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The purpose of this paper is to highlight a collaborative effort between academia (University of North Texas, Team Sciences) and practice (Toyota Connected (TC)). This study concentrated on current problems that had been experienced by TC: How to structure and manage multiteam systems (MTSs)?

This research study utilized a realist systematic review to address an existing problem by working collaboratively with TC and academia. This collaboration involved problem identification, the development of research questions and a full systematic review guided by the research questions.

This realist systematic review merged the literature with current practices at TC in an effort to gather evidence to support the best method of structuring and managing MTSs. The findings include a leadership structure that incorporates both shared leadership (bottom-up) and existing hierarchical structures (top-down).

The MTS models presented in this study provide new models for organizations/manufacturers/industries to use as a guide when structuring their MTSs.

This study provides an example of a collaborative research effort between practice and academia using a realist systematic review. The paper also provides some multiteam system models that could be implemented and tested in different organizations. Also, new responsibilities and roles for scrum and MTSs are presented as a new method of achieving Agile.

The purpose of this study is to understand how printing parameters and subsequent annealing impacts porosity and crystallinity of 3D printed polylactic acid (PLA) and how these structural characteristics impact the printed material’s tensile strength in various build directions.

Two experimental studies were used, and samples with a flat vs upright print orientation were compared. The first experiment investigates a scan of printing parameters and annealing times and temperatures above the cold crystallization temperature (T_cc) for PLA. The second experiment investigates annealing above and below T_cc at multiple points over 12 h.

Annealing above T_cc does not significantly impact the porosity but it does increase crystallinity. The increase in crystallinity does not contribute to an increase in strength, suggesting that co-crystallization across the weld does not occur. Atomic force microscopy (AFM) images show that weld interfaces between printed fibers are still visible after annealing above T_cc, confirming the lack of co-crystallization. Annealing below T_cc does not significantly impact porosity or crystallinity. However, there is an increase in tensile strength. AFM images show that annealing below T_cc reduces thermal stresses that form at the interfaces during printing and slightly “heals” the as-printed interface resulting in an increase in tensile strength.

While annealing has been explored in the literature, it is unclear how it affects porosity, crystallinity and thermal stresses in fused filament fabrication PLA and how those factors contribute to mechanical properties. This study explains how co-crystallization across weld interfaces is necessary for crystallinity to increase strength and uses AFM as a technique to observe morphology at the weld.

This study aims to investigate the impact of traditional teaching and active learning methods in lean management (LM) on the development of both soft and hard skills.

Through a longitudinal study, team members from two different organisations (the administrative sector of a public higher education institution and a public teaching hospital), each adopting different teaching methods to support their LM trainings, were systematically examined at four moments during an 18-month period. How teaching methods impacted team members’ development and knowledge was then assessed using multivariate data analysis techniques.

Results indicated that LM trainings can provide significant impacts when a combination of traditional teaching methods and active learning is adopted. Traditional teaching methods can be a good choice for learning hard skills depending on resources’ availability. However, it is recommended to include active learning methods to assist in the comprehension of more complex and abstract LM concepts (soft skills).

Although there exists a large number of publications on the relationship between LM implementation and teaching methods, the number of studies that consider the development of both hard and soft skills is rather limited. This study complements the existing literature on LM by identifying which teaching methods can support the development of hard skills and which the development of soft skills. Such identification facilitates the work of both scholars wishing either to begin or to dig deeper into this sphere and practitioners pursuing the best outcomes from LM.