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Annukka Jyrämä et al. Table 2: Positive developer (1a) and background variables (regression analysis) *** p
Annukka Jyrämä et al. example health, social services and education, and <strong>the</strong> smaller ones, for example, park maintenance. However, no direct departmental comparisons were made due to ethical reasons. Even though <strong>the</strong> size <strong>of</strong> a department (community) was not found to be significant as an explaining variable for attitude towards development work, it could be noted that in small departments <strong>the</strong> results were more diverse, whereas in <strong>the</strong> big departments, <strong>the</strong> role <strong>of</strong> management and <strong>the</strong> closest superior emerge as key issue. Ano<strong>the</strong>r indirect way to conduct <strong>the</strong> analysis was to compare departments that have direct contacts with citizens (customers) and <strong>the</strong> ones which do not. The results highlight that <strong>the</strong> role <strong>of</strong> gender is important on all occasions, whereas <strong>the</strong> role <strong>of</strong> age and education as well as organizational status created some differences. However, <strong>the</strong> differences in communities seem to be better captured from <strong>the</strong> open answers that show more differences on <strong>the</strong> communities’ values and practices. 5. Discussion In our study, <strong>the</strong> communities were experienced as creating learning environment, as enablers <strong>of</strong> learning. The communities <strong>of</strong> practice seem to share a dominant logic as enabling learning and knowledge sharing, as it provides similar values, language, and joint understanding within <strong>the</strong> local community.( e.g. Lane and Lubatkin 1998). However, <strong>the</strong> role <strong>of</strong> dominant logic as a barrier becomes more distinct when project work includes people from several bureaus, ie. communities. These can be seen as distinct microcommunities <strong>of</strong> knowledge. As our results clearly point out, clear barriers existed for learning and knowledge sharing. The local enabling culture might not apply in development projects that are managed entities, <strong>the</strong>y may include participants from various departments, communities <strong>of</strong> practice, and, hence, <strong>the</strong> development project participants might not share <strong>the</strong> same values, languages and dominant logic. Thus, it <strong>of</strong>ten becomes problematic to create a shared language and understanding, a common context for learning (see Lane and Lubatkin 1998). Moreover, even if <strong>the</strong> project team itself is learning and creating new knowledge, it might not share <strong>the</strong> same practices and values, language and understandings with <strong>the</strong> local community within which it ought to implement <strong>the</strong> new knowledge (see e.g. Jyrämä and Äyväri 2008, Bäcklund 2007). Interestingly, managers’ and employees’ views and experiences on development work differed. This finding might refer to <strong>the</strong> facts that managers are <strong>of</strong>ten more experienced and legitimate members <strong>of</strong> communities, acting as “gate openers”, opening up <strong>the</strong> local communities for new ideas and learning ra<strong>the</strong>r than acting as gatekeepers (see e.g. Wenger 1998, Cox 2004). On <strong>the</strong> o<strong>the</strong>r hand, our results might also imply that managers create sub-communities <strong>of</strong> <strong>the</strong>ir own, somewhat separated from <strong>the</strong> local community and, hence, do not see <strong>the</strong> difficulties in applying <strong>the</strong> created new knowledge in practice. Moreover, our results also pointed out that co-workers listened to new ideas more than <strong>the</strong>ir superiors, hence indicating a role <strong>of</strong> managers as barriers to learning and knowledge creation. The diversity in perceptions towards development work seems to be linked not to <strong>the</strong> individual but to <strong>the</strong> community level, even though <strong>the</strong> comparisons showed only small differences between different departments. However, <strong>the</strong> answers to open questions indicate that <strong>the</strong> role <strong>of</strong> various communities and <strong>the</strong>ir diversity would benefit from a deeper analysis by qualitative methods, which is proposed as an avenue for fur<strong>the</strong>r research. Moreover, <strong>the</strong> role <strong>of</strong> mangers as legitimate members in <strong>the</strong> core <strong>of</strong> <strong>the</strong>ir community raises ano<strong>the</strong>r interesting question for fur<strong>the</strong>r research. Is <strong>the</strong> legitimate knowledge also <strong>the</strong> critical knowledge needed in innovations and development work, or should ra<strong>the</strong>r <strong>the</strong> peripheral, more questioning knowledge and views be more valued? Our results also emphasize <strong>the</strong> need to include employee perceptions on knowledge management studies thus enlarging our understandings <strong>of</strong> <strong>the</strong> practicalities on knowledge sharing and contributing to knowledge management literature. This highlights <strong>the</strong> need to reflect on <strong>the</strong> role <strong>of</strong> communities and <strong>the</strong>ir dominant logic both as enabler and barrier to knowledge sharing and learning. The role <strong>of</strong> dominant logic as impeding learning and knowledge creation within microcommunties <strong>of</strong> knowledge, especially in <strong>the</strong> context <strong>of</strong> microcommunties consisting <strong>of</strong> people from various communities <strong>of</strong> practice, has previously been acknowledge, but as out study point out it is vital to address <strong>the</strong> issue more thoroughly both <strong>the</strong>oretically and managerially. Thus we argue that our study contributes both to discussion on communities <strong>of</strong> practice and microcommunties <strong>of</strong> knowledge by making <strong>the</strong> distinctions on two types <strong>of</strong> communities and <strong>the</strong> role dominant logic plays in <strong>the</strong>m. However, <strong>the</strong>se results are drawn from a study on single quite specific organization, large capital city, 299
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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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Nurul Indarti knowledge (Nelson and
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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
Page 317 and 318: Annukka Jyrämä et al. Respondents
Page 319: Annukka Jyrämä et al. various cit
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
Page 339 and 340: Le Nguyen Doan Khoi use homemade in
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
Page 347 and 348: Eric Kong Craft, A. (2001) "Neuro-l
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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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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