7,863 research outputs found

    El capital social como enfoque teórico en Dirección Estratégica

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    [EN] The objective of this research paper is to investigate, from a theoretical point of view, the strategic relevance of social capital. In recent years, academic literature in this field has witnessed remarkable growth, recognizing social capital as a key element for companies, due to its contribution to the creation of competitive advantages. However, it might be said that its development is still emerging, given the number of discrepancies among researchers regarding its definition, measurement, and its positive or negative impact on other variables. For this reason, a set of empirical studies that show the social capital effect on diverse types of organizational results have been reviewed, taking as a reference the definition and dimensions proposed by Nahapiet and Ghoshal (1998). Additionally, different theoretical links between social capital and four related Strategic Management approaches are presented, such as the Intellectual Capital-Based View, the Knowledge-Based View, the Resource-Based View and the Dynamic Resource-Based View. A main conclusion drawn from this review is that social capital, being a knowledge-based resource, enables access to both internal and external resources and thus a firm’s competitive advantage and, consequently, its value creation can be generated from the combination of both areas. Going in depth and clarifying this strategic linkage are thus a challenge to address in future studies.[ES] El principal objetivo de este trabajo es mostrar la relevancia estratégica del capital social organizacional desde un punto de vista teórico. En los últimos años, la literatura académica relacionada con este concepto ha experimentado un notable crecimiento, reconociendo que el capital social es un elemento fundamental para que las empresas generen ventajas competitivas. Sin embargo, se podría afirmar que su desarrollo es todavía incipiente al existir multitud de discrepaciancias entre los investigadores acerca de su conceptuación, la medición de sus dimensiones o los efectos positivos o negativos que podría tener sobre otras variables. Por este motivo, tomando como referencia la definición y dimensiones propuestas por Nahapiet y Ghoshal (1998), se ha realizado una revisión de las investigaciones que, de manera empírica, han estudiado las relaciones entre el capital social y distintos tipos de resultados organizacionales. Igualmente, se exponen diferentes nexos teóricos encontrados entre el capital social y los principales enfoques en Dirección Estratégica como son Enfoque Basado en el Capital Intelectual, el Enfoque Basado en el Conocimiento, el Enfoque Basado en los Recursos y el Enfoque Basado en las Capacidades dinámicas. Se concluye que el capital social, como recurso basado en el conocimiento, podría permitir el acceso a otros recursos internos o externos, y que la creación de valor y la generación de ventajas competitivas de una empresa puede provenir de la combinación de ambos ámbitos. Así, futuros estudios deben encaminarse hacia la profundización y clarificación de este nexo estratégico

    The recipient perspective: a mixed methods Inquiry of knowledge seeking factors in tacit knowledge contexts

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    Tacit knowledge is an important source of competitive advantage to organisations. Sharing tacit knowledge among employees is vital to realising its benefits. Knowledge sharing requires the effective provision of knowledge and the useful acquisition of knowledge. More recently, knowledge seeking has been proposed as an additional recipient behaviour which encourages the provider to share their knowledge. Additionally, research has acknowledged the important role individual and social factors play in influencing the knowledge sharing. However, whether those factors equally effect recipient knowledge seeking and acquisition has been under-investigated. To address these gaps, this research investigates the individual and social factors which influence interpersonal knowledge seeking by knowledge workers engaged in highly tacit tasks within two separate contexts. In addition, knowledge seeking as a strategy for effective tacit knowledge acquisition is explored. Study one uses interviews with 33 knowledge-workers to explore individual and social factors which influence their tacit knowledge seeking, acquisition and sharing. Study two surveyed 233 junior doctors to test direct and indirect relationships between individual and social factors and their tacit knowledge seeking and acquisition from consultant doctors. The key findings support the contention that the individual and social factors which effect knowledge seeking are not interchangeable with those that effect knowledge acquisition and sharing. Various individual and social factors effect knowledge seeking at different stages of this behaviour. Furthermore, findings indicate that knowledge seeking can enhance successful acquisition of tacit knowledge through the organisational learning process of interpreting. This is the first study to compare individual and social factors which influence behaviours of seeking, acquisition and sharing in one study. It is also the first to empirically examine the 4i framework, and specifically the mediating effect of interpreting to explain the relationship between knowledge seeking and acquisition. Both studies provide actionable insights to improve successful knowledge sharing practices for tacit tasks

    Epistemic and Social Scripts in Computer-Supported Collaborative Learning

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    Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. Therefore, instructional support needs to be implemented into computer-supported collaborative learning environments. One possibility to improve collaborative learning environments is to conceptualize scripts that structure epistemic activities and social interactions of learners. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors "epistemic script" and "social script" have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not lead to the expected effects.Unter kooperativem Lernen in computerunterstützten Lernumgebungen versteht man typischerweise, dass Lernende Wissen erwerben indem sie gemeinsam Aufgaben bearbeiten und dabei ihre individuellen Perspektiven mittels textbasierter Medien oder in Videokonferenzen diskutieren. Kooperatives Lernen scheint aber häufig suboptimal zu sein in Bezug auf die inhaltliche Bearbeitung der zu lernenden Konzepte sowie hinsichtlich der sozialen Interaktionen der Lernenden. Eine Möglichkeit kooperative Lernumgebungen zu verbessern besteht darin, Skripts zu konzeptualisieren, die epistemische Aktivitäten und soziale Interaktionen von Lernenden unterstützen. In diesem Beitrag werden zwei Studien berichtet, die die Wirkungen epistemischer und sozialer Skripts auf den individuellen Wissenserwerb in einer text- bzw. einer videobasierten computerunterstützten Lernumgebung untersuchen. In beiden Studien wurden die Faktoren "epistemisches Skript" und "soziales Skript" unabhängig voneinander in einem 2×2-faktoriellen Design miteinander variiert. 182 Studierende der Pädagogik der LMU München nahmen an diesen beiden Studien teil. Die Ergebnisse beider Studien deuten darauf hin, dass soziale Skripts individuellen Wissenserwerb substanziell fördern können, während epistemische Skripts scheinbar nicht zu den erwarteten Ergebnissen führen

    Trust as an antecedent to knowledge sharing in virtual communities of practice

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    2007-2008 > Academic research: refereed > Publication in refereed journalAccepted ManuscriptPublishe

    Epistemic and social scripts in computer-supported collaborative learning

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    Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. One possibility to improve collaborative learning environments is to conceptualize epistemic scripts, which specify how learners work on a given task, and social scripts, which structure how learners interact with each other. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors ‘epistemic script’ and ‘social script’ have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not to lead to the expected effects

    Team Learning: A Theoretical Integration and Review

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    With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed

    Leading from a Distance: Advancements in Virtual Leadership Research

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    Although leadership has long been recognized as critical in virtual environments, observers have noted that a surprisingly small number of studies have focused on virtual leadership. In the current chapter we examine what we currently know about virtual leadership and identify promising future research directions. We begin by examining changes in the leadership context, most notably advances in technology and the growing adoption of virtual work arrangements. We then trace the evolution of the research that has examined virtual leadership at both the dyadic and team levels, highlighting key conceptual and empirical advances. Finally, we conclude the chapter by discussing future research directions that have the potential to make important contributions to both theory and practice in the area of virtual leadership

    Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games

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    This dissertation examined the affordances of commercially developed massively multiplayer online (role-playing) games (MMOGs) for second language (L2) development. It comprises three self-contained but related studies. The first study, as a scoping review, synthesized 32 empirical papers, which investigated different aspects of L2 development in the context of these games. It sought to find out what aspects of L2 learning have been examined and how, and what the findings suggest regarding L2 learning opportunities and outcomes. This study highlighted that empirical research in this area is mainly qualitative and that L2-related affective factors, vocabulary, and communicative competence have been the most widely investigated topics. It concluded that MMOGs afford socially supportive and emotionally safe environments, which encourage L2 learners to use multiple opportunities for enriching their L2 vocabulary and enhancing their communicative competence in the target language. The second study was an exploratory research. It adopted an interactionist approach to characterize the nature of the negotiations of meaning that occurred in the conversational exchanges between native (NES) and non-native English speakers (NNESs) playing World of Warcraft. The data consisted of 63 hours of audio-recorded, in-game conversations over a 5-month period. The participants consisted of an NES and 6 NNESs who were divided into two groups (low and high intermediate) according to their English language proficiency. This study identified and characterized the most frequently occurred triggers, indicators, responses and reaction to the responses in three types of dyadic conversational exchanges. The third study examined L2 development through ―usage-based‖ theories of language learning. It was a time-series (longitudinal) research that examined the trend of changes in the linguistic complexity of the NNESs‘ spoken discourse during a 5-month period of gameplay. This examination involved repeated (in three equally-distributed time intervals) calculations of fourteen syntactic complexity indices and the indices associated with three components of lexical complexity (diversity, sophistication, and density). Overall, the results turned out to be more promising for the low intermediate than the high intermediate group of the NNESs. More detailed findings are presented and discussed in light of the current literature

    Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games

    Get PDF
    This dissertation examined the affordances of commercially developed massively multiplayer online (role-playing) games (MMOGs) for second language (L2) development. It comprises three self-contained but related studies. The first study, as a scoping review, synthesized 32 empirical papers, which investigated different aspects of L2 development in the context of these games. It sought to find out what aspects of L2 learning have been examined and how, and what the findings suggest regarding L2 learning opportunities and outcomes. This study highlighted that empirical research in this area is mainly qualitative and that L2-related affective factors, vocabulary, and communicative competence have been the most widely investigated topics. It concluded that MMOGs afford socially supportive and emotionally safe environments, which encourage L2 learners to use multiple opportunities for enriching their L2 vocabulary and enhancing their communicative competence in the target language. The second study was an exploratory research. It adopted an interactionist approach to characterize the nature of the negotiations of meaning that occurred in the conversational exchanges between native (NES) and non-native English speakers (NNESs) playing World of Warcraft. The data consisted of 63 hours of audio-recorded, in-game conversations over a 5-month period. The participants consisted of an NES and 6 NNESs who were divided into two groups (low and high intermediate) according to their English language proficiency. This study identified and characterized the most frequently occurred triggers, indicators, responses and reaction to the responses in three types of dyadic conversational exchanges. The third study examined L2 development through ―usage-based‖ theories of language learning. It was a time-series (longitudinal) research that examined the trend of changes in the linguistic complexity of the NNESs‘ spoken discourse during a 5-month period of gameplay. This examination involved repeated (in three equally-distributed time intervals) calculations of fourteen syntactic complexity indices and the indices associated with three components of lexical complexity (diversity, sophistication, and density). Overall, the results turned out to be more promising for the low intermediate than the high intermediate group of the NNESs. More detailed findings are presented and discussed in light of the current literature

    The Role of Knowledge Management in Supply Chain Management: A Literature Review

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    Purpose: The aim of this paper is to examine the state of knowledge management research in supply chain management from three standpoints, methodological approach, supply chain management area, and knowledge management processes. Design/methodology/approach: To achieve this, a systematic review is conducted over the period 2000-2014 on the basis of a qualitative content analysis. Findings: Major results showed that knowledge management can be viewed as a leverage mechanism for: (i) supply chain integration; (ii) the enhancement of intra and inter-relations across the supply chain; (iii) supply chain strategy alignment; and (iv) the reinforcement of knowledge transfer in product development. Some supply chain management areas such as reverse logistics, inventory management, forecasting/demand planning, outsourcing, and risk management have been explored only to some extent. Furthermore, knowledge transfer is being studied in the majority of the articles, mainly by both case study and survey approach; mathematical models and simulation techniques are used in very limited articles. Findings concerning theoretical perspectives and managerial issues are also described. Research limitations/implications: The limitation of our study encompasses the aspects of search period (2000-2014), selection of search databases (Web of Science and SCOPUS and language selection (English). Practical implications: The exhibition of the KM processes within the SC context may help practitioners and managers interested in implementing KM initiatives to replicate the methodologies in order to increase the possibilities of a successful KM adoption. Originality/value: The systematic review will contribute to the understanding of the present state of research in the knowledge management theory, with focus on the supply chain, as there are no state-of-knowledge studies that report a systematic literature review approach.Peer Reviewe
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