachers working in kindergartens and schools and its CEOs by implementing confused leadership. A mixed research design was used for the research study. Quantitative research used the teamwork test "Team-Puls" (2003). Data is processed by the IBM SPSS version 29.0 software package. Semi-structured interviews were used for data collection, and qualitative content analysis was applied for data analysis. The results of quantitative research show that there is no statistically significant difference between the evaluation averages of kindergarten and school teachers. Likewise, the effectiveness and evaluation of teacher teamwork in educational institutions depend on different characteristics and processes, such as the number of participating teachers, the involvement of the institution's administration or the stages of team formation. In the qualitative research, the components of the focused leadership categories applied by the kindergarten and school CEOs emerged. The categories reflect the components of shared leadership. In the study, the sharing of responsibilities and cooperation among teachers and the sharing of knowledge among themselves is distinguished. This shows that the action takes place between the teachers when they participate in the processes voluntarily, according to their wishes or for certain reasons. Distributed leadership components occurs when leadership responsibility is extended beyond the school CEO. The components of servant leadership are expressed when the CEO achieves organizational goals in the service of others. Servant leadership is helping and striving for others, creating a safe environment. The level of the educational institution does not affect working teachers in the evaluation of working in a team. Giving freedom to teachers, the role of the CEO is dividing responsibilities and creating cooperation between teachers as well as ensuring teachers' interests, needs, emotional well-being and professional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teamwork" title="teamwork">teamwork</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20CEO" title=" school CEO"> school CEO</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20environment" title=" school environment"> school environment</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20research" title=" mixed research"> mixed research</a>, <a href="https://publications.waset.org/abstracts/search?q=Team-Puls%20test" title=" Team-Puls test"> Team-Puls test</a>, <a href="https://publications.waset.org/abstracts/search?q=semi-structured%20interview" title=" semi-structured interview"> semi-structured interview</a>, <a href="https://publications.waset.org/abstracts/search?q=questioning%20survey" title=" questioning survey"> questioning survey</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20content%20analysis" title=" qualitative content analysis"> qualitative content analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=focused%20leadership" title=" focused leadership"> focused leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20leadership" title=" teacher leadership"> teacher leadership</a> </p> <a href="https://publications.waset.org/abstracts/175089/teamwork-of-teachers-in-kindergarten-and-school-heads-implementing-focused-leadership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175089.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1292</span> Collaboration During Planning and Reviewing in Writing: Effects on L2 Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amal%20Sellami">Amal Sellami</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahlem%20Ammar"> Ahlem Ammar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is acknowledged to be a cognitively demanding and complex task. Indeed, the writing process is composed of three iterative sub-processes, namely planning, translating (writing), and reviewing. Not only do second or foreign language learners need to write according to this process, but they also need to respect the norms and rules of language and writing in the text to-be-produced. Accordingly, researchers have suggested to approach writing as a collaborative task in order to al leviate its complexity. Consequently, collaboration has been implemented during the whole writing process or only during planning orreviewing. Researchers report that implementing collaboration during the whole process might be demanding in terms of time in comparison to individual writing tasks. Consequently, because of time constraints, teachers may avoid it. For this reason, it might be pedagogically more realistic to limit collaboration to one of the writing sub-processes(i.e., planning or reviewing). However, previous research implementing collaboration in planning or reviewing is limited and fails to explore the effects of the seconditionson the written text. Consequently, the present study examines the effects of collaboration in planning and collaboration in reviewing on the written text. To reach this objective, quantitative as well as qualitative methods are deployed to examine the written texts holistically and in terms of fluency, complexity, and accuracy. Participants of the study include 4 pairs in each group (n=8). They participated in two experimental conditions, which are: (1) collaborative planning followed by individual writing and individual reviewing and (2) individual planning followed by individual writing and collaborative reviewing. The comparative research findings indicate that while collaborative planning resulted in better overall text quality (precisely better content and organization ratings), better fluency, better complexity, and fewer lexical errors, collaborative reviewing produces better accuracy and less syntactical and mechanical errors. The discussion of the findings suggests the need to conduct more comparative research in order to further explore the effects of collaboration in planning or in reviewing. Pedagogical implications of the current study include advising teachers to choose between implementing collaboration in planning or in reviewing depending on their students’ need and what they need to improve. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20planning" title=" collaborative planning"> collaborative planning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20reviewing" title=" collaborative reviewing"> collaborative reviewing</a> </p> <a href="https://publications.waset.org/abstracts/153751/collaboration-during-planning-and-reviewing-in-writing-effects-on-l2-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=collaboration%20and%20teamwork&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=collaboration%20and%20teamwork&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=collaboration%20and%20teamwork&page=4">4</a></li> <li class="page-item"><a class="page-link" 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