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This paper makes the case that modern knowledge management (KM) is inseparable from a consideration of technology. While recognizing that there are many non‐technological facets to KM research and practice, it takes issue with the perspective proposed by some that knowledge management has little or nothing to do with technology. Similarly, the perspective that equates knowledge management with information management is challenged.

The research method involves an analysis of the contrasting perspectives to show that each has blind spots that obscure a clear vision of the relationship between computer‐based technology and knowledge management. Building on the ideas of Newell, van Lohuizen, and others, the research advances an alternative perspective to overcome limitations in the other two.

The KM perspective introduced here neither dismisses technology nor identifies with it. From this perspective, this paper develops the contention that modern KM has been tremendously enriched by advances in computer‐based technology (CBT), discussing several specific examples. Moreover, this paper concludes that CBT needs to be grounded in a clear, deep consideration of knowledge management.

As this is a relatively new perspective, the full extent of its utility will unfold over time as it is adopted, used, and extended. KM researchers can adopt this perspective to guide the conception and design their research projects. Moreover, several implications for business computing systems researchers are outlined.

The new perspective offers students and practitioners a middle‐ground between two extremes for framing their understanding and observation of KM and CBT phenomena.

Both research and practice are shaped by the conceptions that underlie them. The paper furnishes a fresh, inclusive conception of the relationship between KM and CBT.

The aims of this study are to review the literature examining the arguments for and against the telephonic qualitative research interviews, to develop criteria for assessing when the use of the telephone is suitable in qualitative research and if suitable to offer detailed strategies for the effective use of this data collection instrument.

The study is a thematic analysis of the literature, informed by the researchers’ experiences using the telephone, computer-based audio and face-to-face interviews for an accounting research project involving 50 semi-structured interviews with managers.

The study identifies five criteria to determine the suitability of using the telephone in qualitative research interviews. In addition, the study offers a set of detailed strategies on what to do before, during and after a telephonic qualitative research interview.

The study can assist qualitative researchers in deciding when to use the telephone and how to use it effectively.

The study builds on the limited prior research and provides a more complete list of strategies on the effective use of the telephone in qualitative social sciences research. These strategies are a synthesis of existing studies and observations drawn from the author's study, which examines the work of organisational managers. In comparison, prior studies have been based on research projects that explored sensitive personal issues and emotive experiences not always related to managerial work.

Using two car assembly plants, investigates differences in stress and satisfaction based on: the nature of supervision (production vs maintenance); the nature of technology (traditional vs computer‐based); and the combined interaction effect of supervision type and technology. The two plants had similar conditions. One plant, however, used traditional assembly line technology, while the second was based on integrated automation. The results showed that, regardless of the type of technology, maintenance supervisors expressed a significantly higher level of stress than production supervisors. Variability related to interactions of supervision and technology were significant in the case of stress and satisfaction. Discusses implications for stress reduction and increased satisfaction.

Examines the impact of the intensity level of computer‐based technologies (CBTs) on quality. The intensity level of CBTs is empirically‐based. The main thrust of the intensity level of CBTs is fourfold. First, the technology must, intuitively, exist. Second, it must be integrated with other available technologies. Third, it must be utilized to a certain extent. Finally, it must have been used long enough to produce synergistic results. Determines whether there are differences in quality among firms with different intensity levels of CBTs. The analysis was based on data collected from 165 manufacturing firms in three industry groups in the USA. These are industrial machinery equipment, electronic and electric machinery equipment, and transport equipment. Descriptive statistics show the following: (1) the level of technology integration is low; (2) the level of programmable automation is also low; (3) most of the CBTs are used as stand‐alone technologies; and (4) most of the CBTs are used in the early stages of designing the product. The results also suggested that differences in quality exist among groups with different intensity levels of CBTs. These findings have many implications for both practitioners and academicians. For practitioners, the intensity level of CBTs, as operationalized here, can be used by manufacturing firms as a vehicle to benchmark their performance against that of their competitors. For academicians, introduces a new measure for operationalizing the intensity level of CBTs. Also discusses other implications.

Auditors of quality assurance systems contribute to technological excellence in many important ways. They gain much insight into modern technology through their various audits and induce managers to make valuable improvements that raise quality and productivity. More specifically, computer‐based technology is transferred and disseminated through auditors. The interrelationship between the computer and quality auditing is analysed. Innovative and integrative auditing of quality assurance systems is shown to be instrumental in attaining technological improvements. The American Society for Quality Control (ASQC) Guideline for Quality System Auditing also has an important role to play in this respect.

The Bedford Committee (1986) and the Accounting Education Change Commission (AECC, 1990) have strongly supported, along with practicing accountants, the use of innovative teaching techniques. Innovations involve active student participation and focus on development of critical thinking, communication, and technology skills. This paper extends prior research and describes how spreadsheet software is used to develop Jeopardy! boards to teach governmental accounting and enhance non-technical skills. Student survey results demonstrate support for use of a computer-based Jeopardy! game as a learning tool and a vehicle to self-assess learning. Written communication and teamwork skills are emphasized as students develop content in groups.

The paper examines how a property management division has sought to adopt the recommendations of the Audit Commission and Chartered Institute of Public Finance and Accountancy reports on local authority property management, and measures the democratically‐elected body has taken via its central committee, executive and directorate, to apply Information Technology (IT) in the development of a computer‐based information system for the registration of assets, valuation of property and measurement of performance.

The objective of this paper is to present a comprehensive literature survey on dyslexic learners and to propose a model for integrated assistive technology of dyslexic learners.

The use of the proposed model through real-life scenarios categorized as “phonological, reading and writing scenarios”. We have also surveyed some systems for use with dyslexic learners currently in use and have compared them on the basis of number of barriers, technological innovation, age group and fostering.

Dyslexic learners are characterized by slow learning, poor handwriting, poor spelling skills and difficulties in planning, organizing, revising and editing texts; technology plays a major role in the educational environment; it has become crucial in impacting knowledge across the globe; and open research issues and challenges that have to be addressed in the design of the current dyslexic system have been presented in detail.

Full implementation of the proposed model and its application in developing countries.

The system improves the phonological awareness, reading and writing skills of dyslexic learners and it provides a solution for children as well as adults with dyslexia.

This survey can be used as a reference guide to understand learning barriers and intelligent systems for dyslexic learners and to promote the use of these in schools for those with learning disabilities who need assistive technologies.

Development of a newly proposed integrated intelligent assistive system for dyslexic learners; knowledge generation as a reference guide to understand dyslexic learning ability in general and an intelligent assistive dyslexic system in particular; and survey of open research issues and challenges to further research in intelligent dyslexic systems.

This paper aims to shed light on the mechanisms that connect dynamic capabilities and organizational knowledge in the innovative process to offer a new theoretical and practical solution considering the microfoundations of knowledge management strategies.

This research has emerged from an in-depth case study of an effective innovation (from just ethanol and sugar-production to an effective biomass plant). The study represents an “inductive inquiry,” useful to understand specific “organizational mechanisms” of innovation, where the main data came from in-depth interviews with 18 key actors. It proved to help search the development of a specific biomass plant, designed and implemented between 2000 and 2007 in a Brazilian ethanol and sugar-production large company, referred to here as “Energyplant.”

This solution provides a new perspective based on the idea that dynamic capabilities are context-dependent and presents an original typological map that shows and materializes dynamic capabilities as teams of human-based resources. Managerial implications can be drawn from the capabilities typological map highlighting that, although identical dynamic capabilities are not required to change different firms, idiosyncratic dynamic capabilities perform universal knowledge functions that can be mapped, contributing to the planning of a specific innovation.

While the dynamic capabilities research has been seen as one of the most vibrant topics in strategic management, scholars have recently stressed that dynamic capabilities continue to be underrated because the knowledge mechanisms that lead to effective innovations have not been adequately explored. The visual mapping is then applied to solve the reviewed theoretical problems, being also suggested to firms interested in change and adapting their capabilities to the requirements of the business environment.

Computer‐based video facilitates the creation of ‘movies’ recording actions on a computer screen complete with a voice‐over by the tutor. This paper describes the application of computer‐based video technology for point of need instruction on database searching. The Lotus ScreenCam software was used, being both inexpensive and readily available as part of the Lotus SmartSuite bundle. Initially, eight short movie clips were created, covering the techniques for searching PsycLIT on CD‐ROM and the ISI citation indexes via the BIDS gateway. The movie clips were made available on library PCs where students search these databases. The paper first examines educational theory to identify the role of computer‐based video within the educational framework. The movies created at Cardiff University are then described and the issues in design and implementation discussed. Finally, the effectiveness of this method of database searching instruction is explored and compared with more traditional point‐of‐need instruction techniques such as the handout, computer‐based tutorials and staff assistance.