Robotics is a rapidly expanding area of digital innovation with important implications for organizational practice in multioccupational settings. This paper explores the influence of robotic innovations on the boundary dynamics of three different occupational groups—pharmacists, technicians, and assistants—working in a hospital pharmacy. We extend Pickering's tuning approach [Pickering, A. 1995. The Mangle of Practice: Time, Agency, and Science. University of Chicago Press, Chicago] to examine the temporally emergent process that entangled the mechanical elements and digital inscriptions of a dispensing robot with the everyday practices of hospital pharmacy work. We found that engagement with the robot's hybrid and dynamic materiality over time reconfigured boundary relations among the three occupational groups, with important and contradictory consequences for the pharmacy workers' skills, jurisdictions, status, and visibility.

This article examines the evolving use of boundary objects in cross-cultural software teams. Our field study of a Jamaican-Indian team examines the use of software specifications and project management tools as boundary objects in facilitating sharing across knowledge boundaries. We examine how and why the role and use of boundary objects may facilitate collaboration across knowledge boundaries at one time and contribute to conflict at other times. We unpack the interacting elements that both facilitate and constrain knowledge sharing, and trigger conflicts at different stages of the software team development. Specifically, we found that the use of boundary objects at transitions involving definitional control and the subsequent redistribution of power/authority may inhibit knowledge sharing. The subsequent reifying of cultural boundaries along with negative stereotyping led to relational conflict, through a process we call culturizing, as cross-cultural differences emerged as problematic for team dynamics.

How is value created in an online community (OC) over time? We explored this question through a longitudinal field study of an OC in the healthcare arena. We found that multiple kinds of value were produced and changed over time as different participants engaged with the OC and its evolving technology in various ways. To explain our findings, we theorize OC value as performed through the ongoing sociomaterial configuring of strategies, digital platform, and stakeholder engagement. We develop a process perspective to explain these dynamics and identify multiple different kinds of value being created by an OC over time: financial, epistemic, ethical, service, reputational and platform. Our research points to the importance of expanding the notion of OC users to encompass a broader understanding of stakeholders. It further suggests that creating OC value increasingly requires going beyond a dyadic relationship between the OC and firm to encompassing a more complex relationship involving a wider ecosystem of stakeholders.1

The importance of translating knowledge across occupational boundaries is frequently identified as a means of generating innovation and improving performance. The creation of the multidisciplinary team is an institutional response to enable such translation and synergy, yet few studies examine the processes of knowledge generation and translation in such teams. This article offers a case study that analyses these processes in decisions about the diagnosis and treatment of patients. Polanyi’s concept of tacit integration is used to reveal how meaning is developed and manifest in team decisions and to examine how the discursive resources embedded in tacit knowledge shape clinical practice. We highlight the foundations and dynamics that privilege the knowledge of some team members to be reconstituted as multidisciplinary group practice. Privileged knowledge then becomes embedded in the practices of the group. We conclude that the creation of a multidisciplinary structure may support rather than challenge existing power hierarchies.

This review summarises and integrates two largely separate literature streams on knowledge translation - namely health services research and management scholarship. In addition to outlining and organising the conceptual landscape around knowledge transfer, the paper contributes by highlighting how management literature on knowledge and learning theories might inform health services research on knowledge translation.

I n this paper we examine the use of electronic patient records (EPR) by clinical specialists in their development of multidisciplinary care for diagnosis and treatment of breast cancer. We develop a practice theory lens to investigate EPR use across multidisciplinary team practice. Our findings suggest that there are oppositional tendencies towards diversity in EPR use and unity which emerges across multidisciplinary work, and this influences the outcomes of EPR use. The value of this perspective is illustrated through the analysis of a yearlong, longitudinal case study of a multidisciplinary team of surgeons, oncologists, pathologists, radiologists, and nurse specialists adopting a new EPR. Each group adapted their use of the EPR to their diverse specialist practices, but they nonetheless orientated their use of the EPR to each others' practices sufficiently to support unity in multidisciplinary teamwork. Multidisciplinary practice elements were also reconfigured in an episode of explicit negotiations, resulting in significant changes in EPR use within team meetings. Our study contributes to the growing literature that questions the feasibility and necessity of achieving high levels of standardized, uniform health information technology use in healthcare.

Communities of practice (CoPs) have been identified as important sites of learning. Novices learn from masters whilst participating in situated practice and becoming more central members of the community. Empirical studies highlight the difficulty of learning across CoPs, although few studies specifically examine how learning develops in such a multidisciplinary context. We examine the processes of learning occurring when members of different CoPs, in this case various cancer specialists, are required to meet together as a formally constituted multidisciplinary team, and to establish multidisciplinary collaboration as a basis for decision making and action. Our paper highlights that while learning in CoPs develops through repetition, gaining legitimacy and achieving mastery, learning across CoPs in multidisciplinary contexts emphasizes key boundary processes to negotiate and broaden meaning. As such, multidisciplinary collaboration is not so much to learn from each others' talk, but to learn to talk in this new arena. We identify three practices which facilitate learning across CoPs: organizing discussions, acknowledging other perspectives and challenging assumptions. We also discuss the boundary processes which are promoted through brokers and the use of boundary objects in facilitating multidisciplinary work.

A wide variety of peer worker roles is being introduced into mental health services internationally. Empirical insight into whether conditions supporting role introduction are common across organisational contexts is lacking. A qualitative, comparative case study compared the introduction of peer workers employed in the statutory sector, voluntary sector and in organisational partnerships. We found good practice across contexts in structural issues including recruitment and training, but differences in expectations of the peer worker role in different organisational cultures. Issues of professionalism and practice boundaries were important everywhere but could be understood very differently, sometimes eroding the distinctiveness of the role.