Collaborative research competencies in supply chain management: the role of boundary spanning and reflexivity
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose This paper aims to investigate the competencies that researchers need to develop and employ for successful collaborative research. Design/methodology/approach The authors use a reflexive approach built on participant observation of six cases of collaborative research in public procurement and logistics. Findings The authors identify and explain two major competencies that are required for successful collaborative research. The first is boundary-spanning competence that represents the researchers' ability to move fluidly from the academic milieu to the practitioner's environment. The second is reflexivity competence that allows the researchers to learn from each collaborative research project they participate in and further improve their boundary-spanning competence. Originality/value This study goes beyond the list of skills for collaborative research reported in the literature to describe two major competencies that researchers should develop to perform successful collaborative research. This reflection may serve as a starting point for the development of a sociological understanding of the collaborative research field.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it