Transferring Collective Knowledge: Collective and Fragmented Teaching and Learning in the Chinese Auto Industry

Collective knowledge, consisting of tacit group-embedded knowledge, is a key element of organizational capabilities. This study undertakes a multiple-case study of the transfer of collective knowledge, guided by a set of tentative constructs and propositions derived from organizational learning theory. By focusing on the group-embeddedness dimension of collective knowledge, we direct our attention to the source and recipient communities. We identify two sets of strategic choices concerning the transfer of collective knowledge: collective vs. fragmented teaching, and collective vs. fragmented learning. The empirical context of this study is international R&D capability transfer in the Chinese auto industry. From the case evidence, we find the expected benefits of collective teaching and collective learning, and also discover additional benefits of these two strategies, including the creation of a bridge network communication infrastructure. The study disclosed other conditions underlying the choice of strategies of transferring collective knowledge, including transfer effort and the level of group-embeddedness of the knowledge to be taught or re-embedded. The paper provides a group-level perspective in understanding organizational capabilities, as well as a set of refined constructs and propositions concerning strategic choices of transferring collective knowledge. The study also provides a rich description of the best practices and lessons learned in transferring organizational capabilities.http://deepblue.lib.umich.edu/bitstream/2027.42/39804/3/wp420.pd

Transferring Collective Knowledge: Collective and Fragmented Teaching and Learning in the Chinese Auto Industry

Collective knowledge, consisting of tacit group-embedded knowledge, is a key element of organizational capabilities. This study undertakes a multiple-case study of the transfer of collective knowledge, guided by a set of tentative constructs and propositions derived from organizational learning theory. By focusing on the group-embeddedness dimension of collective knowledge, we direct our attention to the source and recipient communities. We identify two sets of strategic choices concerning the transfer of collective knowledge: collective vs. fragmented teaching, and collective vs. fragmented learning. The empirical context of this study is international R&D capability transfer in the Chinese auto industry. From the case evidence, we find the expected benefits of collective teaching and collective learning, and also discover additional benefits of these two strategies, including the creation of a bridge network communication infrastructure. The study disclosed other conditions underlying the choice of strategies of transferring collective knowledge, including transfer effort and the level of group-embeddedness of the knowledge to be taught or re-embedded. The paper provides a group-level perspective in understanding organizational capabilities, as well as a set of refined constructs and propositions concerning strategic choices of transferring collective knowledge. The study also provides a rich description of the best practices and lessons learned in transferring organizational capabilities.knowledge transfer, collective knowledge, organizational capabilities, R&D capabilities, organizational learning, network, China

Knowledge assimilation processes of rapidly internationalising firms: longitudinal case studies of Scottish SMEs

<p>Purpose – The accumulation of knowledge and learning by firms has been identified as being critical to their internationalisation. This paper aims to explore the knowledge assimilation processes of rapidly internationalising small to medium-sized enterprises (SMEs).</p> <p>Design/methodology/approach – This is a qualitative enquiry in two stages. First, four case studies were selected from firms that were participating in an internationalisation programme run by Scottish Enterprise, the regional development agency. Data collection involved semi-structured interviews with chief executive officers (CEOs) and programme providers, and archival data. Second, two focus groups were held with six CEOs participating in the programme.</p> <p>Findings – The findings indicate that knowledge sharing is important for rapidly internationalising SMEs and that firms adopted high levels of formality in assimilating knowledge. Two key aspects of formality were identified as important; formal planned events to share explicit and tacit knowledge and the codification of tacit to explicit knowledge. Knowledge may be assimilated less formally by the retention of tacit knowledge as tacit, while utilising elements of formality. The paper finds that learning for internationalisation can be transferred to support domestic growth.</p> <p>Practical implications – It is important for firms to develop appropriate knowledge assimilation processes within their management systems to support internationalisation. The CEO and management team need to take the lead in marshalling commitment to learning processes and in cultivating an organisational culture that is supportive of learning.</p> <p>Originality/value – This research contributes to international entrepreneurship by providing insights into the knowledge assimilation processes employed by rapidly internationalising SMEs to manage the tensions between the need for greater formality to be efficient at learning, and informality to enable speedy decision making.</p&gt

Greenfield or Acquisition Entry: A Review of the Empirical Foreign Establishment Mode Literature

This paper reviews the empirical literature on the determinants of the choice by multinational enterprises between entering foreign countries through greenfields or acquisitions. We discuss and compare the main theoretical perspectives used, provide a detailed overview of the empirical findings, examine why these findings have often been inconsistent, and offer theoretical and methodological suggestions to guide future research.review;establishment mode choice;acquisition;greenfield

Assurance of learning : the role of work integrated learning and industry partners

In the partnering with students and industry it is important for universities to recognize and value the nature of knowledge and learning that emanates from work integrated learning experiences is different to formal university based learning. Learning is not a by-product of work rather learning is fundamental to engaging in work practice. Work integrated learning experiences provide unique opportunities for students to integrate theory and practice through the solving of real world problems. This paper reports findings to date of a project that sought to identify key issues and practices faced by academics, industry partners and students engaged in the provision and experience of work integrated learning within an undergraduate creative industries program at a major metropolitan university. In this paper, those findings are focused on some of the particular qualities and issues related to the assessment of learning at and through the work integrated experience. The findings suggest that the assessment strategies needed to better value the knowledges and practices of the Creative Industries. The paper also makes recommendations about how industry partners might best contribute to the assessment of students’ developing capabilities and to continuous reflection on courses and the assurance of learning agenda

The export intensity of foreign affiliates in transition economies - the importance of the organization of production

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Challenges to transferring and sharing of tacit knowledge within a construction supply chain

Purpose – This paper investigates the potential challenges that hinder the effective transfer and sharing of Tacit Knowledge (Knowledge Communication) within a construction supply chain (CSC). Design/Methodology/Approach – This study identifies six challenges (through literature review) with fifteen positive correlations between them. Quantitative methodology is employed to validate those challenges and correlations between challenges. Firstly, data is collected through semi-structured e-survey questionnaire. Afterwards, a Frequency and Kruskal-Wallis H test is run for initial validation of identified challenges. A correlation analysis is used to highlight the taxonomic relations between those challenges. Finally, the study establishes the rank order of the first and following challenges. Findings – This study highlights that traditional ways of working with construction organisations are the predominant challenge that hinders effective transferring and sharing of Tacit Knowledge. The cause of challenges is the fragmented nature of CSC. Also, it brings out the correlation between those challenges. The study draws the conclusion and recommendation to implement Knowledge Communication (KC) within a CSC. Originality/Value – The study highlights the challenges that hinder KC in a construction process of a CSC. It establishes that the fragmented nature of the construction sector is not the first challenge that hinders implementation of transferring and sharing of Tacit Knowledge but somewhat traditional organisation structures and working processes. This is the first paper that investigates and tests the challenges in four dimensions and establishes the rank order of challenges with crucial distinction in a KC approach within a CSC. Conclusion – This study identifies the rank order of challenges. It also discusses the implementation of KC within a CSC. It reflects the current understanding of KC in the construction sector and pinpoints the contribution of this study in academia and practice. Keywords - Construction Supply Chains, Knowledge Management, Tacit Knowledge, Transferring and Sharing Tacit Knowledge, Knowledge Communication in Construction Processes, Knowledge Communicatio

A power perspective on knowledge transfer in internal succession of small family businesses

The aim of this paper is to apply a power perspective to knowledge transfer in internal succession processes of small family businesses. We argue that knowledge is a source of power. Distilling existing literature on small family businesses, knowledge transfer and power theory, we focus on the role of owner-manager and successor in internal succession. Propositions are formulated, theorizing the influence of (1) expert power, (2) decision-making power, (3) trust, (4) rivalry, and (5) capabilities. First, we conclude, familiness and high levels of trust in small family businesses influence power relationships between successor and predecessor positively. Second, the existence of high power imbalances within familiness can slow progress in knowledge transfer in succession, and particularly negatively impact on tacit knowledge transfer from one generation to the next