Mechanisms for Knowledge Transfer in the Context of Knowledge Platforms: A Governance Perspective

A large and growing body of empirical research investigates the black box of intra- organizational knowledge transfer. Despite its richness, there is a paucity of theoretically- grounded research that integrates the role of governance and social mechanisms in knowledge transfer to understand how they can be simultaneously promoted to create value. In this paper, we rely on three theories: governance, norms and utility to develop a comprehensive model of knowledge transfer and its effects at the individual level. Our model is tested with a survey of 485 employees from a global knowledge service firm. Findings show that knowledge transfer (conceptualized as the contribution, and adoption of knowledge resources) in the context of knowledge platforms and its subsequent outcomes at the individual level can be promoted by three categories of mechanisms: norms-based (identification and collaboration), governance-based (knowledge structure role) and utility-based (knowledge attributes and accessibility). The present study thus contributes to a deeper understanding of the value of intra-organizational knowledge transfer

A MULTI-THEORETICAL FRAMEWORK OF MOTIVATION IN OPEN SOURCE SOFTWARE

The question of why so many developers dedicate time and effort into contributing to Open Source Projects (OSP) is one of the most intriguing questions in OS research. Several preliminary studies have theorized about and empirically examined this challenging question. They suggest a variety of reasons to explain this phenomenon but mostly rely on self-determination theory, with its extrinsic-intrinsic dichotomy, to explain the heterogeneous and complex nature of motivation in OSS. This paper provides an alternative, theory-driven approach, where three different, yet complementary, theories of motivation are combined, to explain the participation and outcomes of developers in OSP. More specifically, our multi-theoretical framework is based upon, social exchange theory, goal-orientation and expectancy theory. An empirical test of the model is provided within the context of SourceForge.net. The results offer new theoretical and practical insights into developers’ motivation and how it affects their participation and outcomes

Harnessing the Potential of Digital Twins: Lessons from Two Mature Case Studies

Many enterprises have not progressed their Digital Twins Project to full scale. Daunting interrelated managerial challenges related to developing living learning models, introducing flexible processes, and regulation impede progress. We describe the strategies that General Electrics and Philips are pursuing to address these challenges

Understanding Developers’ Motives in Open Source Projects: A Multi-Theoretical Framework

The question of why so many developers dedicate time and effort into contributing to Open Source Projects (OSP) is one of the most intriguing questions in OS research. Several preliminary studies have theorized about and empirically examined this challenging question. They suggest a variety of reasons to explain this phenomenon but mostly rely on self-determination theory, with its extrinsic-intrinsic dichotomy, to explain the heterogeneous and complex nature of motivation in OSS. This article provides an alternative, theory-driven approach, whereby three different, yet complementary, theories of motivation are combined, to explain the participation and outcomes of developers in OSP. More specifically, our multi-theoretical framework is based on social exchange theory, goal-orientation, and expectancy theory. An empirical test of the model is provided within the context of SourceForge.net. The results offer new theoretical and practical insights into developers’ motivation and how it affects their participation and outcomes

Navigating Generative Artificial Intelligence Promises and Perils for Knowledge and Creative Work

Generative artificial intelligence (GenAI) is rapidly becoming a viable tool to enhance productivity and act as a catalyst for innovation across various sectors. Its ability to perform tasks that have traditionally required human judgment and creativity is transforming knowledge and creative work. Yet it also raises concerns and implications that could reshape the very landscape of knowledge and creative work. In this editorial, we undertake an in-depth examination of both the opportunities and challenges presented by GenAI for future IS research

Credibility of Virtual Influencers: The Role of Design Stimuli, Knowledge Cues, and User Disposition

Virtual Influencers (VIs) are digital influencers that can look and behave like human beings but project themselves as “robots”. They influence people’s attitudes and behaviors through their presence and interaction. While human-like design can lead to acceptance, additional information about machine-like description (robot) can create conflict about the influencer’s identity and lead to unfavorable social responses. Social perceptions are also subjective. In this study, we examine the influence of human-like design, knowledge cues, and user disposition on user perceptions of VI credibility. In doing so, we present a case for the substitution of human influencers by “lesser human” counterparts in the context of social media

Exploring the impact of organizational climate factors on organizational creativity within a centralized IS

The present study aims to illustrate problems associated with enabling organizational creativity through a centralized information system (IS). A creativity model based on the componential creativity theory was adapted from organization theory and was used to develop propositions regarding organizational climate factors that should be avoided when using a centralized IS to foster organizational creativity. The present study offers a useful case study to help organizations understand actions to be avoided when seeking to enhance organizational creativity via the adoption of a centralized IS

User-Generated Content and Employee Creativity: Evidence from Salesforce IdeaExchange Community

This study investigates how accessing user-generated content in online user innovation communities (OUICs) may influence employee creativity. By analyzing a longitudinal dataset obtained from the IdeaExchange community of Salesforce.com, we find that employees who frequently access diverse and well-codified idea content contributed by external product users are likely to generate more ideas than those who do not; however, the marginal effects of diverse and well-codified content decrease as employees access increasing amounts of community content. Moreover, our findings illustrate that the number of implemented ideas from an employee is positively associated with the number of new ideas s/he generates. We discuss important implications of our study for online innovation communities and for employee creativity in organizations. We also provide insights for firms on how to build a thriving community via increasing the scope and level of employee participation

Performance Factors of a Full Distance Learning : The Case of Undergraduate Students in Academic Exchange

Various e-learning systems have been developed and implemented in educational contexts. However, few studies try to go beyond the experimental level of identifying numerous factors that influence this technology and apply them to a real academic class of students. This article based on an in-depth analysis of a business school case--Montpellier Business School (France)--and survey data from 405 students assessed on their use of the e-learning platform, helps illuminate the patterns involved in e-learning performance. A literature review on e-learning performance factors is realized and a theoretical model focusing on three dimensions of e-learning performance--the learner side, the institutional environment and the e-learning system per se--is presented and tested empirically. The key findings of this paper identify motivation and self-discipline of students as main drivers of e-learning outcomes. Other results show that the integration of e-learning in a pedagogical program requires the analysis of its performance not only from learners and instructors point of view, but also from the underlying strategic perspective of the institution