An introduction to STRIKE : STRuctured Interpretation of the Knowledge Environment

Knowledge forms a critical part of the income generation of the system and the complex environment in which actors participate in the creation of knowledge assets merits robust, eclectic consideration. STRIKE - STRuctured Interpretation of the Knowledge Environment affords an unobtrusive and systematic framework to observe, record, evaluate and articulate concrete and abstract elements of a setting, across internal and external dimensions. Inter-relationships between actor and environment are preserved. STRIKE is supported by underlying techniques to enrich data and enhance the authenticity of its representation. Adoption of photography and videography tools provides illustrative and interpretive benefits and facilitates researcher reflexivity. This structured approach to data analysis and evaluation mitigates criticisms of methodological rigour in observational research and affords standardisation potential, germane for application in a verification or longitudinal capacity. Advancing exploratory validation studies, the method is employed to evaluate the knowledge environments of two enterprises in the UK creative sector. These occupy a critical role in fostering entrepreneurial innovation alongside participant self-efficacy. Access Space in Sheffield and the Bristol Hackspace are committed to open software, open knowledge and open participation; sharing peer learning, creativity and socio-technical aims to address broadly similar community needs. Drawing on Wittgenstein’s Picture Theory of Meaning, the knowledge management perspective is abstracted from the STRIKE assessment. It is argued that the tiered analytical approach which considers a breadth of dimensions enhances representation and interpretation of the knowledge environment and presents a diagnostic and prescriptive capability to actualise change. The paper concludes by evaluating framework effectiveness, findings application and future direction

Self-regulated learning and knowledge sharing in the workplace

This study explores how experts in a global multinational company self-regulate their learning. It investigates experts‟ perceptions of the impact of knowledge sharing on their learning and work. Findings indicate that self-regulated learning (SRL) is a highly social process that is structured by and deeply integrated with work tasks. Experts tend to draw heavily upon their personal networks of trusted colleagues in the process of diagnosing and attaining their learning goals. In contradiction to existing models, SRL in the workplace does not appear to be a clearly delineated, linear process comprised of discrete stages. Further research is needed to understand tacit practices of SRL in the workplace

A knowledge hub to enhance the learning processes of an industrial cluster

Industrial clusters have been defined as ?networks of production of strongly interdependent firms (including specialised suppliers), knowledge producing agents (universities, research institutes, engineering companies), institutions (brokers, consultants), linked to each other in a value adding production chain? (OECD Focus Group, 1999). The industrial clusters distinctive mode of production is specialisation, based on a sophisticated division of labour, that leads to interlinked activities and need for cooperation, with the consequent emergence of communities of practice (CoPs). CoPs are here conceived as groups of people and/or organisations bound together by shared expertise and propensity towards a joint work (Wenger and Suyden, 1999). Cooperation needs closeness for just-in-time delivery, for communication, for the exchange of knowledge, especially in its tacit form. Indeed the knowledge exchanges between the CoPs specialised actors, in geographical proximity, lead to spillovers and synergies. In the digital economy landscape, the use of collaborative technologies, such as shared repositories, chat rooms and videoconferences can, when appropriately used, have a positive impact on the development of the CoP exchanges process of codified knowledge. On the other end, systems for the individuals profile management, e-learning platforms and intelligent agents can trigger also some socialisation mechanisms of tacit knowledge. In this perspective, we have set-up a model of a Knowledge Hub (KH), driven by the Information and Communication Technologies (ICT-driven), that enables the knowledge exchanges of a CoP. In order to present the model, the paper is organised in the following logical steps: - an overview of the most seminal and consolidated approaches to CoPs; - a description of the KH model, ICT-driven, conceived as a booster of the knowledge exchanges of a CoP, that adds to the economic benefits coming from geographical proximity, the advantages coming from organizational proximity, based on the ICTs; - a discussion of some preliminary results that we are obtaining during the implementation of the model.

Conceptualising the research–practice–professional development nexus: mobilising schools as ‘research-engaged’ professional learning communities

This paper argues the need for coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools in addressing pressing problems arising from the acknowledged gaps between research, practice and professional development. There is a need to conceptualise a comprehensive conceptual framework that rationalises, constructs and connects salient professional development concepts and practices fit for purpose in twenty-first-century schools. Specifically, three themes conceptualise existing problems faced by schools and their possible solutions: first, bridging the research–policy–practice gap by mobilising knowledge more effectively through knowledge producers and consumers working collaboratively; second, valuing and integrating both tacit knowledge and academic coded knowledge; and third, raising the professionalism and reflectivity of teachers and leaders. However, a new organisational and human infrastructure is needed to enable these solutions to be realised in school practice. Arguably, three responses are critical to this challenge of knowledge mobilisation; all are achievable through the powerful unifying concept of the ‘research-engaged school’. The three responses are: research engagement on the part of all teachers and leaders; creating schools and school networks as professional learning communities; and adopting a workable methodology (namely, research–design–development) for teachers and leaders to put research into practice and tailor innovations to specific school contexts

Knowledge transfer in offshoring arrangements: the roles of social capital, efficacy and outcome expectations

Prior research has shown that social capital is as a vital factor for knowledge transfer, but has hardly examined this within an offshoring context. Moreover, the social capital lens is not sufficient for explaining motivational mechanisms of knowledge transfer. Our qualitative case study demonstrates that social capital as well as efficacy beliefs and outcome expectations affected the ability and willingness of German IT developers to transfer knowledge to their Indian offshore colleagues. We highlight interrelations between these knowledge transfer mechanisms, and we discuss results with regard to new insights for offshoring and knowledge transfer research, limitations, and practical implications

Knowledge Management Determinants Of Continuance Behavior: Evaluating The Air Force Knowledge Now Knowledge Management System

Knowledge management (KM) encompasses the set of capabilities, processes, tools, and techniques for the most effective use of knowledge by an organization. The goal of KM is to improve the organization\u27s ability to create, transfer, retain, and apply knowledge. Knowledge management is a goal that many organizations seek to achieve. Organizations apply their strategies, plans, and implementation to achieve KM. Organizations use technology to implement their KM strategy. For some, this approach has worked well; however, for others, the results have fallen short. KM shortcomings revolve around employees\u27 infrequent use of the technology. This research seeks to understand what influences a user\u27s behavior to use a KM system and why a user becomes a routine user. This research provides a model of KM continuance behavior and post-acceptance usage behavior. Post-acceptance usage behavior is how an individual decides to use a system after its initial acceptance. The KM continuance model incorporates technology, community, individual, and organizational elements that influence a user\u27s intentions and actual use of a KM system. The specific context of this research is a KM system known as the Air Force Knowledge Now (AFKN) system. AFKN emphasizes KM through expertise-sharing activities in Communities of Practice (CoPs). The AFKN KM system facilitates and enhances the relationships in the community. The data for this study were obtained by using an online questionnaire. The results are analyzed using Partial Least Squares structural equation modeling with a two-step data analysis approach. The first step assessed the properties of the measurement model. The second step assessed the path model. Path coefficients and t-values are generated to evaluate the 14 proposed hypotheses. The results of the investigation show that community and technology KM both positively influence a user\u27s evaluation of the KM environment. The results produced a coefficient of determination of 60% for KM continued-use intention and 31% for KM continued-use behavior. The outcome of this research is a model that allows organizations to tailor their KM systems efforts to the organizational environment in order to maximize their resources. This investigation serves as a foundation for further research and development in areas of KM, KM systems, and post-acceptance usage

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

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

Micro enterprises, self-efficacy and knowledge acquisition: evidence from Greece and Spain

Purpose: The purpose of this exploratory study is to investigate the significance of self-efficacy and knowledge acquisition among micro businesses operating in challenging economic environments. The study uses social cognitive theory (SCT) and the knowledge-based theory of the firm (KBTF), and it proposes a refinement of these theoretical frameworks in the context of the study. Design/methodology/approach: A case method was chosen, and face-to-face interviews with 14 owners of firms in island and rural regions of Greece and Spain were conducted. Findings: Content analysis identified the importance of self-efficacy, primarily illustrated by entrepreneurs’ determination and self-motivation, propensity to take risks and ability to anticipate consequences of their actions. Acquisition and accumulation of explicit knowledge, particularly through generational or mentoring processes, and subsequent wealth of tacit knowledge, also emerged as very significant in preparing and guiding entrepreneurs. Various links between the adopted theories and findings emerged, particularly regarding forethought, vicarious learning (SCT) and specialisation in knowledge acquisition (KBTF). Originality/value: The proposed theoretical refinement based on the SCT and KBTF paradigms allows for a more rigorous, in-depth reflection on the links between cognitive elements present in the participating micro entrepreneurs and knowledge-based attributes on their ability to increase organisational resilience. The study also contributes toward the micro business literature and addresses a knowledge gap, particularly, in that contemporary research has not explored entrepreneurial motivations among small firm entrepreneurs. Finally, the practical implications emerging from the findings provide a platform for various stakeholders (associations, government agencies) to appreciate and support entrepreneurs’ needs, notably, of acquiring, increasing and sharing knowledge. © 2018, Emerald Publishing Limited

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N