1,720,973 research outputs found
Understanding the Antecedents of Effective Knowledge Management: The Importance of a Knowledge-Centered Culture
No full textWithin the context of knowledge management, little research has been conducted that identifies the antecedents of a knowledge-centered culture - those organizational qualities that encourage knowledge creation and dissemination. In this study, the existing literature on organizational climate, job characteristics, and organizational learning (in the form of cooperative learning theory) are linked with the current thinking and research findings related to knowledge management to develop a theoretical model explaining the relationships among organizational climate, the level of cooperative learning that takes place between knowledge workers, and the resulting level of knowledge created and disseminated as measured by team performance and individual satisfaction levels. The study goes on to empirically test the proposed research model by investigating the climate of organizations, and seeks to understand the linkage between a set of organizational and individual characteristics and knowledge-related activities found in cooperative learning groups and the resulting work outcomes. The hypothesized research model is tested using LISREL with data collected from 203 information systems (IS) professionals engaged in systems development activities. The paper concludes with a discussion of the implications the results have for future research and managerial practice
Understanding knowledge creation, transfer, and application: Investigating cooperative, autonomous systems development teams
No full textKnowledge management has begun to play a key role in organizations and research activities alike. Knowledge can be classified as tacit (i.e., knowing-how ) and explicit (i.e., knowing-what ). A gap exists in knowledge management research in that research has been dominated by an information technology perspective and tends to focus on explicit knowledge. This study seeks to address this gap by focusing on tacit knowledge management using tenets from cooperative learning theory. The research proposes that the sharing of tacit knowledge is made up of related sub-activities, and seeks more clarity in understanding autonomy, an antecedent that drives these activities. Furthermore, the research attempts to uncover the relationships between the tacit knowledge sharing sub-activities and the work outcomes produced by the knowledge work
The hybrid clicks and bricks business model
No full textInnovative strategies that can be used in employing physical storefronts in combination with virtual storefronts to maximize value to both the customers and the business are discussed. Allowing customers to return or exchange Web-purchased goods at physical stores instead of having to ship them back, removes one of the perceived obstacles to shopping online. It also induces them to visit the company\u27s physical stores for additional purchases. Offering repair services at physical stores for goods purchases online also help the customer avoid packing and shipping plus leads customers to the stores. Furthermore, customers should be able to make use of a company\u27s Internet capability for learning about products, getting recommendations, and placing orders while utilizing their physical stores for quick access to merchandize
Freedom to cooperate: Gaining clarity into knowledge integration in information systems development teams
No full textThe specialized knowledge that exists among information systems development (ISD) teams must be shared and integrated to successfully develop systems solutions. Unfortunately, knowledge sharing and integration continues to be problematic. In this study, we seek out those antecedent characteristics that ISD teams should possess to facilitate the collaboration and knowledge integration necessary for enhanced performance. We propose cooperative learning theory as a lens to understand knowledge integration activities in ISD projects. We suggest that knowledge integration behaviors are discretionary, and that ISD professionals must feel autonomy in deciding to engage in them. We investigate whether the effects of autonomy on cooperative learning and of cooperative learning on work outcomes vary depending on the types of autonomy present in ISD teams. A research model is proposed, and it is empirically tested through a study of 206 ISD professionals from 38 ISD teams. Our findings suggest that autonomous teams engage more frequently in cooperative learning behaviors, and consequently perform more effectively and are more satisfied. We also find that relationships exist between the type of autonomy present in teams and the resultant elements of cooperative learning and work outcomes. © 2009 IEEE
Cross‐national diversity and environmental sustainability: Global evidence and organizational mechanisms for achieving the SDGs
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BOARD COMPOSITION, BOARD DIVERSITY AND STOCK PERFORMANCE
Get PDFThe study investigates the relationship between six board compositions and stock returns. The results indicate a significant association between various board compositions and stock returns. Specifically, board size and executive directors have a negative impact, whereas independent directors enhance stock returns. Busy directors positively impact the abnormal stock returns for the companies in the non-financial industry, which implies that busy directors who serve on more boards tend to be well connected. More importantly, the results indicate a significant positive relationship between board tenure and stock returns. Board service time is perceived as the board quality of knowledge and experience from the investors’ point of view
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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