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To define natural grammars with ways of mind activity in cybernetics (design and learning, innovating) technologies by mathematical symbol (image, scheme) of hierarchical systems.

Suggested hierarchical scheme of the whole field of natural grammars connects mathematical images of individual grammars as certain stages of the process in hazy zones when new strata arise. Arrangement of the images and their order in their general scheme correspond to marked lines of grammars in mind activity, and thereby to ways of text organizing by their means.

The paper proves that hierarchical mathematics allows definition of all the strata of its natural history (physical, chemical, biological, demographical, and knowledge). Their definitions are connected in general scheme of knowledge authorized by mathematics (which includes cybernetics means – innovating technologies). Natural languages in the light of suggested scheme are hierarchical systems which have all strata of knowledge and their own means of mind activity in these strata – natural grammars.

The scheme developed meets all the requirements of practical cybernetics, it brings new light to theory and practice of connecting nations, allows to simplify innovating technologies and their exchange in polylingual fields.

Browsing knowledge documents in a peer-to-peer (P2P) environment is difficult because knowledge documents in such an environment are large in quantity and distributed over different peers who organize the documents according to their own views. This paper aims to propose a method for constructing a personal knowledge map for a peer to facilitate knowledge browsing and alleviate information overload in P2P environments.

The research presents a method for constructing a personal knowledge map. The method adopts an ontology-concept-tree-based classification algorithm to recognize a peer’s personal knowledge structure and construct a personal knowledge map, and uses a self-organizing map algorithm to cluster and visualize the knowledge documents. The correctness of the created knowledge map is evaluated with a collection of abstracts of academic papers.

The method for constructing a personal knowledge map is the main finding of this research. The evaluation shows that the created knowledge map is good in quality.

The proposed method provides a way for P2P platforms to understand their users’ knowledge background, as well as to improve the P2P platform environment. However, the proposed method will not help a peer when he has nothing in his individual knowledge document repository (i.e. the “cold start” problem). The method also requires a relatively good ontology base for a P2P document sharing system to use the method effectively.

It is novel that the proposed method organizes the knowledge documents related to a peer’s knowledge background into a personal knowledge map. Moreover, the created knowledge map combines the advantages of a hierarchical display and a map display. It has values for a distributed P2P environment to facilitate users’ knowledge browsing and to alleviate information overload.

In this study, the authors unpack the micro-level processes of knowledge accumulation (experiential learning) and knowledge application (problem solving) to examine how task allocation structures influence organizational learning. The authors draw on untapped potential of the classical garbage can model (GCM), and extend it to analyze how restrictions on project participation influence differentiation and integration of organizational members’ knowledge and consequently organizational efficiency in solving the diverse, changing problems from an uncertain task environment. To isolate the effects of problem or knowledge diversity and experiential learning, the authors designed three simulation experiments to identify the most efficient task allocation structure in conditions of (1) knowledge homogeneity, (2) knowledge heterogeneity, and (3) experiential learning. The authors find that free project participation is superior when the members’ knowledge and the problems they solve are homogenous. When problems and knowledge are heterogeneous, the design requirement is on matching specialists to problem types. Finally, the authors found that experiential learning creates a dynamic problem where the double duty of adapting the members’ specialization and matching the specialists to problem types is best solved by a hierarchic structure (if problems are challenging). Underlying the efficiency of the hierarchical structure is an adaptive role of specialized members in organizational learning and problem solving: their narrow but deep knowledge helps the organization to adapt the knowledge of its members while efficiently dealing with the problems at hand. This happens because highly specialized members reduce the necessary scope of knowledge and learning for other members during a certain period of time. And this makes it easier for the generalists and for the organization as a whole, to adapt to unforeseen shifts in knowledge demand because they need to learn less. From this nuanced perspective, differentiation and integration may have a complementary, rather than contradictory, relation under environmental uncertainty and problem diversity.

The purpose of this paper is to examine whether organizational rewards are able to improve knowledge sharing and have an impact on employee performance moderated by organizational culture type in Ternate Municipal Government.

The design for data collection a uses survey approach, that is a form of research conducted to obtain facts about the phenomena that exist in regional government organizations to seek more factual and systematic information. The research was conducted in Ternate Municipal Government area of North Maluku Province, Indonesia. The organizations of regional apparatus are public sector agencies responsible for providing services to the public. The population in this study is echelon IIb‒IVb officials in regional apparatus organizations and certain structural officials. The units of analysis that are focused on in this research are the head of local agency, body, and office; the secretary of local agency, body and office; the head of board, the head of division, the head of the sub-board and the head of sub-division.

Organizational rewards in the form of giving economic rewards as remuneration, such as employee performance allowance, significantly affect individual attitudes in knowledge sharing. The interaction between the variable of remuneration with clan culture has a significant effect on knowledge sharing; these findings suggest that clan culture is a pure moderation variable that strengthens the relationship between remuneration and knowledge sharing. The result of this research proves that the interaction between the variable of remuneration with adhocracy culture has no significant effect on knowledge sharing. The interaction between the variable of remuneration with hierarchical culture has a significant negative effect on knowledge sharing. Market culture is not proven to moderate the relationship between remuneration and knowledge sharing. However, market culture variables directly and significantly affect knowledge sharing.

This research is the development of a research model conducted by Durmusoglu et al. (2014). The previous model uses organizational culture with a knowledge-sharing culture instrument, whereas this research develops organizational culture by using the type of organizational culture by Cameron and Quinn (1999), namely clan culture, adhocratic culture, hierarchical culture, and market culture. This type of organizational culture as a moderating variable can be expected to play a role in strengthening organizational rewards toward sharing knowledge and also impacting employee performance. Howell et al. (1986) revealed that organizational culture can strengthen the relationship between organizational rewards and disseminated knowledge. Hence, organizational culture moderates the relationship between organizational rewards for knowledge sharing to build upon Durmusoglu et al. (2014).

The data structuring mechanisms provided by the current problem solving environment have been found to satisfy modeling the problem solutions for common decision making processes of a static nature, whereas problems of a complex nature (e.g. resource management and optimization) need an abstract data structuring mechanism capable of emulating real‐life objects (e.g. human managers). This paper explains the concept of developing a new data structure based on a semantic network called SYSTEM MAP and shows how this novel data structure can be used to model expert resource management systems of a particularly hierarchical type.

Due to its technical focus, the introductory accounting course has a hierarchical knowledge structure that requires students to master and integrate abstract knowledge which builds on itself over time. The purpose of this paper is to explore the relationship between engagement and examination performance for students enrolled in a hierarchically structured course.

This research involves a retrospective study of an introduction to accounting course examining the relationship between increased engagement and examination performance. Students are provided opportunities for engagement through assigned homework and optional ungraded assignments. Performance is measured by scores on each of three examinations conducted throughout the semester.

The study finds that additional engagement in assignments has no significant impact on mid-semester examination performance; however, sustained engagement throughout the semester has a cumulative impact on final examination performance. Moreover, students that perform well on mid-semester examinations do not benefit from additional engagement, whereas students that perform poorly on the mid-semester examinations exhibit substantially higher final examination scores from sustained engagement.

This study illustrates the complex interplay between engagement and performance and the timing of performance gains. The implication for educators is that increased sustained engagement is likely to result in increased but delayed student performance gains in disciplines with hierarchical knowledge structures.

This study contributes to the literature in its examination of the timing of performance benefits gained from increased engagement in courses with a cumulative knowledge base.

Informal learning networks are critical to response to calls for practitioners to reskill and upskill in off-site construction projects. With the transition to the coronavirus disease 2019 (COVID-19) pandemic, social media-enabled online knowledge communities play an increasingly important role in acquiring and disseminating off-site construction knowledge. Proximity has been identified as a key factor in facilitating interactive learning, yet which type of proximity is effective in promoting online and offline knowledge exchange remains unclear. This study takes a relational view to explore the proximity-related antecedents of online and offline learning networks in off-site construction projects, while also examining the subtle differences in the networks' structural patterns.

Five types of proximity (physical, organizational, social, cognitive and personal) between projects members are conceptualized in the theoretical model. Drawing on social foci theory and homophily theory, the research hypotheses are proposed. To test these hypotheses, empirical case studies were conducted on two off-site construction projects during the COVID-19 pandemic. Valid relational data provided by 99 and 145 project members were collected using semi-structured interviews and sociometric questionnaires. Subsequently, multivariate exponential random graph models were developed.

The results show a discrepancy arise in the structural patterns between online and offline learning networks. Offline learning is found to be more strongly influenced by proximity factors than online learning. Specifically, physical, organizational and social proximity are found to be significant predictors of offline knowledge exchange. Cognitive proximity has a negative relationship with offline knowledge exchange but is positively related to online knowledge exchange. Regarding personal proximity, the study found that the homophily effect of hierarchical status merely emerges in offline learning networks. Online knowledge communities amplify the receiver effect of tenure. Furthermore, there appears to be a complementary relationship between online and offline learning networks.

Proximity offers a novel relational perspective for understanding the formation of knowledge exchange connections. This study enriches the literature on informal learning within project teams by revealing how different types of proximity shape learning networks across different channels in off-site construction projects.

The objective of this paper is to propose a practical and operable method to identify and fill organisational knowledge gaps during new product development.

From a microscopic view, this paper introduces the tree-shaped organisational knowledge structure to formalise the knowledge gaps and their internal hierarchical relationships. Based on the organisational knowledge structure, organisational knowledge gaps are identified through tree matching algorithm. The tree-edit-distance method is introduced to calculate the similarity between two organisational knowledge structures for filling knowledge gap.

The proposed tree-shaped organisational knowledge structure can represent organisations' knowledge and their hierarchy relationships in a structured format, which is useful for identifying and filling organisational knowledge gaps.

The proposed concept of organisational knowledge structure can quantify organisational knowledge. The approach is valuable for strategic decisions regarding new product development. The organisational knowledge gaps identified with this method can provide real-time and accurate guidance for the product development path. More importantly, this method can accelerate the organisational knowledge gap filling process and promote organisational innovation.

The purpose of this paper is to examine the impact mechanism of organizational culture (OC) on Enterprise Resource Planning (ERP) user’s explicit and tacit knowledge-sharing behavior in the context of enterprise systems usage.

Drawing from social cognitive theory, the authors developed a comprehensive model that integrates OC, computer self-efficacy and employees’ knowledge-sharing behaviors. In total, 343 valid questionnaires were collected from ERP users of 115 firms and structural equation modeling technique was used to test the model.

Empirical results suggest that hierarchical culture that focusses on efficacy and uniformity is positively related with employees’ explicit knowledge sharing; group culture that focusses on trust and belonging is positively related with employees’ tacit knowledge sharing, and their relationship is fully mediated by employees’ computer self-efficacy. In addition, computer self-efficacy also partially mediates the relationship between rational culture and employees’ knowledge sharing.

This study provides guidelines for top managers to enhance employees’ computer self-efficacy and facilitate employees’ knowledge-sharing behavior by developing appropriate type of OC.

This study unpacks the mediating mechanism between OC and knowledge sharing, and contributes to the academic research of knowledge management in the context of enterprise systems assimilation.