Collaborative Disruption is an insider’s account of the relationship between two of the most successful companies on the planet—Walmart and Procter & Gamble—and the transformative impact their collaborative strategy has had on their business for more than thirty years, particularly in the retail industry. Their innovative partnership produced what has come to be known as the “one-company model,” an approach that has fundamentally changed how suppliers and their retail customers interact with each other. Tom Muccio, who led the team at P&G that innovated this concept with Walmart, outlines how the two firms broke through silos, self-interest, short-termism, and suspiciousness to forge a mutually beneficial partnership focused on trust, shared information, and transparency. A masterclass in this model of collaboration that has been key to the success of several of the biggest companies around the world, Collaborative Disruption at its heart is a book about change management and vision.

"Too often, disruption is a bad word -- something you don't see coming. It doesn't have to be that way. Collective Disruption is about changing that paradigm and learning to embrace disruption through collaboration. Learn how to leverage the entrepreneurial ecosystem and partner with startups to co-create transformative new businesses and whole new sources of growth. Whether you're an executive trying to drive growth in a change-resistant organization or an entrepreneur with a big idea and looking for corporate partnerships, this book is for you"--Page 4 of cover.

We remember in social contexts. We reminisce about the past together, collaborate to remember shared experiences, and, even when we are alone, we remember in the context of our communities and cultures. Taking an interdisciplinary approach throughout, this text comprehensively covers collaborative remembering across the fields of developmental psychology, cognitive psychology, social psychology, discourse processing, philosophy, neuropsychology, design, and media studies. It highlights points of overlap and contrast across the many disciplinary perspectives and, with its sections on 'Approaches of Collaborative Remembering' and 'Applications of Collaborative Remembering', also connects basic and applied research. Written with late-stage undergraduates and early-stage graduates in mind, the book is also a valuable tool for memory specialists and academics in the fields of psychology, cognitive science and philosophy who are interested in collaborative memory research.

This book constitutes the refereed proceedings of the 16th IFIP WG 5.5 Working Conference on Virtual Enterprises, PRO-VE 2015, held in Albi, France, in October 2015. The 61 revised papers were carefully selected from 126 submissions. They provide a comprehensive overview of identified challenges and recent advances in various collaborative network (CN) domains and their applications, with a strong focus on the following areas: risks in collaborative networks; agility and resilience in collaborative networks; collaboration frameworks; logistics and transportation; innovation networks; governance in collaborative networks; collaborative communities; information and assets sharing; business processes; performance and optimization; and network formation.

This book explores the ways that disciplinary convergence and technological advance are transforming systems engineering to address gaps in complex systems engineering: Transdisciplinary Systems Engineering (TSE). TSE reaches beyond traditional disciplines to find connections—and this book examines a range of new methods from across such disparate areas of scholarship as computer science, social science, human studies, and systems design to reveal patterns, efficiencies, affordances, and pathways to intuitive design. Organized to serve multiple constituencies, the book stands as an ideal textbook supplement for graduate courses in systems engineering, a reference text for program managers and practicing engineers in all industries, and a primary source for researchers engaged in multidisciplinary research in systems engineering and design.

Increasingly, the power of a large, complex, wired nation like the United States rests on its ability to disrupt would-be cyber attacks and to be resilient against a successful attack or recurring campaign. Addressing the concerns of both theorists and those on the national security front lines, Chris C. Demchak presents a unified strategy for survival in an interconnected, ever-messier, more surprising cybered world and examines the institutional adaptations required of our defense, intelligence, energy, and other critical sectors for national security. Demchak introduces a strategy of “security resilience” against surprise attacks for a cybered world that is divided between modern, digitally vulnerable city-states and more dysfunctional global regions. Its key concepts build on theories of international relations, complexity in social-technical systems, and organizational-institutional adaptation. Demchak tests the strategy for reasonableness in history’s few examples of states disrupting rather than conquering and being resilient to attacks, including ancient Athens and Sparta, several British colonial wars, and two American limited wars. She applies the strategy to modern political, social, and technical challenges and presents three kinds of institutional adaptation that predicate the success of the security resilience strategy in response. Finally, Demchak discusses implications for the future including new forms of cyber aggression like the Stuxnet worm, the rise of the cyber-command concept, and the competition between the U.S. and China as global cyber leaders. Wars of Disruption and Resilience offers a blueprint for a national cyber-power strategy that is long in time horizon, flexible in target and scale, and practical enough to maintain the security of a digitized nation facing violent cybered conflict.

As a result of the COVID-19 pandemic, most schools had to suddenly shift from traditional face-to-face courses to blended, synchronous, and asynchronous instructional environments. The impact upon the immediacy of remote learning was overwhelming to many faculty, instructional facilitators, teachers, and trainers. Many faculty and trainers have experience with the analysis, design, development, implementation, and evaluation of online and blended learning environments, while many faculty and trainers also do not have this knowledge nor experience. As such, the collegial workspace has developed into a collaborative work environment wherein the faculty are helping faculty, partially because the instructional designer staff and learning advisors are overwhelmed with the number of course projects that must be moved from traditional face-to-face course environments into an online environment within a short period of time. The faculty are helping each other make this move, offering course design and development support and also instructional tips and tricks that will support successful blended and online experiences that enhance learning outcomes. Shifting to Online Learning Through Faculty Collaborative Support focuses on supporting and enhancing blended and distance learning course design and development, successful tips for course design and teaching, techniques for online learning, and embracing collegial mentorship and facilitative support for course and faculty success. This book highlights the strength of collegial bonds while discussing tools, methods, procedural efforts, styles of engagement, learning theories, assessment efforts, and even social learning engagement implementations in online learning. It provides information and lessons and embraces a long-term approach towards understanding institutional impact and collegial support. This book is valuable for school administrators, teachers, course designers, instructional designers, school faculty, business and administrative leadership, practitioners, stakeholders, researchers, academicians, and students interested in how faculty collaborative support is playing a critical role in improving and developing successful online learning.

There is always a method in the madness; Teams that are part of it don’t see it as madness, And the ones who are not - don’t see the method. Have you ever wondered what transforms teams from mediocrity to excellence? This book reveals the secrets through real-life experiences from revolutionary organisations like Bajaj Finance, HDFC Bank, and American Express, which set the benchmarks for creating excellence. It shares the perspectives of leaders who fostered disruptive teams and led to unprecedented outcomes. With forty-four crisp and to-the-point chapters, this book offers perspectives and tools for building and leading high-performing teams. Whether aiming to revolutionise your industry or seeking to learn from authentic experiences, this book can help explore the attributes that set exceptional teams and leaders apart. Dive into the intricacies of disruption and discover how to foster a mindset for excellence and creating disruption.

Zusammenfassung: This book investigates European higher education internationalisation policies during a period marked by extreme upheaval due to Brexit and the COVID-19 pandemic. Situating her analysis at the intersection of higher education research and policy studies, the author combines historical and sociological institutionalism to investigate how this time of disruption impacted higher education policies in England, France and Germany. Based on extensive qualitative data derived from expert interviews and document analysis, the study offers timely insights into dynamics of institutional change and stability in higher education governance, as well as implications for the future of cross-border education and internationalisation. The book will appeal to academics and students interested in education policy and the internationalisation of higher education. Anna P. Lohse is a postdoctoral researcher in Higher Education Studies at the Institute of Education, Technical University Berlin, Germany

In an age when national identities are a subject of popular debate, along with issues of place in relation to immigration, displacement and mobility, it is particularly important that educators are supported in their reflections on how best to respond to such pertinent issues in their daily practice. This book accessibly and sensitively explores the ways in which teachers can work with places and identities in English and related expressive arts to create a rich experience for students in schools and beyond. A team of carefully selected contributors present practical ideas and critically examine diverse contexts and viewpoints. Exploring the significance of identity and place in education, the central notion is that language and arts are vital to enhancing understanding and empathy. The book provides an approach that offers teachers and other professionals ways to engage critically with these themes, as well as practical strategies for opening up debate and creative work in a broad range of curriculum areas. This insightful book will be of interest to teachers, teacher educators, training teachers and researchers in education.