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

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Ruth Alas et al. components cover 57 per cent <strong>of</strong> variation and reliability was .84 (six items) and .63 (three items) respectively. Therefore <strong>the</strong>se are considered as <strong>the</strong> scales that measure a corresponding phenomenon. The impact <strong>of</strong> <strong>the</strong> socio-demographic characteristics was tested by using Krutskal- Wallis Test and here samples are tested separately, which means that a variation in attitudes is analysed in <strong>the</strong> Turkish and Chinese sample individually. Characteristics differentiate <strong>the</strong> scales for <strong>the</strong> both Chinese and Turkish samples. Trust in changes differs along all <strong>the</strong> socio-demographic characteristics (except pr<strong>of</strong>essional interest) in <strong>the</strong> Chinese sample, while for <strong>the</strong> Turkish sample a totally opposite picture emerges and <strong>the</strong>ir pr<strong>of</strong>essional interest is <strong>the</strong> only characteristic that shows differences. Here we see that one sample shows homogeneous understanding (Turkey) and <strong>the</strong> o<strong>the</strong>r presents diverse opinions about trust in changes. Interest in changes varied along age, tenure, opposition, and pr<strong>of</strong>essional interest in both samples, while gender and education do not differentiate this scale in Turkey and <strong>the</strong> type <strong>of</strong> contract does not differentiate interest in changes in China. In respect to interest in changes <strong>the</strong> pattern <strong>of</strong> variation along socio-demographic characteristics is not so clear cut as it is for <strong>the</strong> trust in changes. 3.1.2 Organisational learning To evaluate organisations` learning abilities <strong>the</strong> authors used <strong>the</strong> measure developed by Alas and Sharifi (2002). Authors let respondents evaluate 20 indicators <strong>of</strong> organisational learning on a 10-point scale. The factor analysis allowed <strong>the</strong>m to construe one component solution because all <strong>the</strong> statements were very tightly related to each o<strong>the</strong>r. For <strong>the</strong> twenty statements <strong>the</strong> factor loading varied from .87 to .66. The reliability <strong>of</strong> <strong>the</strong> scale was very high (.97) and m= 6.06, SD= 1.99. Here again a very different picture emerges if one considers <strong>the</strong> socio-demographic characteristics. In <strong>the</strong> Chinese sample all <strong>the</strong> characteristics (gender, age, education, tenure, contract, position, and pr<strong>of</strong>essional interest) differentiate <strong>the</strong> assessment <strong>of</strong> <strong>the</strong> scale <strong>of</strong> organisational learning. In <strong>the</strong> Turkish sample, only <strong>the</strong> pr<strong>of</strong>essional interest differentiates <strong>the</strong> assessment <strong>of</strong> <strong>the</strong> scale, while <strong>the</strong> o<strong>the</strong>r characteristics do not play a role in <strong>the</strong> differentiation <strong>of</strong> respondents’ assessment <strong>of</strong> organisational learning scale. One <strong>of</strong> <strong>the</strong> samples (Turkish) seems to be very homogeneous with respect to organisational learning and <strong>the</strong> o<strong>the</strong>r (Chinese) presents <strong>the</strong> opposite tendency – <strong>the</strong> employees have quite different and heterogeneous understandings about organisational learning. 3.2 Results 3.2.1 Attitudes towards organisational change and learning from <strong>the</strong> perspective <strong>of</strong> location The analysis <strong>of</strong> attitudes and learning scales revealed that Turkish and Chinese samples may differ in various respects. Therefore, it is reasonable to find both samples described from <strong>the</strong> perspective <strong>of</strong> <strong>the</strong> characteristic features that have been studied. This analysis would present <strong>the</strong> possibility to evaluate which specific groups <strong>of</strong> employees may have a particular disposition to organisational learning. Table 2 presents results <strong>of</strong> comparisons (ANOVA analysis) for <strong>the</strong> Turkish sample and Table 3 for <strong>the</strong> Chinese sample. Table 2: Comparisons <strong>of</strong> assessments <strong>of</strong> organisational learning and scales <strong>of</strong> organisational change: Turkish sample Learning Trust in changes Interest in changes Gender males vs. females ↑ males vs. females ↑ - Age …25 vs. 26-35 ↑ …25 vs. 26-35 ↑ …25 vs. 26-35 ↑ …25 vs. 36-45 ↑ Education - - - Tenure Less than 1 year vs. 2-3 years ↑ Contract Permanent vs. temporary ↓ Position Top manager vs. middle manager ↓ Top manager vs. frontline manager ↓ Less than 1 year vs. 2-3 years ↑ Less than 1 year vs. 4-5 years ↑ Less than 1 year vs. 2-3 years ↑ Less than 1 year vs. 4-5 years ↑ Less than 1 year vs. 6-10 years ↑ 16-20 years vs. more than 20 years ↑ Permanent vs. temporary ↓ Permanent vs. temporary ↓ Top manager vs. middle Top manager vs. middle manager ↓ manager ↓ Top manager vs. front-line Top manager vs. technical manager ↓ worker ↓ 14
Pr<strong>of</strong>essional interests Top manager vs. technical worker ↓ Front-line manager vs. technical worker ↓ Ruth Alas et al. Top manager vs. technical worker ↓ Deputy top manager vs. technical worker ↓ Front-line manager vs. technical worker ↓ Middle manager vs. technical worker ↓ Front-line manager vs. technical worker ↓ Learning Trust in changes Interest in changes Have interest vs. not have interest ↓ Have interest vs. not have interest ↓ Have interest vs. not have interest ↓ Note: The arrows indicate a representative <strong>of</strong> what role has higher or lower assessment <strong>of</strong> a certain scale. Education does not play a role in <strong>the</strong> evaluation <strong>of</strong> attitudes and organisational learning and gender in <strong>the</strong> interest towards change in <strong>the</strong> Turkish sample. At <strong>the</strong> same time, <strong>the</strong> type <strong>of</strong> contract and existence <strong>of</strong> pr<strong>of</strong>essional interest differentiate respondents on all <strong>the</strong> scales, while employees with temporary work assignments and without pr<strong>of</strong>essional interests have evaluated both attitudes and organisational learning lower than <strong>the</strong>ir counterparts having opposite characteristics. Females also evaluate learning and trust in changes higher than males and older employees who tend to assess a focused phenomenon higher than younger respondents. In respect to position, it appears that a higher organisational role is related to higher scores <strong>of</strong> scales <strong>of</strong> attitudes and learning. Table 3 illustrates that Chinese employees have expressed diverse understandings about <strong>the</strong> analysed <strong>the</strong>mes. These tendencies provide some interesting ideas about Chinese employees. First <strong>of</strong> all, younger employees feel more trust in changes, while older employees have reported a higher interest in changes. The latter tendency is also related to <strong>the</strong> tenure, and attitudes make differences between males and females. Education and position tend to indicate that when <strong>the</strong>se are higher, assessment <strong>of</strong> all scales is higher. For example, top and deputy managers evaluate learning and attitudes higher than technical workers and front-line managers. The pr<strong>of</strong>essional interest and type <strong>of</strong> work contract indicate mixed tendencies and organisational learning is more highly evaluated by employees who have no permanent work contract and no pr<strong>of</strong>essional interest. Attitudes towards change have <strong>the</strong> opposite pattern in respect to <strong>the</strong> existence <strong>of</strong> pr<strong>of</strong>essional interests and a permanent work contract. Table 3: Comparisons <strong>of</strong> assessments <strong>of</strong> organisational learning and scales <strong>of</strong> organisational change: Chinese sample. Learning Trust in changes Interest in changes Gender males vs. females ↓ males vs. females ↑ males vs. females ↓ Age …25 vs. 26-35 ↑ …25 vs. 36-45 ↑ …25 vs. 46-55 ↑ 26-35 vs. 36-45 ↑ 26-35 vs. 46-55 ↑ 36-45 vs. 56-…↓ 46-55 vs. 56-…↓ Education Vocational school vs. university ↑ Tenure Less than 1 year vs. 2-3 years ↓ Less than 1 year vs. 4-5 years ↓ Less than 1 year vs. 6-10 years ↓ Less than 1 year vs. 11-15 years ↓ Less than 1 year vs. more than 20 years ↑ 2-3 years vs. 6-10 years ↓ 15 …25 vs. 26-35 ↓ …25 vs. 36-45 ↓ …25 vs. 46-55 ↓ 26-35 vs. 36-45 ↓ High school vs. vocational school ↓ High school vs. university ↓ Vocational school vs. university ↓ Less than 1 year vs. 2-3 years ↑ Less than 1 year vs. 4-5 years ↑ Less than 1 year vs. 6-10 years ↑ Less than 1 year vs. 11-15 years ↑ Less than 1 year vs. 16-20 years ↓ Less than 1 year vs. more …25 vs. 26-35 ↑ …25 vs. 36-45 ↑ …25 vs. 46-55 ↑ …25 vs. 56… ↑ 26-35 vs. 46-55 ↑ 26-35 vs. 56-…↑ 36-45 vs. 46-55 ↑ 36-45 vs. 56… ↑ High school vs. vocational school ↓ High school vs. university ↑ Vocational school vs. university ↑ Less than 1 year vs. 4-5 years ↑ Less than 1 year vs. 6-10 years ↑ Less than 1 year vs. 11-15 years ↑ Less than 1 year vs. more than 20 years ↑ 2-3 years vs. 4-5 years ↑
Page 1 and 2: Proceedings <stron
Page 3 and 4: Contents Paper Title Author(s) Page
Page 5 and 6: Paper Title Author(s) Page No. Main
Page 7 and 8: Paper Title Author(s) Page No. Know
Page 9 and 10: Preface These proceedings represent
Page 11 and 12: TU Dortmund, Germany, ); Wing Bun L
Page 13 and 14: William Halal is Prof</stro
Page 15 and 16: Evgeny Blagov has obtained a specia
Page 17 and 18: science and mathem
Page 19 and 20: George Majdalany is a PhD candidate
Page 21 and 22: Joyce Nesamani Simson is a PhD cand
Page 23 and 24: Manpower Discipline Based on Knowle
Page 25 and 26: Peyman Akhavan et al. brains, knowl
Page 27 and 28: Peyman Akhavan et al. showed that o
Page 29 and 30: Peyman Akhavan et al. appropriate l
Page 31 and 32: Peyman Akhavan et al. sources for c
Page 33 and 34: Attitudes Towards Changes and Organ
Page 35: Ruth Alas et al. During the
Page 39 and 40: Ruth Alas et al. Table 4: Correlati
Page 41 and 42: Research was supported by ETF Grant
Page 43 and 44: Rivadávia Correa Drummond de Alvar
Page 51 and 52: 5. Conclusions Rivadávia Correa Dr
Page 55 and 56: Toward a Meta-Synthe</stron
Page 57 and 58: Xiaomi An et al 2.3 Reasons for dev
Page 59 and 60: Xiaomi An et al PTC works closely w
Page 61 and 62: Xiaomi An et al The first is an adm
Page 63 and 64: Xiaomi An et al policy reflections
Page 65 and 66: Figure 1: Transmission gear Marko A
Page 67 and 68: Marko Anzelak et al. knowledge basi
Page 69 and 70: Marko Anzelak et al. 72% recognise
Page 71 and 72: Marko Anzelak et al. virtually all
Page 73 and 74: Gabriel Prananingrum Aryanindita an
Page 79 and 80: 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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3. Research methods 3.1 Research in
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Coded knowledge Nurul Indarti The f
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Nurul Indarti Arrow, K. J. (1969).
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Organizational Learning in Pr<stron
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Brigita Janiunaite et al. learn and
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Brigita Janiunaite et al. given dif
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Brigita Janiunaite et al. empowered
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Brigita Janiunaite et al. A statist
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Brigita Janiunaite et al. learning
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Balancing the Ince
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Giedrius Jucevičius safeguard and
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Giedrius Jucevičius nature <strong
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Giedrius Jucevičius motivating fac
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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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