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

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Impact <strong>of</strong> Knowledge Management Created by Communities <strong>of</strong> Practice in Virtual Learning Environments Bob Barrett School <strong>of</strong> Business, American Public University, Charles Town, USA docjob00@msn.com Abstract: As more organizations move forward with technological advancements, as well as strategically planning for competitiveness in <strong>the</strong> marketplace, <strong>the</strong>se entities realize that real world applications and learning are important. Thus, many are starting to focus on <strong>the</strong> importance and potential application <strong>of</strong> a new approach to managing in <strong>the</strong> 21 st century with <strong>the</strong> use <strong>of</strong> knowledge management, instead <strong>of</strong> just relying only on key managers and <strong>the</strong>ir experiences individually. According to AllKM.com (2011), knowledge management can be viewed as a ‘system to facilitate learning, innovation and sharing to achieve <strong>the</strong> strategic objectives <strong>of</strong> an organization” (p. 2). While many business and academic pr<strong>of</strong>essionals still gravitate towards <strong>the</strong>oretical approaches, industry is starting to see more movement towards practical and meaningful approaches to learning from knowledge gained by <strong>the</strong> collective whole. KMNetwork (2011) noted that knowledge management as being “more about <strong>the</strong> pragmatic and thoughtful application as it is not in <strong>the</strong> <strong>the</strong>oretical definition but in real world execution wherein lie <strong>the</strong> greatest opportunities and challenges” (p.2). With this strategic change in managerial approach, companies are learning how to rely upon <strong>the</strong>ir employees, as a whole, to create <strong>the</strong>ir own knowledge management work product and sustain it within <strong>the</strong>ir own learning and work environments. One way that many organizations, whe<strong>the</strong>r in <strong>the</strong> business or academic setting, are capturing and sustaining <strong>the</strong> intellectual work products and thoughts processes <strong>of</strong> <strong>the</strong>ir employees is through <strong>the</strong>ir engagement in “communities <strong>of</strong> practice”. Wenger (2006) defined communities <strong>of</strong> practice as being formation <strong>of</strong> “people who engage in a process <strong>of</strong> collective learning in a shared domain <strong>of</strong> human behavior . . .” (para. 3). These communities can create, share, maintain, develop, and evaluate all types <strong>of</strong> knowledge through various activities, such as problem solving, sharing developments, documenting and working on projects, and mapping out knowledge and seeking improvements, as well as striving for better achieve <strong>of</strong> organizational objectives and goals. Interestingly, many businesses and educational institutions have streng<strong>the</strong>ned <strong>the</strong> use <strong>of</strong> communities <strong>of</strong> practice as “think tanks” and “creators <strong>of</strong> organizational knowledge” through <strong>the</strong> use <strong>of</strong> virtual work groups, departmental discussion forums, and specialized group boards. Finally, this leads to <strong>the</strong> question as to whe<strong>the</strong>r this change in knowledge management approach from <strong>the</strong>ory to practical application is stemming from a need to reexamine <strong>the</strong> value <strong>of</strong> Intellectual Capital in <strong>the</strong> workplace or education – or just a chance to challenge <strong>the</strong> status quo <strong>of</strong> what we have all learned to do in <strong>the</strong> past. Keywords: community <strong>of</strong> practice, network <strong>of</strong> practice, intellectual capital, virtual learning 1. Introduction <strong>of</strong> Knowledge Management and industry The concept and application <strong>of</strong> knowledge management has been vastly used in industries, organizations, and academic settings with different interpretations and applications. The creation <strong>of</strong> and <strong>the</strong> various uses have been instituted, ra<strong>the</strong>r than just relying only on key managers and <strong>the</strong>ir experiences individually. According to AllKM.com (2011), knowledge management can be viewed as a ‘system to facilitate learning, innovation and sharing to achieve <strong>the</strong> strategic objectives <strong>of</strong> an organization” (p. 2). While many business and academic pr<strong>of</strong>essionals still gravitate towards <strong>the</strong>oretical approaches, industry is starting to see more movement towards practical and meaningful approaches to learning from knowledge gained by <strong>the</strong> collective whole. The question to be examined during this article is whe<strong>the</strong>r <strong>the</strong>re is sharing <strong>of</strong> knowledge and how is distributed to <strong>the</strong> group. Fur<strong>the</strong>r, one needs to consider whe<strong>the</strong>r <strong>the</strong>re is some “holding <strong>of</strong> certain elements <strong>of</strong> knowledge” that could be seen as beneficial or detrimental to <strong>the</strong> group or organization. KMNetwork (2011) noted that knowledge management as being “more about <strong>the</strong> pragmatic and thoughtful application as it is not in <strong>the</strong> <strong>the</strong>oretical definition but in real world execution wherein lie <strong>the</strong> greatest opportunities and challenges” (p.2). With this strategic change in managerial approach, companies are learning how to rely upon <strong>the</strong>ir employees, as a whole, to create <strong>the</strong>ir own knowledge management work product and sustain it within <strong>the</strong>ir own learning and work environments. One way that many organizations, whe<strong>the</strong>r in <strong>the</strong> business or academic setting, are capturing and sustaining <strong>the</strong> intellectual work products and thoughts processes <strong>of</strong> <strong>the</strong>ir employees is through <strong>the</strong>ir engagement in “communities <strong>of</strong> practice”. Wenger (2006) defined communities <strong>of</strong> practice as being formation <strong>of</strong> “people who engage in a process <strong>of</strong> collective learning in a shared domain <strong>of</strong> human behavior . . .” (para. 3). These communities can create, share, maintain, develop, and evaluate all types <strong>of</strong> knowledge through various activities, such as problem solving, sharing developments, documenting and working on projects, and mapping out knowledge and seeking improvements, as well as striving 75
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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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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
Page 87 and 88: Knowledge Management, Cultural Know
Page 89 and 90: Leonard Barnett and Edward Carter 2
Page 91 and 92: Leonard Barnett and Edward Carter p
Page 93 and 94: Leonard Barnett and Edward Carter p
Page 95: Leonard Barnett and Edward Carter d
Page 99 and 100: Bob Barrett shorter product life-cy
Page 101 and 102: Bob Barrett 6. Concept of</
Page 103 and 104: Bob Barrett Brown, J.S. and Duguid
Page 105 and 106: Aurilla Aurelie Bechina and Eli Hus
Page 113 and 114: Lorne Booker et al. Knowledge is us
Page 115 and 116: Figure 1: Business Valuation Knowle
Page 117 and 118: 3.4 Practitioner knowledge market L
Page 119 and 120: 4. Implications Lorne Booker et al.
Page 121 and 122: Strategic Thinking Dimensions in Em
Page 123 and 124: Constantin Bratianu et al. shows <s
Page 125 and 126: Constantin Bratianu et al. Academy
Page 127 and 128: Constantin Bratianu et al. cases wi
Page 129 and 130: Constantin Bratianu et al. Pinker,
Page 131 and 132: Delio Ignacio Castañeda and Sandra
Page 137 and 138: Quality in Teacher Education: A Sys
Page 139 and 140: Rajendra Chetty The mechanism <stro
Page 141 and 142: Academic leadership Rajendra Chetty
Page 143 and 144: Rajendra Chetty There must be a re-
Page 145 and 146: 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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