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The study seeks to quantify the ability of consumer knowledge (both objective and subjective) and personal self‐confidence to moderate consumer reliance on price and country of origin (COO) when evaluating wine quality, when all intrinsic cues are experienced through sensory perceptions.

Taste testing experiments were conducted (N = 263) using unwooded chardonnay wine as stimulus, in a three (COO) × three (price) by three (acid level) conjoint analysis fractional factorial design. Specific measures were employed to quantify consumer objective knowledge, subjective knowledge and personal self‐confidence as clearly delineated constructs, in order to investigate the ability of each to moderate extrinsic cue usage.

Analysis revealed price and COO were both stronger contributors to perceptions of wine quality than taste, irrespective of knowledge (objective or subjective) or self‐confidence levels. Reliance was found to remain extremely consistent although objective product quality was manipulated to three differing levels in a controlled laboratory environment. The research clearly demonstrates that consumer belief in the price/value schema dominates quality assessment for consumers, with COO also found to be a strong influence. This is in spite of varying knowledge and self‐confidence levels.

Results show that marketers cannot assume that intrinsic product attributes, even when experienced, will be weighted and interpreted accurately by consumers – even those considered “knowledgeable”.

The research significantly advances our understanding of consumer knowledge (type and level) and their use of extrinsic cues (price and COO specifically), in relation to their respective influence in their determination of both expected and experienced quality.

To examine the impact of organizational learning factors (training available, technical expertise, and knowledge level) and knowledge management processes (knowledge acquisition, knowledge application, and knowledge sharing) on e‐business systems adoption level.

The data from a survey of 202 IS executives in Taiwan were used empirically to test the proposed research model. Moreover, confirmatory factor analysis was conducted to examine the reliability and validity of the measurement model, and the structural equation modelling technique was used to evaluate the research model.

The analytical results showed that organizational learning factors and knowledge management processes are closely related to the level of e‐business systems adoption. However, knowledge sharing did not significantly affect e‐business systems adoption level.

Future studies could seek an enhanced understanding of the impacts on the level of e‐business adoption of the organizational learning and knowledge management factors investigated in this paper through structured interviews and case studies of IS executives dealing with ongoing or recently completed e‐business systems projects.

Owner/managers considering e‐business systems adoption would be best to focus on both social and technical factors, and their interaction within and beyond the organization, rather than focusing exclusively on technological considerations.

This paper has implications for e‐business managers or policy‐makers in formulating policies and targeting appropriate organizational capabilities to ensure effective adoption of e‐business systems.

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.

This paper aims to focus on the relationships between the levels of knowledge and the type of knowledge transfer approaches, and the relationships between the types of knowledge and the knowledge transfer approaches which were adopted in a study of knowledge transfer from a US‐based technical support center to an offshore support center in China.

The research was conducted as an interpretive case study. Three techniques (i.e. document review, participant observation, and semi‐structured interviews) were employed for data collection in the field.

The findings indicate that the lower the level of recipient absorptive and retentive capacity, the more difficulty the recipient will have in acquiring tacit and complex types of knowledge, and the more formal structured knowledge transfer approach the recipient will need to adopt. The results identify that “structured transfer stages” was used by novices to transfer embrained and encoded knowledge, while “unstructured copy” was widely adopted by advanced beginners to transfer encoded and embodied knowledge, “unstructured adaptation” was mainly utilized by those at the competence level to transfer embodied and embedded knowledge, and “unstructured fusion” was preferred by recipients at the proficiency level to transfer embodied and embedded knowledge as well.

The findings contribute to an understanding of the knowledge transfer processes required when US‐based firms outsource business processes to offshore countries with significantly different cultural contexts. The findings also reflect the testing of possible analytical structures for understanding the processes of knowledge transfer, and the mechanisms for knowledge transfer in a cross‐cultural business context.

The paper provides new insights into the knowledge transfer process for different levels of knowledge acquisition in a cross‐cultural business context.

The purpose of this study is to propose a framework for developing standards for knowledge management education programs from primary through tertiary levels. The lack of standards for knowledge management education is a significant challenge for the advancement of the field, for the sustainability of institutional programs, the future competencies of knowledge workers and the effective growth of knowledge organizations.

The research adopts and adapts the framework and methodology used to establish educational standards in computer science. The framework is presented as a focal point for discussion across the profession. Nine strands are derived from historical treatment of the discipline. Seven levels of learning are identified. Learning goals and objectives are developed for each level.

The research suggests that a lifelong learning model is definable for the field of knowledge management, just as it has been for other disciplines. The progressive learning model may produce high school graduates who are better prepared for knowledge work, a larger population of knowledge practitioners and professionals prepared to support and lead knowledge organizations and increased quantities and improved quality of knowledge management research. Finally, the progressive learning model may generate a new and increased demand for lifelong learning opportunities in the field of knowledge management.

The research is intended as a focal point for discussion and review by knowledge management professionals and particularly educators around the globe. The research represents an important stage of development, but adoption is the final stage of this research.

While this research draws upon established theories and practices in the field, and learning frameworks from other domains, the context and the research results are unique.

Prior learning and prior knowledge are among the most dependable and consistent factors in predicting students’ success (Richardson et al., 2012). Although for UK Higher Education, the traditional A-level (advanced level qualification) remains the principal qualification students use to gain entry to University, there has been a small but significant rise in alternative qualifications, such as the International Baccalaureate (IB) and vocational qualifications such as that from the Business and Technology Education Council (BTEC). The multidisciplinary nature of Psychology means students enter the degree program with a range of qualifications in differing topic areas. The current case study aimed to assess if science qualifications aided student success in the University of Liverpool’s Psychology course. Ordinal regression and correlations were used to examine the impact of prior qualifications on three first-year cohort module scores (Psychobiology, Social psychology, and Research Methods) and the overall degree mark across three cohorts of Psychology students (n = 1,072). University entry grades showed a significant overall and subject specific effect of scientific prior knowledge. However, the effects of previous qualifications were not cumulative and did not persist beyond the first year of study. These findings were strongest for Chemistry in the Psychobiology module suggesting that scientific literacy – the understanding of scientific concepts, phenomena, and processes, as well as an individual’s ability to apply such knowledge to new or non-scientific situations (Schleicher, 2019) – rather than domain-specific knowledge is driving such increase in grades. A negative relationship was seen for those holding BTEC qualifications, suggesting that vocational qualifications, specifically for this Psychology program, were of less use than academic ones, even if topic areas were similar – a finding which may also apply to other academic based courses, and warrants further study. Although the advantage of prior qualifications diminishes across the course of study, this small but distinct advantage suggests that making a science qualification a requirement for a place on a Psychology degree course would be a beneficial step for admissions tutors to consider.

So far, a systematic and comprehensive assessment tool to prioritize organizational development activities, especially in the currently intensely discussed domain of knowledge management is not available in the literature. Utilizing the here proposed methodology, which is derived from a four dimensional system theory based model on knowledge utilization within an organization, managerial decision makers save time and money in the early process of implementation of (pilot) knowledge management projects by prioritizing critical actions out of several options right from the beginning. The methodology stresses four levels of potential intervention, starting with the strategy focused target level, next a knowledge level covering all knowledge workers of an organization, then an action level focusing on operations and processes and finally a data level with the explicitly available stock of (digital) resources. All levels are discussed in detail. These levels are complemented by categories that help to address the organizational entities of the individual, the communication and interaction dependent team and the organization. Additionally these categories are expanded to include the corporate environment as well. By applying the resulting matrix of four levels to organizational development activities with special focus on knowledge management supporting activities, a comprehensive methodology to prioritize those development options is suggested. The methodology is illustrated by the example of the innovation process which is an appropriate starting point to improve the organizational excellence in terms of knowledge and learning.

This paper aims to present an alternative practical framework to classify the skill and knowledge of the individual trainees by comparing it with the expert in an organization. This framework gives the benefit to the organization in order to know the ability level of the personnel and to be able to provide the personnel development method both in academic learning and workplace learning.

This research develops the framework based on relevant methodologies. Competency-Based Development is applied to investigate the knowledge and skill of the specific task. Knowledge Engineering is used to capture the experiences and construct knowledge model from relevance parties. Capability Maturity Model is then adapted to develop the capability and maturity level of the personnel. It can then be used to cluster the knowledge and skill. Finally, the Substation Maintenance Department of Provincial Electricity Authority (PEA), Thailand, is selected as a case study to test the proposed framework.

The results have shown that the proposed framework can be utilized to identify the capability level of the individual personnel. Furthermore, the appropriate maturity development of the employees in each level can also be identified. This proposed framework provides better results when comparing to the current PEA competency model, as the criteria in this framework are systematically derived from experts rather than relying solely on the proficiency level. Although, this framework was tested with the switchgear maintenance task, the results and its systematic approach have indicated that it can also be used to develop the capability maturity model for other fields of work.

The main originality of this research is the proposed competency analysis table, which integrates human resource development with knowledge management, risks management and management information system. Rather than performing these tasks separately for continuous quality improvement, organization can practically plan and perform the quality improvement-related tasks spontaneously. Moreover, the application of the capability maturity model to classify knowledge and skill of the maintenance tasks into maturity level is another academic value presented in this paper. The proposed framework gives the benefit to organization to classify the capability of the personnel. This is potentially beneficial to the human resource development personnel than traditional methods in the sense that it provides the information on how to develop the specific skill of the employees.

This paper aims to explore the relationships between participants’ perceived benefits of sharing knowledge privately, within a group or with the general public within an organisational knowledge network. The quality and quantity of knowledge shared are explored in relation to the level of knowledge sharing visibility (both content and participants’ profiles).

A research framework of perceived benefits of knowledge sharing is designed; survey and content analysis are used to explore influences of perceived benefits on the quantity and quality of knowledge shared by participants for each level of knowledge sharing within an organisation. The research model is empirically tested using a questionnaire survey with 205 participants and content analysis of their contributions in a high-tech corporate group. This study uses the partial least squares path-modelling method to explore relationships between constructs of the research model.

The current research results show that intrinsic benefits are more influential than extrinsic benefits for private knowledge sharing, while extrinsic rewards play an important role at the public knowledge sharing within organisations. In addition, results indicate that both the quality and quantity of knowledge sharing at the group-level knowledge sharing are significantly higher than at the private and the public levels.

Contemporary knowledge management systems are developed by integrating communication channels in different visibility levels of knowledge exchange. Managers of knowledge management systems are advised to use the research outcome for developing incentive strategies in different levels.

In contrast to previous studies that focus on only one level of knowledge sharing, this paper explores relationships between perceived benefits of knowledge sharing with the quantity and quality of shared knowledge for three distinct levels of knowledge sharing.