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

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Brigita Janiunaite et al. There is no statistically significant difference in <strong>the</strong> responses from different organizations. The respondents are quite neutral towards <strong>the</strong> idea <strong>of</strong> tolerating mistakes in organizations (Total Mean = 3,12; SD = 1,17). Thus one may assume that <strong>the</strong> respondents ei<strong>the</strong>r do not encounter <strong>the</strong> practice <strong>of</strong> analysing mistakes in <strong>the</strong>ir organizations or <strong>the</strong>y simply do not make mistakes. Figure 7: ‘Sources <strong>of</strong> ideas’ Figure 8: Risk tolerance in organizations To sum up <strong>the</strong> research results, <strong>the</strong> Total Mean <strong>of</strong> all <strong>the</strong> statements in <strong>the</strong> factors and Standard Deviation is presented (Figure 9). As seen in Figure 9, <strong>the</strong> highest values belong to <strong>the</strong> statements <strong>of</strong> Factor 5, that focus on learning not only formally, but also in o<strong>the</strong>r (including organizational) environments (total Mean = 4,28; SD= 0,79). The lowest values belong to Factor 1 – knowledge creation and dissemination in organizations (total Mean = 2,95; SD = 1,03). These tendencies also confirm o<strong>the</strong>r research results that have highlighted adaptive nature <strong>of</strong> innovative performance (ra<strong>the</strong>r than oriented to original innovations), absence <strong>of</strong> knowledge dissemination and sharing in organizations <strong>of</strong> <strong>the</strong> same or different types, etc. For instance, <strong>the</strong> research carried out in <strong>the</strong> frame <strong>of</strong> <strong>the</strong> project ‘Activating Citizen’s Participation in Creating Knowledge and Learning City by Developing Innovative Culture’ at <strong>the</strong> Institute <strong>of</strong> Educational Studies, Kaunas University <strong>of</strong> Technology, in 2003, aimed to identify <strong>the</strong> manifestation <strong>of</strong> learning organization features in 7 organizations (5 <strong>of</strong> <strong>the</strong>m non-pr<strong>of</strong>it and 2 – pr<strong>of</strong>it organizations). Top-level managers and employees at <strong>the</strong> organizations were surveyed. The research has shown that a teaching approach to strategy formation and employees’ involvement in this process is not characteristic <strong>of</strong> <strong>the</strong> organizations; equal access to learning opportunities and interorganizational 262
Brigita Janiunaite et al. learning are weakly manifested. The atmosphere <strong>of</strong> self-education is most strongly manifested in all <strong>the</strong> organizations. The weakest points in educational organizations are teamwork, tolerance <strong>of</strong> mistakes; mistakes are not treated as learning opportunities, time for learning is not planned and scheduled for <strong>the</strong> employees. Similar tendencies were disclosed in pr<strong>of</strong>it organizations. Figure 9: Total Mean <strong>of</strong> all <strong>the</strong> statements in <strong>the</strong> factors and Standard Deviation In <strong>the</strong> frame <strong>of</strong> <strong>the</strong> above-mentioned project, a research on <strong>the</strong> manifestation <strong>of</strong> citizens’ innovative culture characteristics in three cities was carried out; 100 <strong>of</strong> employees <strong>of</strong> different levels were surveyed in every city. The research highlighted <strong>the</strong> following tendencies: even though <strong>the</strong> respondents have possitive attitudes towards learning, tolerate social mobility, innovations and changes, orientation to <strong>the</strong> use <strong>of</strong> possibilities, <strong>the</strong>y are also characterized by adaptive, not innovative behaviour; low risk tolerance, i.e. people are inclined to adapt to o<strong>the</strong>rs, to implement o<strong>the</strong>rs ideas, but not generate <strong>the</strong>m by <strong>the</strong>mselves, demonstrate non-standart behaviour. Jucevicius (2009) analysed <strong>the</strong> manifestation <strong>of</strong> innovative culture characteristics (tolerance <strong>of</strong> risk, uncertainty and change; emphasis on mobility and flexibility, emphasis on learning and networking) in modern organizations <strong>of</strong> Lithuania. The research results also correlate with <strong>the</strong> tendencies presented in this paper. These findings indicate that <strong>the</strong> most problematic aspects <strong>of</strong> organizational practices concern <strong>the</strong> tolerance <strong>of</strong> risk, uncertainty and change, which is usually considered to be <strong>of</strong> fundamental importance to <strong>the</strong> success <strong>of</strong> innovation-oriented performance.The mobility/flexibility dimension also faces certain constraints. On <strong>the</strong> o<strong>the</strong>r hand, <strong>the</strong> dimensions <strong>of</strong> networking and learning are relatively well represented in <strong>the</strong> surveyed organizations. 6. Limitations <strong>of</strong> <strong>the</strong> research It should be noted that this paper presents <strong>the</strong> results <strong>of</strong> expert survey, which was mainly concerned with <strong>the</strong> validation <strong>of</strong> <strong>the</strong> research instruments. Therefore, <strong>the</strong> results reveal only certain tendencies. Fur<strong>the</strong>r research will involve a representative sample <strong>of</strong> enterprises and organizations. The research will employ not only quantitative but also qualitative research strategy, combine <strong>the</strong>m and analyse <strong>the</strong> nature <strong>of</strong> innovative activity in separate organizations and <strong>the</strong>ir clusters, also <strong>the</strong> relationship between organizational learning and o<strong>the</strong>r constituent elements <strong>of</strong> innovative culture. 7. Conclusions Drawing on <strong>the</strong> premise that organizational learning is one <strong>of</strong> <strong>the</strong> important premises <strong>of</strong> organizational culture, <strong>the</strong> research has come up with <strong>the</strong> following conclusions: organizational learning as a system unifying efforts <strong>of</strong> individual and collective learning is absent in both types <strong>of</strong> organizations; learning is quite fragmentary, learning for innovations is not highlighted; <strong>the</strong> ways <strong>of</strong> organizational learning are more oriented to <strong>the</strong> paradigm <strong>of</strong> teaching: learning takes place when <strong>the</strong>re is teaching. Learning tends to be adaptive ra<strong>the</strong>r than innovative: it supports or 263
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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
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3.2.2 Reliability Irene Y.H. Fan an
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Figure 4: latent variable coefficie
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Irene Y.H. Fan and Rongbin W.B. Lee
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Irene Y.H. Fan and Rongbin W.B. Lee
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2.1 Appropriation Ronny Gey From a
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Ronny Gey Table 1: Characterization
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Ronny Gey The developers feel that
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Ronny Gey A first limitation we wer
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Kenneth Grant part of</stro
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Kenneth Grant The diffusion was stu
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Kenneth Grant A detailed computer-s
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Kenneth Grant did not come to <stro
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Kenneth Grant of m
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Michel Grundstein although hundred
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Michel Grundstein Figure 1: DITEK p
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Michel Grundstein 4.1.1 Knowledge i
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Michel Grundstein share. However <s
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6. Conclusions and perspectives Mic
Page 233 and 234: Intellectual Property Valuation Dec
Page 235 and 236: Hezlin Harris et al. (Burrone and S
Page 237 and 238: Hezlin Harris et al. The need for s
Page 239 and 240: Acknowledgements Hezlin Harris et a
Page 241 and 242: Managing an Assessment Process <str
Page 243 and 244: Table 1: List of N
Page 245 and 246: Shaheed Hartley Table 3: OEQ respon
Page 247 and 248: Shaheed Hartley It is very difficul
Page 249 and 250: A Community Framework for Knowledge
Page 251 and 252: Igor Hawryszkiewycz between communi
Page 253 and 254: Figure 4: Modeling knowledge subsys
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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 271 and 272: Coded knowledge Nurul Indarti The f
Page 273 and 274: Nurul Indarti Arrow, K. J. (1969).
Page 275 and 276: Organizational Learning in Pr<stron
Page 277 and 278: Brigita Janiunaite et al. learn and
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Page 283: Brigita Janiunaite et al. A statist
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
Page 297 and 298: Palmira Juceviciene and Vyda Mozuri
Page 307 and 308: Robertas Jucevicius relations shoul
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Page 311 and 312: Robertas Jucevicius and innovation
Page 313 and 314: Robertas Jucevicius Lawton Smith, H
Page 315 and 316: Annukka Jyrämä et al. knowledge c
Page 317 and 318: Annukka Jyrämä et al. Respondents
Page 319 and 320: Annukka Jyrämä et al. various cit
Page 321 and 322: Annukka Jyrämä et al. example hea
Page 323 and 324: Managing Information Overload - Tea
Page 325 and 326: Harri Ketamo conceptual structure a
Page 327 and 328: Harri Ketamo limited to YouTube, Fl
Page 329 and 330: Harri Ketamo Figure 8: Visualizatio
Page 331 and 332: Farmers’ Knowledge Management in
Page 333 and 334: 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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