Knowledge Creation / Generation (Innovation)

Knowledge Creation in Strategic Alliance: Case of ‘Child Business’ Learning from ‘Parent Partner’

by South East Asian Journal of Management (SEAM)

Author: Zuraina Dato Mansor* and Wan Mohamed Tarmizi Wan Abdullah**

Institution: Department of Management and Marketing, Faculty of Economics and Management, Universiti Putra Malaysia, Malaysia. *) Corresponding author, E-mail: zuraina_dm@econ.upm.edu.my; **) E-mail: wanmtarmizi@yahoo.com

Suggested Citation: Mansor, Z. D. and Wan Abdullah, W. M. T. (2012) Knowledge Creation in Strategic Alliance: Case of ‘Child Business’ Learning from ‘Parent Partner’. South East Asian Journal of Management, 6(1), 15-22, ISSN: 1978-1989.

Alliance is becoming an essential feature in today’s intensely competitive market as a means of facilitating market... more Alliance is becoming an essential feature in today’s intensely competitive market as a means of facilitating market entry, acquiring new technology, leveraging economies of scale, and enhancing new product development capabilities. Recently, alliances have been linked to the organizational learning literature where alliances create environments for learning and knowledge transfer. This phenomenon is the main purpose of this paper, where it will define and discuss the key facilitating learning elements in strategic alliances. The study used an in-depth case study method. Two respondent organizations were used to gather data for the purpose of the study. One case was from the manufacturing sector and the other is from the service sector. Both entered into alliances with learning from foreign parent partner as one of the key objectives. The final part of the paper will summarize the findings and suggest key elements promoting learning from foreign parent partner to the ‘child businesses in the case of international strategic alliance which include learning as one of their alliance objectives.

Keywords: Knowledge creation, international strategic alliance, elements promoting learning.

Does a learning organisation facilitate knowledge acquisition and transfer?

by Deborah Blackman

Does double loop learning create reliable knowledge?

by Deborah Blackman

Reflections on the need for between-times and between-places

by Ariane Berthoin Antal

Journal of Management Inquiry, Vol. 15, No. 2, 2006:154-166

This article argues that a great deal of intellectual entrepreneurship happens in times and spaces that lie between... more This article argues that a great deal of intellectual entrepreneurship happens in times and spaces that lie between institutions. Ideas are often born when people move from one context to another. During “between times” and in “between places” people come up with possibilities that might not fit within one institution alone. The realization of new ideas then requires combining energies and resources from different institutions, and it often involves pushing conventions aside, creating new space between existing institutions. The article explores the example of a business-and-research venture, CHOICE mobilitatsproviding GmbH, to illustrate the importance of multiple types of “between” and their significance for organizational learning.

The Knowledge Creation Metaphor

by Sami Paavola

Paavola, S. (2012) The Knowledge Creation Metaphor. In Norbert M. Seel (Ed.) Encyclopedia of the Sciences of Learning (pp. 1682-1684). New York: Springer.

Definition: An overall term for such theories and views of learning which emphasize learning and human cognition as... more Definition: An overall term for such theories and views of learning which emphasize learning and human cognition as processes of developing and pursuing certain novelties (artifacts, products, practices, concepts, activities, processes) collaboratively and with distributed means where individuals’ initiative is embedded in fertile social and institutional practices and processes. The focus is on advancing knowledge, transforming social practices, and developing expertise. It has been proposed that this view of learning is a third main metaphor of learning, which is becoming more and more important in modern society (in contrast to the acquisition metaphor of learning and the participation metaphor of learning).
Theoretical background: ...

Towards an idea-centered, principle-based design approach to support learning as knowledge creation

by Florence Sullivan

Higher Education and Standardization: Knowledge Management Between Generations

by Newell Hampson-Jones

Published by BSI, an edited down and easier to read version of my MBA dissertation.

This paper defines and explores the relevance and impact of higher education and standardization on the management of... more This paper defines and explores the relevance and impact of higher education and standardization on the management of knowledge between generations within the current workforce (through Baby Boomers to Generation Y). This research was conducted using archival evidence, with an interpretivist philosophy and inductive approach.

It was concluded that higher education and standardization can both be effective tools to aid knowledge management between generations. Two theoretical models, the Generational Knowledge Framework and Organisational Knowledge Committees, indicated how higher education and standardization could have a positive knowledge management impact at both the economic and organizational level. The Generational Knowledge Framework also presented a possible solution for employers in innovative businesses, who have difficulty employing science, technology and mathematics graduates.

This study presented opportunities for further research, using different methodologies and strategies, which could widen the scope of this study or add more deductive evidence to the subject. That few answers were found, but many further questions arose indicates how important the subject of generational knowledge management could be to successful, innovative economies.

Internet Technologies Supporting Knowledge Work

by Izabella Warner

Case studies of Web 2.0 initiatives, which support knowledge syndication, collaborative exchange and social networking in public sector administration.

INTRODUCTION

This paper examines Web 2.0 technologies that support knowledge work within the area of public... more INTRODUCTION

This paper examines Web 2.0 technologies that support knowledge work within the area of public sector and government administration.

In particular it focuses on applications, which assist the processes of knowledge syndication, collaborative creation and exchange, and social networking. It begins by introducing the concept of knowledge and knowledge work as well as the emerging (evolving) trends of Web2.0.

This paper considers how knowledge- associated processes, within public service administration, correlate to and can be directly supported by Web 2.0 technologies. Practical examples of Web 2.0 initiatives deployed by the Australian and the United States public sector are provided.

A draft of Hakkarainen, K., Wires, S., Stubb, J., Paavola, S., Pohjola, P., Lonka, K., & Pyhältö, K. (submitted) Knowledge-creating agency in collective doctoral training: An interview study. An article submitted for publication.

by Kai Hakkarainen

A draft of Hakkarainen, K., Wires, S., Stubb, J., Paavola, S., Pohjola, P., Lonka, K., & Pyhältö, K. (submitted) Knowledge-creating agency in collective doctoral training: An interview study. An article submitted for publication.

Abstract. The purpose of the present study was to investigate knowledge creating agency by examining doctoral... more Abstract. The purpose of the present study was to investigate knowledge creating agency by examining doctoral students’ accounts of their pursuits, using structured interviews. We examined all apparent expressions related to agency of 13 adult students taking part in collective doctoral training in two cutting-edge Finnish research communities (natural science; medicine). The doctoral process involved the participants pursuing article-based theses based on collectively shared research problems and journal articles co-authored with the supervisor and other senior researchers. The qualitative analysis of the interviews distinguished three categories of agentic talk related, respectively, to three types of agency: personal, distributed, and objective. Personal agency involved participants talking of their academic competence and self-efficacy as well as reflecting on character strengths and weaknesses. Critical in overcoming challenges and obstacles appeared to be distributed agency; this category of talk included sharing of expertise, receiving social support and having a sense of collective efficacy. Objective agency, in turn, represented cultivation of object-oriented interagency, a concept that we elaborate: It is applied where the students' own efforts become integrated seamlessly with collective knowledge creation across transactive developmental processes; previously insurmountable objectives are attained by progressive completion of milestones (e.g., getting articles published). Although interviews supply only indirect evidence of agency, whatever the type, the data provide unique and content-rich accounts of the collective nature of doctoral experiences regarding cutting-edge research communities allowing the doctoral students, in a concrete way, to surpass their individual capabilities by relying on the structures and expansive resources provided by the research community.

Case Study Experiments of the Knowledge Practices Laboratory (KP-Lab)

by Merja Bauters

Markkanen Hannu, Barclay Hanna, Schrey-Niemenmaa Katriina
IACEE 11th World Conference on Continuing Engineering Education
World Conference on Continuing Engineering Education (11th - Atlanta - 2008)

KP-Lab is a five year research and development project financed by the EU 6th Framework Program. The aim of the... more KP-Lab is a five year research and development project financed by the EU 6th Framework Program. The aim of the project is to create a learning system which facilitates innovative practices of sharing, creating and working with knowledge in education and workplaces. The KP-Lab aims at developing theories, tools and practical models in teaching and learning as well as digital applications. This presentation will outline how the experimental development work adapting trialogical learning is done with the students as part of a media engineering course called "multimedia product". The course was developed further through scenario writing (see Carroll, 2000) to reach the new pedagogical practices and technological means to support these. This work was executed in co-operation with the KP-Lab pedagogical partners. The goal of the multimedia product course is to provide an opportunity for the students to use and extend their skills on the design of a multimedia product or service in an authentic situation, still being able to get support for the process. (see Muukkonen et al. 2006 and Paavola et al. 2004). The results of this process are a product or service that is delivered to the client, as well as all the artifacts the students create together in the process. In the course, the first prototype of one of the KP-Lb tools, namely the Shared Space and its tools were used. Shared Space is an environment, which provides support and means for collaborative work around shared object that are developed. The students and teacher can comment directly to the shared objects using a commenting tool. They can link semantically the objects and tasks to express their meaningful relations. They can write collaboratively their project reports and deliverables using integrated wiki. They can annotate semantically the shared objects for example by using a domain based light way ontology. Furthermore, the students have participated in the design and evaluation process by giving feedback and ideas of how they would prefer to use the Shared Space and its tools as well as by organizing different kind of usability tests and evaluations.

Applicability of the SECI model of knowledge creation in Russian cultural context: Theoretical analysis

by Tatiana Andreeva

Co-authored with Ikhilchik, I. Published in Knowledge and Process Management, 2011, Vol.18, No.1, pp.56–66.

While the potential influence of national culture on the efficiency of knowledge management interventions has been... more While the potential influence of national culture on the efficiency of knowledge management interventions has been widely accepted, the question of whether the knowledge management theories are influenced by culture received little attention. This paper aims to address this gap by analysing SECI model of knowledge creation by Nonaka and Takeuchi in the context of Russian national culture. The model’s authors claim of its universal validity, and current criticism against this position is limited and controversial. We maintain that it is partly due to the fact that SECI model in its original format resists empirical verification. Thus we propose a framework for operationalization of the SECI model. We suggest that decompozing SECI model into 3 levels - basic cognitive processes, societal and organizational conditions, and managerial tools - opens the ways for its empirical and cross-cultural investigation. Applying this framework to Russia we develop a set of theoretical propositions regarding opportunities and limits of SECI application in Russian cultural context. Finally we discuss theoretical and management implications of our analysis.

E-Learning As a Tool for Knowledge Creation In International Hotel Companies

by Dr. Mohamed F. Hawela