Proceedings of the 8th International Conference on Intellectual ...

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Shaheed Hartley Figure 2: The priority needs identified by teachers in <strong>the</strong> data ga<strong>the</strong>ring process. 5. Implications <strong>of</strong> <strong>the</strong> pilot study The five schools selected in this pilot study provided a preview <strong>of</strong> <strong>the</strong> knowledge management platform created by this study. The needs identified provide an important source <strong>of</strong> information for service providers as a community <strong>of</strong> practice that support schools in science and ma<strong>the</strong>matics education. The data ga<strong>the</strong>red not only provide <strong>the</strong> needs that can be addressed as a priority but also provides information about <strong>the</strong> context <strong>of</strong> <strong>the</strong> school. Issues with regard <strong>the</strong> support provided by <strong>the</strong> principal and <strong>the</strong>ir management teams, tensions that exist in for example School D between <strong>the</strong> principal and <strong>the</strong> science department, schools with young and aspiring teachers (Schools A and E), and a new principal at School C, experienced teachers at School B are all relevant information ga<strong>the</strong>red that would influence <strong>the</strong> approach adopted by <strong>the</strong> community <strong>of</strong> practice. The needs pr<strong>of</strong>ile <strong>of</strong> each school would be made available on a database that members <strong>of</strong> <strong>the</strong> community <strong>of</strong> practice and education authorities have access to in order to coordinate <strong>the</strong> support provided in terms <strong>of</strong> logistics, priorities and expertise. The pilot study serve as <strong>the</strong> precursor to <strong>the</strong> larger study and <strong>the</strong> lessons learnt would be invaluable to future research. References Davenport, T.H. and Prusack, L. (2000) Working Knowledge. How Organizations Manage What They Know, 2nd Edition. Cambridge, MA: Harvard Business School Press. Hildreth, Paul; Kimble, Chris (2002) “The Duality <strong>of</strong> Knowledge”, Information Research, 8 (1). Howie, S. J. (1997). Ma<strong>the</strong>matics and science performance in <strong>the</strong> middle school years in South Africa: A summary report on <strong>the</strong> performance <strong>of</strong> <strong>the</strong> South African pupils in <strong>the</strong> third international ma<strong>the</strong>matics and science study. Pretoria: HSRC. Howie, S. J. (2001). Third international ma<strong>the</strong>matics and science study repeat (TIMMS-R). Pretoria: HSRC. Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press Petrides, L.A.and Nodine, T.R. (2003) “Knowledge Management in Education: Defining <strong>the</strong> Landscape”, [online], Institute for <strong>the</strong> Study <strong>of</strong> Knowledge Management in Education, www.iskme.org Thomas, J.C., Kellogg, .A. and Erickson, T. (2001) “The Knowledge Management Puzzle: Human and Social Factors in Knowledge Management”, IBM Systems Journa,l 40 (4): 863–884. Wasko, M.and Faraj, S. (2000) ""It is What One Does": Why People Participate and Help O<strong>the</strong>rs in Electronic Communities <strong>of</strong> Practice", Journal <strong>of</strong> Strategic Information Systems, 9 (2-3): 155–173. 226
A Community Framework for Knowledge Creation Igor Hawryszkiewycz University <strong>of</strong> Technology, Sydney igorh@it.uts.edu.au Abstract: The paper focuses on knowledge management in large complex adaptive systems and proposes architectures to support knowledge management in such systems. It sees knowledge capital not only in <strong>the</strong> explicit or tacit knowledge available in an organization but also knowledge in how to change systems to respond to changes in <strong>the</strong> environment. Critically important here are <strong>the</strong> communication structures needed to ensure sustainable knowledge sharing in an organized ra<strong>the</strong>r than chaotic way. It is based on <strong>the</strong> living system metaphor as <strong>the</strong> basis for sustainability. The metaphor provides guidelines for structuring communities and knowledge flows between <strong>the</strong>m to adapt to <strong>the</strong>ir environment. The paper proposes a model where communities generate knowledge. It defines a generic structure for communities. The structure is made up <strong>of</strong> knowledge, coordination, monitoring and advisory communities. It <strong>the</strong>n defines roles with responsibilities to coordinate communication between communities in ways that ensure sustainability. It includes roles to manage collaboration, set and monitor goals and provide assistance when needed. Knowledge flows are modelled using living systems <strong>the</strong>ory to identify responsibilities for each role and <strong>the</strong> services needed to carry out <strong>the</strong>se responsibilities. Keywords: knowledge management, communities, living systems 1. Introduction Contemporary business processes are characterized by greater emphasis on business networking, to quickly build up competitive advantage through combining expert knowledge and capabilities from different partners to produce new products and services. These networks include alliances, partnerships, small business networks using a variety <strong>of</strong> supply chains, and o<strong>the</strong>r collaborative arrangements. At <strong>the</strong> same time products and <strong>the</strong>ir associated services are becoming increasingly complex requiring closer involvement between customers, suppliers. Cova and Salle (2000) see emerging business networks co-creating solutions through collaboration between supplier network and <strong>the</strong> customer network. Often <strong>the</strong>re is a major supplier, who originated a project, and <strong>the</strong>n builds and coordinates a network <strong>of</strong> providers and customers to develop solutions for customers. The general trend is to what are increasingly community or process ecosystems (Vidgen and Wang, 2006) that emerge to provide continually innovative client solutions. The paper builds on <strong>the</strong> idea <strong>of</strong> community structures (Mintzberg, 2009) by defining structures and roles to facilitate community collaboration. Communities in this sense are not informal social grouping but can include organizational units formed for a specific purpose or strategic planning or policy groups. The focus is on <strong>the</strong> social perspective (Pralahad, Krishnan, 2008) as social networking will play an increasingly important role in knowledge creation and community coordination. In many cases coordination is through <strong>the</strong> exchange <strong>of</strong> knowledge, much <strong>of</strong> it <strong>of</strong> a tacit nature, created by process participants. The importance <strong>of</strong> social networking is thus increasing and becomes a major component <strong>of</strong> any design. The paper describes a community based approach to system design. It sees knowledge creation predominantly occurring through communities. The paper describes a community structure using living systems as a metaphor to ensure communities proceed to an agreed upon vision. The paper <strong>the</strong>n defines ways to identify <strong>the</strong> knowledge flows needed to maintain sustainable collaboration across communities. This requires clear definition <strong>of</strong> roles responsibilities and interactions, which are represented by an Enterprise Social Network (ESN). 2. Community structure for sustainability The community architecture proposed in <strong>the</strong> paper turns to systems <strong>the</strong>ory. It sees progress through a number <strong>of</strong> knowledge communities each providing its expertise but coordinated through a coordination group. It includes a feedback loop, which is shown by <strong>the</strong> dotted line, with <strong>the</strong> coordinating computing agreeing on goals with <strong>the</strong> knowledge communities. Thus for example one community may focus on population movements, ano<strong>the</strong>r on housing development and still a third on engineering aspects. The structure shown in Figure 1 meets <strong>the</strong> requirements <strong>of</strong> changing environment at a broad level. Here <strong>the</strong> knowledge communities create knowledge that contributes to a common vision. The vision is 227
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Proceedings <stron
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. Main
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Paper Title Author(s) Page No. Know
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Preface These proceedings represent
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TU Dortmund, Germany, ); Wing Bun L
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William Halal is Prof</stro
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Evgeny Blagov has obtained a specia
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science and mathem
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George Majdalany is a PhD candidate
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Joyce Nesamani Simson is a PhD cand
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Manpower Discipline Based on Knowle
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Peyman Akhavan et al. brains, knowl
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Peyman Akhavan et al. showed that o
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Peyman Akhavan et al. appropriate l
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Peyman Akhavan et al. sources for c
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Attitudes Towards Changes and Organ
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Ruth Alas et al. During the
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Professional inter
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Ruth Alas et al. Table 4: Correlati
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Research was supported by ETF Grant
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Rivadávia Correa Drummond de Alvar
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5. Conclusions Rivadávia Correa Dr
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Toward a Meta-Synthe</stron
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Xiaomi An et al 2.3 Reasons for dev
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Xiaomi An et al PTC works closely w
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Xiaomi An et al The first is an adm
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Xiaomi An et al policy reflections
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Figure 1: Transmission gear Marko A
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Marko Anzelak et al. knowledge basi
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Marko Anzelak et al. 72% recognise
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Marko Anzelak et al. virtually all
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Gabriel Prananingrum Aryanindita an
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Rita Babiliūtė and Kęstutis Kri
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Knowledge Management, Cultural Know
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Leonard Barnett and Edward Carter 2
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Leonard Barnett and Edward Carter p
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Leonard Barnett and Edward Carter p
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Leonard Barnett and Edward Carter d
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Impact of Knowledg
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Bob Barrett shorter product life-cy
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Bob Barrett 6. Concept of</
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Bob Barrett Brown, J.S. and Duguid
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Aurilla Aurelie Bechina and Eli Hus
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Lorne Booker et al. Knowledge is us
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Figure 1: Business Valuation Knowle
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3.4 Practitioner knowledge market L
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4. Implications Lorne Booker et al.
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Strategic Thinking Dimensions in Em
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Constantin Bratianu et al. shows <s
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Constantin Bratianu et al. Academy
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Constantin Bratianu et al. cases wi
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Constantin Bratianu et al. Pinker,
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Delio Ignacio Castañeda and Sandra
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Quality in Teacher Education: A Sys
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Rajendra Chetty The mechanism <stro
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Academic leadership Rajendra Chetty
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Rajendra Chetty There must be a re-
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Developing Personal Knowledge Manag
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Thirathep Chonmait
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Thirathep Chonmait
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The Relationship Between Knowledge
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Samuel Kai Wah Chu et al. A knowled
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Samuel Kai Wah Chu et al. negative
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Samuel Kai Wah Chu et al. Questionn
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Samuel Kai Wah Chu et al. few done
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Value Creation Through Collaborativ
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Ridha Derrouiche et al. level for e
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Ridha Derrouiche et al. best, <stro
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Ridha Derrouiche et al. experience
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Ridha Derrouiche et al. Of course,
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Organizational Learning and Transfo
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Irra Chrisyanti Dewi was carried ou
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Irra Chrisyanti Dewi Table 2: Valid
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Irra Chrisyanti Dewi Library is exp
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Knowledge Acquisition and Sharing:
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Ikechukwu Diugwu articulated and st
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Ikechukwu Diugwu establishing setti
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Ikechukwu Diugwu Mentzer, J. T., Mi
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Eva Eckenhofer cou
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Eva Eckenhofer The
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Eva Eckenhofer The
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Eva Eckenhofer Bur
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1.2 Intellectual capital and innova
Page 197 and 198: 3.2.2 Reliability Irene Y.H. Fan an
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Page 201 and 202: Irene Y.H. Fan and Rongbin W.B. Lee
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Page 205 and 206: 2.1 Appropriation Ronny Gey From a
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Page 215 and 216: Kenneth Grant The diffusion was stu
Page 217 and 218: Kenneth Grant A detailed computer-s
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Page 223 and 224: Michel Grundstein although hundred
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Page 233 and 234: Intellectual Property Valuation Dec
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Page 239 and 240: Acknowledgements Hezlin Harris et a
Page 241 and 242: Managing an Assessment Process <str
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Page 245 and 246: Shaheed Hartley Table 3: OEQ respon
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Page 257 and 258: Eli Hustad and Aurilla Aurelie Bech
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Page 267 and 268: Nurul Indarti knowledge (Nelson and
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Page 277 and 278: Brigita Janiunaite et al. learn and
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Page 285 and 286: Brigita Janiunaite et al. learning
Page 287 and 288: Balancing the Ince
Page 289 and 290: Giedrius Jucevičius safeguard and
Page 291 and 292: Giedrius Jucevičius nature <strong
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Page 295 and 296: Giedrius Jucevičius Ghosh, T. (200
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Palmira Juceviciene and Vyda Mozuri
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Robertas Jucevicius relations shoul
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Robertas Jucevicius do not know whe
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Robertas Jucevicius and innovation
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Robertas Jucevicius Lawton Smith, H
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Annukka Jyrämä et al. knowledge c
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Annukka Jyrämä et al. Respondents
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Annukka Jyrämä et al. various cit
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Annukka Jyrämä et al. example hea
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Managing Information Overload - Tea
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Harri Ketamo conceptual structure a
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Harri Ketamo limited to YouTube, Fl
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Harri Ketamo Figure 8: Visualizatio
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Farmers’ Knowledge Management in
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2.1 Farmer knowledge Le Nguyen Doan
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Le Nguyen Doan Khoi days needed for
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Le Nguyen Doan Khoi dosage. Moreove
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Le Nguyen Doan Khoi use homemade in
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Developing Human Capital through Ne
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Eric Kong organisation as individua
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Eric Kong As described by Tosey and
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Eric Kong Craft, A. (2001) "Neuro-l
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Sophie Le Bellu and Benoit Le Blanc
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Results Sophie Le Bellu and Benoit
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Pornpen Lertthasanawong and Nopasit
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2. Literature review Ya-Hui Ling 2.
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Ya-Hui Ling action of</stro
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Intellectual Capital Intellectual C
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Ya-Hui Ling Hitt, M.A., Hoskisson,
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Maksim Maksimovic et al paper prese
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Maksim Maksimovic et al 4. Lean kno
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Maksim Maksimovic et al of<
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Maurizio Massaro and Andrea Moro <s
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Maurizio Massaro and Andrea Moro Pr
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Maurizio Massaro and Andrea Moro hi
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Maurizio Massaro and Andrea Moro Si
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Helen Mitchell and Dennis Viehland
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Figure 1: KMS Framework for collabo
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Mohd Zali Mohd Nor et al. Ano<stron
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Mohd Zali Mohd Nor et al. Table 4:
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Mohd Zali Mohd Nor et al. KQ8 provi
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Maria Cristina Morariu economy and
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Table 1: Literature review summary
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Maria Cristina Morariu ATO = Turnov
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4.2 Correlation analysis Maria Cris
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4.3 Regression analysis Maria Crist
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Table 13: Regression analysis_M6 Mo
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The Arrival of <st
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Bertrand Pauget and Ahmed Dammak Mo
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Bertrand Pauget and Ahmed Dammak no
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Bertrand Pauget and Ahmed Dammak th
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Bertrand Pauget and Ahmed Dammak Sa
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Wannapa Pipattanawong et al. cannot
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Wannapa Pipattanawong et al. 3.2 Do
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Wannapa Pipattanawong et al. Moreov
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The Dark Side of S
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Siwarit Pongsakornrungsilp vans, ro
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Siwarit Pongsakornrungsilp Kreng Ja
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Siwarit Pongsakornrungsilp Lave, J.
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