Information Technology and Organizational Learning Interplay: A Survey

The objective of this paper is to provide a systematic review of the evolutionary trends in the research domain of information technology and organizational learning. Having surveyed various journals and key conferences between 2000 and 2018 on the topic, we observe that information technology (IT) has expanded from its general form to various contemporary information systems, e.g. knowledge organization systems, communication and collaborative systems and decision support systems. However, organization learning (OL) now essentially occurs through knowledge management activities, e.g. knowledge acquisition, storing, sharing and application of knowledge. The survey reported here not only validates the interplay of IT and OL but also reveals some important intervening factors between IT and OL, e.g. absorptive capacity, organization culture, user trust, acceptance and satisfaction that work as deterministic elements in the reciprocal relationship of IT and OL. We propose future research to explore interaction between big data analytical systems and organizational learning

Establishing Organizational Learning-Based System for Individual Using Self-Talk Therapy Approach: Case Study at Gula Padang Terap Sdn Bhd

This research investigates the elements that can encourage individuals to externalize and share tacit knowledge, which is critical in a continuous development of organizational learning-based information systems. To achieve this, self-talk therapy and proactive employee elements were utilized. The following objectives are proposed as a benchmark: (1) to develop the proactive employee elements in the respondents’ mindsets by using self-talk therapy training program; (2) to understand the roles of proactive employee elements in encouraging tacit knowledge externalization, sharing and documentation; (3) to investigate the roles of tacit knowledge externalization, sharing and documentation on a continuous information system (IS) database updates; and (4) to investigate the roles of IS database updates on organizational learning (OL). An in-depth case study approach was employed involving a manufacturing organization in Malaysia. The data was collected through interviews, observations, and documents review and analyzed using five-stage-hermeneutic analysis. The findings of this study indicated that the self-talk therapy training program were able to instill the proactive employee elements in the respondents’ mindsets. Being equipped with the proactive employee elements encourages the individuals to promote changes within their company. These elements in turn enable individuals to externalize, share and document tacit knowledge by producing ideas, actions, reactions and reflections. The documented tacit knowledge can be used to update organizational database. When the updated contents of organizational database are disseminated within the organization, a continuous learning is established. All these scenarios lead to the establishment of OL. This research offers a contribution to academic and business societies by presenting the elements that can encourage staff members to contribute inputs in terms of ideas, views or suggestions for OL-based IS development. This research also provides the decision makers with a platform that can reduce the dependency on the material rewards in motivating staff members

The mediating role of innovation in the relationship between market orientation and university performance in Pakistan

Universities globally are going through a paradigm shift with a need to become more innovatively market-oriented to handle the issue of growing competition for funding, as well as attracting/retaining the international/local competent students and academicians. However, there appears to be a dearth of research on how such state of affairs could be addressed, particularly in the emerging economies like Pakistan. In the light of resource-based theory (RBT), as well as organizational-learning theory (OLT), literature suggests that market-orientation (MO) and innovation are to be the desirable unique resources, as well as the guiding philosophies, to enable universities for a more competitive performance. Hence, this study investigated how resources like marketorientation (MO), and innovation, can influence university performance (UP). The study also tested empirically the potential mediating effect of innovation on the MOUP relationship. In addition, how the dimensions of MO influenced the innovation and university performance (UP) were also tested empirically in the universities of Pakistan. Results of the PLS path modelling (with 369 respondents from the target public-sector universities) firstly confirmed significant effect of the “universal construct of MO” and two of its dimensions “the advising and mentoring, as well as the intelligencegeneration and response” on UP. However, one dimension of MO, which is the administration-leadership, was not significantly supported to directly influence the UP. Secondly, the study confirmed that there were significant direct effects of the “universal construct of MO”, as well as all of its dimensions, on innovation. Thirdly, the study also found that there was a significant effect of innovation on UP. Furthermore, the bootstrapping results found significant mediation of innovation between the MO-UP relationship. Hence, the results show that UP can be directly enhanced through MO and innovation. Even the use of innovation as a mediator can further strengthen the MO-UP relationship. Based on the findings, the study offers theoretical and practical implications, followed by its limitations and directions, for future research

The mediating role of innovation in the relationship between market orientation and university performance in Pakistan

Universities globally are going through a paradigm shift with a need to become more innovatively market-oriented to handle the issue of growing competition for funding, as well as attracting/retaining the international/local competent students and academicians. However, there appears to be a dearth of research on how such state of affairs could be addressed, particularly in the emerging economies like Pakistan. In the light of resource-based theory (RBT), as well as organizational-learning theory (OLT), literature suggests that market-orientation (MO) and innovation are to be the desirable unique resources, as well as the guiding philosophies, to enable universities for a more competitive performance. Hence, this study investigated how resources like marketorientation (MO), and innovation, can influence university performance (UP). The study also tested empirically the potential mediating effect of innovation on the MOUP relationship. In addition, how the dimensions of MO influenced the innovation and university performance (UP) were also tested empirically in the universities of Pakistan. Results of the PLS path modelling (with 369 respondents from the target public-sector universities) firstly confirmed significant effect of the “universal construct of MO” and two of its dimensions “the advising and mentoring, as well as the intelligencegeneration and response” on UP. However, one dimension of MO, which is the administration-leadership, was not significantly supported to directly influence the UP. Secondly, the study confirmed that there were significant direct effects of the “universal construct of MO”, as well as all of its dimensions, on innovation. Thirdly, the study also found that there was a significant effect of innovation on UP. Furthermore, the bootstrapping results found significant mediation of innovation between the MO-UP relationship. Hence, the results show that UP can be directly enhanced through MO and innovation. Even the use of innovation as a mediator can further strengthen the MO-UP relationship. Based on the findings, the study offers theoretical and practical implications, followed by its limitations and directions, for future research

Information Technology as a Fellow Player in Organizational Learning

Issues about the relation between information technology (IT), knowledge and organizational learning appear more critical as IT becomes an increasingly integrated part of organizational life. We believe that in order to understand the role of IT in organizational learning, we need to focus on the relation between learning theories and understandings of technology. This relation is often based upon the assumption that organizational learning is a process of knowledge acquisition, storage, application and diffusion in which IT is a primary enabler. We propose organizational learning to derive from participation in social work practices and to involve human existence and development. This brings forward an understanding of the role of technology to be a facilitator of the formation and maintenance of communities of practice within organizations – and not to be reduced to its information processing capacities

Knowledge management strategies and practices in Nigerian agricultural research institutes.

Ph. D. University of KwaZulu-Natal, Pietermaritzburg 2015.This study was carried out to investigate knowledge management strategies and practices in Nigerian agricultural research institutes. Five institutes located in different geo-political zones of the country were studied namely: Institute for Agricultural Research, Zaria; Institute of Agricultural Research and Training, Ibadan; National Root Crops Research Institute, Umudike; National Cereals Research Institute, Badeggi; and Lake Chad Research Institute, Maiduguri. The Nonaka and Takeuchi (1995) knowledge creation theory complemented by Boisot’s (1987) knowledge category model, Grant’s (1996) knowledge-based theory, Conner and Prahalad (1996) resource-based view, Sanchez’s (2001a) competence-based view, Ginsberg’s (1994) cognitive-frameworks theory, and Teece et al. (1997) capability perspective theoretical lenses underpinned the study. The study was underpinned by post-positivists paradigm, while mixed methods (qualitative and quantitative approaches) using survey questionnaire, interviews and documentary analysis were used for the collection of data. A survey questionnaire was administered on 276 research scientists, while a semi-structured interview was conducted with five directors and five heads of information and documentations of the institutes. Qualitative data were analysed using thematic analysis, while quantitative data were analysed using SPSS version 20.0 to generate descriptive and inferential statistics for actualising the objectives of the study. Reliability and validity of the instruments was ascertained through test-retest reliability using Cronbach’s Alpha on 30 research scientists. The expected reliability stood at r=0.786, which is considered acceptable. The study adhered to the ethical protocol of the University of KwaZulu-Natal. The findings show that the types of knowledge generated by the institutes included: genetic improvement of varieties of cereals, crops, roots, tubers and barley; wheat, rice, soybeans, sugarcane, beniseed, millet; crop production, breeding, weed control, value-addition techniques, fertility of soil and mechanisation; crop improvement and management practices; generation of agricultural technologies and management practices; pest management, agronomic practices and improved seeds; fish production and management practices. The study found that generations of explicit knowledge and tacit knowledge was high in the institutes. Besides, the explicit knowledge generation was enhanced by the constant documentation of research findings and research reports, seminars, workshops and conference papers; while tacit knowledge generation was facilitated by knowledge sharing through formal and informal engagements such as review meetings, cropping scheme meetings, community of practice, community of knowledge, knowledge networks and regular staff meetings. The study further found that personalisation strategy (human-based) was the dominant strategy used to derive research and innovations, compared to codification strategy (ICT-based). The study established that knowledge transmission to stakeholders such as farmers, Agricultural Development Partners (ADPs) and other governmental and non-governmental organisations was done largely via newsletters and bulletins, followed by personal contact with research scientists and extension agents. The study found that the following knowledge management systems were in place: document management systems (word processing and desktop databases); organisational practice and routines (group collaboration systems, discussion forums and work flows); training and knowledge intelligence, (community of knowledge, knowledge networks, knowledge culture, intelligent agents and rule-based personalization). The findings revealed lack of knowledge management policies, knowledge management strategic plans and position of knowledge manager in the institutes’ organogram. The study concluded that knowledge management practices in research institutes studied in Nigeria were influenced by knowledge creation, knowledge acquisition and generation, knowledge sharing and modes of knowledge dissemination. The study recommends an agricultural research impact assessment in the institutes in order to ascertain the contribution of the knowledge generated to the revival of the agricultural sector in Nigeria. Coordination, cooperation and collaboration among the farmers, research scientists, research institutes, Agricultural Development Partners (ADPs), and the National Agricultural Research System (NARS) should be enhanced by establishing a national agricultural research database/databank to facilitate access to agricultural research in the institutes. The research institutes should consider putting in place knowledge management policy for efficient management of knowledge resources. The originality of the study lies in its ability to investigate how concepts and variables from the Nonaka and another six theories/models played out in the Nigerian agricultural research vii institutes. The study demonstrated the usefulness of these theories and models in the context of Nigerian agricultural research institutes. The study contributes to policy, theory, practice and society. For example, the findings have the potential to influence the formulation of KM policies in the Nigerian agricultural research institutes. In addition the study has provides a deeper understanding of various phenomena pertaining to the KM in the agricultural sector which could serve as a basis for re-evaluation, re-strategising and re-focusing KM practices in the research institutes. The study contributes to the domain body of knowledge and literature, especially in the context of Nigeria. The study proposes a model for KM in agricultural research institutes, which builds upon the weaknesses of the Nonaka model, and other six models discussed in the thesis