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

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Annukka Jyrämä et al. development work. Most respondents agreed with <strong>the</strong> statement “<strong>the</strong>re are people within my workplace that are not at all excited <strong>of</strong> development work”. Thus, it may well be that <strong>the</strong> general attitude towards development work is not good in <strong>the</strong> city organization. Moreover, it was perceived that <strong>the</strong> results <strong>of</strong> <strong>the</strong> development work were not applied to everyday work activities. This might be due <strong>the</strong> fact that <strong>the</strong> development work is mainly organized as separate projects within <strong>the</strong> city that may have become ra<strong>the</strong>r separate from everyday activities and practices. For example, it was noted that “once a development project ended, a new one starts with no time nor resources allocated for implementation and disseminating <strong>the</strong> knowledge and learning created to <strong>the</strong> everyday practices”. However, it needs to be pointed out that many employees also had positive experiences on development project work. I have a good atmosphere at my work place where it is easy to exchange spontaneously opinions on our work with so-workers My ideas on developing our work are usually well received and encouraged by my co workers I have a good atmosphere at my work place where is is easy to exchange spontaneously ideas and experiences on work with my superiors My ideas on developing our work are usually well received and encouraged by my superiors The working culture in my work place allows also failures when trying new activities My tasks at work as such that I cannot make any mistakes I have enough time for education and learning in my work I have enough time for creating new ideas and for innovating in my work Agree Not agree or disagree 0 20 40 60 80 100 % Have not thought about it Disagree Figure 1: Work place atmosphere Many respondents shared <strong>the</strong> view that development projects rarely pass to everyday activities. This viewpoint might also relate to <strong>the</strong> fact that even though co-workers reacted positively to new ideas, managers’ attitudes were <strong>of</strong>ten less encouraging, yet <strong>the</strong>ir role is vital in implementing new ideas and development projects knowledge. The managers generally held more positive views on <strong>the</strong> openness and on <strong>the</strong> atmosphere <strong>of</strong> <strong>the</strong> workplace than employees. This result might affect <strong>the</strong> practical activities in development work: if managers have a predominantly positive attitude towards development projects, <strong>the</strong>y might not realize <strong>the</strong> more negative views held by many employees and, thus, may not see any need for change in development work practices (Table 3). Moreover, <strong>the</strong> statement “in my workplace, we actively use o<strong>the</strong>r similar organization’s experience on developing practices” was perceived as <strong>the</strong> least valid. Thus, learning from peer organizations is seen as ra<strong>the</strong>r non-existing activity, which might point out that a barrier has been created within <strong>the</strong> joint dominant logic; whose views are listened to in an organization. This impedes learning from outside one’s own organization, or from o<strong>the</strong>r communities within <strong>the</strong> city (see Figures 1. and 2.). The results on development work also show how <strong>the</strong> role <strong>of</strong> communities and <strong>the</strong>ir dominant logic can act as a barrier to learning and knowledge creation. The results point out that <strong>the</strong>re exists established ways to assess, for example, who is listened to and how <strong>the</strong> communities might create barriers for cross -community or peer learning. The results also seem to point out that within <strong>the</strong> city, <strong>the</strong>re exist some common general characteristics, but, on <strong>the</strong> o<strong>the</strong>r hand, distinct differences in culture and dominant logic among 296
Annukka Jyrämä et al. various city departments or bureaus. In <strong>the</strong> following, our analysis proceeds to identify key aspects behind <strong>the</strong> positive and negative attitudes towards development work by factor analysis. The aim is to discover, which experiences and background characteristics might be linked to each o<strong>the</strong>r. These factors describe personal’s experiences on development projects and work. On <strong>the</strong> basis <strong>of</strong> our analysis, three factors were identified and named; Positive attitude towards development work, which explains 38% <strong>of</strong> <strong>the</strong> variance. Time in development work, which explains 12% <strong>of</strong> <strong>the</strong> variance, Negative attitude towards development work, which explain 10% <strong>of</strong> <strong>the</strong> variance. I have co workers who are not interested in developing our activities We seldom put into practice <strong>the</strong> results <strong>of</strong> development projects We have too many development projects at my workplace I would be happy to concentrate on developing my own work without outside development projects I feet that work development is well done in my work place When developing my work and work place we use well latest knowledge on <strong>the</strong> issues In my work place we utilize actively <strong>the</strong> experience from o<strong>the</strong>r similar organizations Agree Nei<strong>the</strong>r agree nor disagree 0 20 40 60 80 100 % Have not thought about it Disagree Figure 2: Perceptions on development work Table 1: Management position and attitude towards development work, % (n=1556, p
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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
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Intellectual Property Valuation Dec
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Hezlin Harris et al. (Burrone and S
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Hezlin Harris et al. The need for s
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Acknowledgements Hezlin Harris et a
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Managing an Assessment Process <str
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Table 1: List of N
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Shaheed Hartley Table 3: OEQ respon
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Shaheed Hartley It is very difficul
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A Community Framework for Knowledge
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Igor Hawryszkiewycz between communi
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Figure 4: Modeling knowledge subsys
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Igor Hawryszkiewycz Prahalad, C.K.,
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Eli Hustad and Aurilla Aurelie Bech
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Does Knowledge Stickiness Affect a
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Page 275 and 276: Organizational Learning in Pr<stron
Page 277 and 278: Brigita Janiunaite et al. learn and
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Page 287 and 288: Balancing the Ince
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Page 313 and 314: Robertas Jucevicius Lawton Smith, H
Page 315 and 316: Annukka Jyrämä et al. knowledge c
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Page 323 and 324: Managing Information Overload - Tea
Page 325 and 326: Harri Ketamo conceptual structure a
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Page 335 and 336: Le Nguyen Doan Khoi days needed for
Page 337 and 338: Le Nguyen Doan Khoi dosage. Moreove
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Page 341 and 342: Developing Human Capital through Ne
Page 343 and 344: Eric Kong organisation as individua
Page 345 and 346: Eric Kong As described by Tosey and
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Page 349 and 350: Sophie Le Bellu and Benoit Le Blanc
Page 353 and 354: Results Sophie Le Bellu and Benoit
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Page 367 and 368: 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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