Search results

The purpose of this paper is to clarify the role of organizational culture and rewards in stimulating the sharing and gaining of knowledge.

Hierarchical regression using survey data.

The analyses show that rewards and organizational culture of knowledge transfer influence the knowledge shared and knowledge gained. Moreover, culture and rewards interact to influence knowledge gained, but not knowledge shared which leads to the conclusion knowledge gaining can be induced by rewards, even in the absence of a supportive culture.

The findings are consistent with socio-technical theory (STT) and the discussion positions this perspective as useful for future knowledge management studies. This research confirms that knowledge sharing and gaining are uniquely different activities that respond differently to culture and rewards.

This study combines the work of different fields by focusing on knowledge sharing and gaining in a single study. Through this process, a bridge between organizational learning theory and STT is revealed.

Extant research has studied how entrepreneurial cognition influences firm international performance but what mechanisms translates entrepreneurial cognition into international performance remains a puzzle in the field. In this paper, the authors utilize effectuation theory to theorize this association.

Using a survey of 164 internationalizing small firms from New Zealand, the authors examined a model of entrepreneurial cognition, action and gaining new knowledge as a framework to explain how effectual control, partnership for new opportunity creation and gaining new knowledge influence small firms' performance.

The authors found that partnership for new opportunity creation, and gaining new knowledge are two important mediation mechanisms in the focal association between effectual control and international performance.

This study is a cross-sectional design. Considering the importance of time in cognition and action, future research should utilize longitudinal research design.

The authors’ findings provide implications for both small firms' managers and policymakers. These findings identify the critical importance of continuous knowledge development in internationalization process. Policymakers can help small firms gain more relevant and timely information about international markets and incorporate them in their decision-making to further develop international opportunities.

The authors contribute to international entrepreneurship research by delineating and verifying the important associations between entrepreneurial cognition, action and gaining new knowledge and their outcomes for firm's international performance. The authors also contribute to effectuation theory by elaborating on effectual control and how this logic leads to the development of new knowledge.

Supply chains are embedded in a larger network of enterprises where firms exchange offerings, often compete for the same customers, and constantly innovate to improve their performance. In these dynamic environments, firms are increasingly dependent on the knowledge and expertise in external organizations to innovate, problem-solve, and improve performance. Firms are increasingly collaborating to exchange and pool skills and knowledge and deploy resources and capabilities not found in their own firm. This research using both structured interviews and survey data seeks to determine what are the direct benefits and the ancillary benefits of collaboration. The paper aims to discuss these issues.

A mixed methodology approach was utilized, using qualitative structured interviews leading to developing a research model and then an empirical survey of 473 participants who are involved in their respective organization's collaboration projects. The data were analyzed using structural equation modeling to examine relationships between collaborative engagement, knowledge gained, operational outcomes and relational outcomes.

The results of the study indicate that collaborative engagement has a direct effect on knowledge gained, operational outcomes and relational outcomes in collaboration. The ancillary benefit of collaboration is the learning that takes place leads to improved operational outcomes and relational outcomes.

In this research study all the constructs are only examined from a single perspective. This can be a limitation as it would be of greater value to collect data from all the members involved in the collaboration.

Collaboration has been well studied in many fields but this research suggests an important ancillary benefit that needs to be considered when deciding to collaborate is the knowledge and learning that happens during a collaboration.

In this study, Nonaka and Takeuchi’s socialization, externalization, combination and internalization (SECI) model of knowledge creation is used to gain insight into the process of knowledge creation in data teams. These teams are composed of school leaders and teachers, who work together to improve the quality of education. They collaboratively create knowledge related to data use and to an educational problem they are studying. The paper aims to discuss these issues.

A qualitative micro-process case study was conducted for two data teams. The modes, transitions and content of the knowledge creation process were analyzed for all data team meetings over a two-year period. In addition, all team members were interviewed twice to triangulate the findings.

Results show that the knowledge creation process was cyclical across meetings, but more iterative within meetings. Furthermore, engagement in the socialization and internalization mode provided added value in this process. Finally, the SECI model clearly differentiated between team members’ processes. Team members who engaged more often in the socialization and internalization modes and displayed more personal engagement in those modes gained greater and deeper knowledge.

The SECI model is valuable for understanding how teams gain new knowledge and why they differ in those gains.

Stimulation of active personal engagement in the socialization and internalization mode is needed.

This is one of the first attempts to concretely observe the process of knowledge creation. It provides essential insights into what educators do in professional development contexts, and how support can best be provided.

The recognition of opportunities for sustainable development is considered to be an essential part of sustainable entrepreneurship, but studies that address this phenomenon are scarce. A conceptual model which aims to explain the factors that lead to the recognition of sustainable opportunities was proposed by Patzelt and Shepherd (2011), but published research that tests this model empirically is limited. The purpose of this paper is to contribute to the sustainable entrepreneurship literature by empirically exploring Patzelt and Shepherd’s conceptual model in order to shed light on how sustainable entrepreneurs recognize opportunities for sustainable businesses in practice.

This paper adopts a qualitative research approach to address the aims of the study. In-depth semi-structured interviews were carried out with eight sustainable entrepreneurs based in Berlin. The data were analyzed by means of thematic analysis.

The findings indicate that sustainable entrepreneurs are influenced in their identification of sustainable opportunities by their knowledge of natural and communal environments, by their motivation to develop gains for themselves and others, and by entrepreneurial knowledge. These findings largely support the model proposed by Patzelt and Shepherd (2011). Furthermore, they extend this model by shedding light on some of the factors that comprise its components, as this study found that spending time abroad and socialization enhance entrepreneurs’ knowledge of natural and communal environments; a desire to be self-employed, aspects of one’s personality and one’s personal circumstances are sources of motivation, while prior jobs and prior projects create entrepreneurial knowledge.

Only two other studies have empirically tested Patzelt and Shepherd’s (2011) model, and these have led to disparate results. The first was conducted by Choongo et al. (2016), who did not find any evidence to support this model. The second was carried out by Muñoz and Dimov (2017), who addressed the model partially. This paper therefore makes four major contributions. First, it is the first to offer preliminary empirical support for each component of Patzelt and Shepherd’s (2011) conceptual model. Second, it extends their model by identifying some of the factors comprising its components. Third, it reflects on possible reasons why extant research has led to disparate findings. Fourth, it proposes avenues of research to resolve the unanswered questions arising from these studies. This paper therefore makes a contribution to the literature on sustainable entrepreneurship and serves as a stepping stone for further theory development and empirical research on sustainable opportunity recognition.

The purpose of this paper is to identify the unique d

mensions associated with knowledge quality (KQ) based on students’ perception in an educational institution.

Purposive sampling was used to select students who were active users of the electronic-Learning (eLearning) system at two faculties in a single university. The qualitative data gathering employed an unstructured open-ended questionnaire distributed to the 52 selected participants.

The qualitative findings unearth the students’ perspective about quality of knowledge gained from content used in online courses. In total, 34 underlying sub-dimensions of KQ emerged, which were categorized into five KQ dimensions: intrinsic KQ, contextual KQ, representational KQ, accessible KQ, and actionable KQ.

The findings provide an insight to educators to consider KQ dimensions in providing quality knowledge to students in an eLearning environment.

Previous studies have used information quality dimensions to measure KQ because of a lack of conceptualization of KQ that leads to difficulties in operationalizing this construct. In this study, a conceptual and operational definition of KQ, in the context of eLearning, is proposed based on grounded data from students participating in an online learning environment.

Despite increasing interest in offshoring of knowledge-intensive services, it is still undetermined as to whether the sourcing of services truly creates the anticipated value for clients. Moreover, even less is known about whether value is created for service providers in the process beyond the general service trade. This lack of knowledge is due to the challenges of capturing value creation, the unique production process of the services, and the impact of offshoring on both value creation and the production process. The purpose of this paper is to study offshored service production processes of knowledge-intensive services in order to identify direct and indirect value creation for clients as well as service providers in the process.

The paper applies a multiple case study method and studies one conglomerate with three offshored service production processes. The chosen method allows for the investigation of the service production process and indirect/direct value creation within the process.

The study finds that there is direct value creation for the client and the service provider towards the end of the production processes as expected. However, more importantly, it finds additional indirect value creation in various production stages. The indirect value is reflected in enhanced understanding of problems and own operations for the client and increased knowledge about clients and problem-solving approaches for the service provider.

This study contributes to offshoring literature by providing a comprehensive understanding of value creation in service offshoring for clients as well as service providers. It also contributes to the service management literature as a study of direct and indirect value creation in services, particularly within the production process of the services.

The study allows practitioners to gain insights on the value creation logic of offshored services and the value created beyond that logic. More specifically, it allows client firms to gain details of various values and benefits of service offshoring and service provider firms to gain a focused perspective on value creation in their own service production that can lead to competitive advantages.

The paper is novel and original through its approach to study offshoring from a value creation logic perspective, including not only the client but also the service provider perspective. It also applies a service production process perspective that is novel in offshoring literature.

The purpose of this study is to explore what new knowledge is gained at academic and professional conferences by describing how this knowledge complements or contradicts campus-based learning and previous experiences of graduate students. Through gaining insights into conference-based learning, researchers and policymakers can create more complex and dynamic graduate student learning experiences and design conferences that welcome and encourage graduate student perspectives and voices.

Rooted in transformative learning theory, this qualitative study explores what and how master’s level graduate students learn at professional and academic conferences.

Findings point to four categories of learning through conferences: students acquired empirical knowledge, gained insights into professional and scholarly trends and values, explored diversity of the conference body and their own belonging and benchmarked their knowledge in relationship to scholars and professionals. Interviewees gained this knowledge by linking conference-based learning to their graduate school curriculum and previous knowledge and experiences.

Findings suggest considerations for educators, policymakers and administrators to enhance learning in graduate programs through in-person and virtual conference attendance.

This study adds to minimal existing research on graduate student learning beyond the campus that contributes to holistic learning at the master’s level. The findings on conference-based learning for graduate students go beyond the common notion of conferences as places of socialization for graduate students. These findings are increasingly relevant as academic and professional conferences are being reconsidered in the shift to the virtual space.

In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular responses in terms of pluralism in knowledge production forms, a holistic approach to competence development and a learner-centred course design. The resulting design of the part of the curriculum on research methods is presented. The paper aims to discuss these issues.

To assess the outcomes and its response to the given challenges, the feedback from existing regular evaluations was used and additional surveys were conducted. Students’ perceptions and those of their teachers were combined to form a balanced view.

The results indicate that the new curriculum is an appropriate approach- it led to gains in research methods knowledge and skills and improvements in research-related social and reflexive competencies. The assessment of the outcomes of learning research methods in management education reveals an interesting research gap.

This paper assesses a newly developed research curriculum for management students implemented in a new master’s programme in Business Administration at a mid-size university of applied sciences in Switzerland. Three pedagogical challenges in teaching research methods were addressed to target the theory-practice gap in management education. The authors opted for a research methods curriculum that links management research and practice by encouraging pluralism in knowledge-production forms, a more holistic view of competence development in management education and a learning-centred course design.

Research on corporate entrepreneurship (CE) has grown rapidly over the past decade (for reviews, see Dess et al., 2003). This interest in CE stems from rising international competition, requiring companies to learn new skills and develop new competencies (Eisemhardt & Santos, 2003). These competencies enable companies to compete in new market arenas both at home and internationally, creating value for shareholders (McGrath, MacMillan & Venkataraman, 1995). With more and more companies focusing on international expansion, recent research on CE has focused on examining international issues. Though most past research is comparative in nature, some has investigated companies’ international expansion as a forum within which CE activities unfold (Zahra & Garvis, 2000).