Proceedings of the 12th European Conference on Knowledge ...

More documents

Recommendations

Info

Charles Gagné et al attributable to work accidents. To grapple with <strong>the</strong>se many challenges, an occupational health and safety (OHS) prevention agency in <strong>the</strong> mining sector approached a team <strong>of</strong> IRSST researchers and asked <strong>the</strong>m to document <strong>the</strong> conditions that foster <strong>the</strong> safe and competent integration <strong>of</strong> new workers, particularly conditions conducive to <strong>the</strong> transmission <strong>of</strong> knowledge between experienced and new workers. 4. Ensuring <strong>the</strong> translation <strong>of</strong> evidence-based knowledge on knowledge management: using a framework <strong>of</strong> practice In order to maximize <strong>the</strong> translation <strong>of</strong> <strong>the</strong> knowledge emerging from this research project, <strong>the</strong> research team sought <strong>the</strong> assistance <strong>of</strong> a KTA. The KTA was instrumental in supporting <strong>the</strong> team’s work, particularly before <strong>the</strong> start <strong>of</strong> <strong>the</strong> actual research phase, by helping to implement <strong>the</strong> conditions that would ensure effective knowledge translation. 4.1 The anchoring phase The purpose <strong>of</strong> this first phase was to provide <strong>the</strong> researchers with practical information, increase <strong>the</strong>ir knowledge <strong>of</strong> <strong>the</strong> workplaces concerned, and ensure a correspondence between <strong>the</strong> research aim and <strong>the</strong> needs expressed. In order to establish interactive dialogue between <strong>the</strong> researchers and <strong>the</strong> main SHs right from <strong>the</strong> outset, <strong>the</strong> KTA first undertook to build a partnership. The partnership building phase took two years. An exploratory study carried out by <strong>the</strong> research team helped pinpoint <strong>the</strong> context in which a study on KM should be carried out in <strong>the</strong> mining sector. This study also served to build relationships with certain SHs and companies in <strong>the</strong> sector. Concurrently with this exploratory study, <strong>the</strong> KTA’s work helped to concretely tie <strong>the</strong> research project to <strong>the</strong> stakeholders’ needs by using a number <strong>of</strong> strategies. An in-depth interview was conducted with <strong>the</strong> individual who requested <strong>the</strong> research in order to identify <strong>the</strong> essential SHs in <strong>the</strong> mining sector. This individual turned out to be a knowledge champion (KC) (Jones, 2003) in <strong>the</strong> sector. The KTA <strong>the</strong>n prepared a map identifying <strong>the</strong> organizations and individuals involved in <strong>the</strong> sector; this tool brought to light <strong>the</strong> linkages among <strong>the</strong> different SHs. To enlist <strong>the</strong> commitment <strong>of</strong> <strong>the</strong> organizations identified and to document issues pertaining to <strong>the</strong> recruitment <strong>of</strong> new workers and <strong>the</strong> training tools/mechanisms <strong>the</strong>y generally used, meetings were held with <strong>the</strong>ir representatives (senior executives, OHS and training managers), members <strong>of</strong> <strong>the</strong> research team, and <strong>the</strong> KTA. The SHs’ comments informed <strong>the</strong> researchers during <strong>the</strong> meetings, and <strong>the</strong> participating organizations’ involvement was confirmed through follow-up support letters and by designating some <strong>of</strong> <strong>the</strong>m to sit on <strong>the</strong> follow-up committee. Conducted prior to <strong>the</strong> research phase, this work led to <strong>the</strong> setting up <strong>of</strong> a follow-up committee comprising all <strong>the</strong> SHs from <strong>the</strong> sector concerned by this type <strong>of</strong> research. In addition to OHS representatives (from <strong>the</strong> mining sector’s OHS association and <strong>the</strong> Workers’ Compensation Board), <strong>the</strong> committee included representatives <strong>of</strong> two principal trade unions, <strong>the</strong> employers’ association, a government employment and skill development agency, and a human resources organization from <strong>the</strong> mining industry. 4.2 The research phase According to <strong>the</strong> network-based framework <strong>of</strong> practice, new knowledge generated should be <strong>the</strong> subject <strong>of</strong> exchanges throughout <strong>the</strong> research process. To foster and maintain this dynamic, it was decided that <strong>the</strong> follow-up committee would meet twice a year. Regular and personalized contacts were also developed between <strong>the</strong> SHs and <strong>the</strong> KTA to allow for ongoing exchanges among all <strong>the</strong> actors, both social and scientific. Thanks to <strong>the</strong> dynamics and <strong>the</strong> relationship created, <strong>the</strong> research team members were invited on numerous occasions to participate as observers in committees reserved exclusively for certain SHs/end-users. These formal and informal exchanges fuelled <strong>the</strong> research work by providing <strong>the</strong> researchers with a clearer grasp <strong>of</strong> <strong>the</strong> companies’ current KM practices and enabling <strong>the</strong>m to document <strong>the</strong> conditions that would have to be implemented to facilitate <strong>the</strong> eventual use <strong>of</strong> <strong>the</strong> results <strong>of</strong> <strong>the</strong> research. Moreover, <strong>the</strong> field research context also promoted exchanges in <strong>the</strong> mining sector itself. The presence <strong>of</strong> <strong>the</strong> research team at five mining sites prompted direct exchanges <strong>of</strong> knowledge with managers and workers at <strong>the</strong> participating mining sites. 318
4.3 The Knowledge translation phase Charles Gagné et al The knowledge translation process has <strong>of</strong>ten been associated with <strong>the</strong> KT phase alone. While our research project is still under way, we are working in close collaboration with <strong>the</strong> SHs to strategically prepare for <strong>the</strong> KT phase in order to optimize <strong>the</strong> KT activities. We are currently analyzing <strong>the</strong> SHs’ contexts and potential obstacles to results appropriation, and developing strategies for disseminating our results. A communication strategy had previously been developed to raise awareness among all <strong>the</strong> actors (both SHs and end-users) <strong>of</strong> <strong>the</strong> importance <strong>of</strong> providing conditions conducive to new worker integration. The newsletters <strong>of</strong> <strong>the</strong> various organizations and sector-based conferences were <strong>the</strong> priority information dissemination mechanisms used. Exchanges with <strong>the</strong> SHs revealed that <strong>the</strong>y had developed <strong>the</strong>ir own KM training programs and strategies. Instead <strong>of</strong> developing new tools, we decided to integrate <strong>the</strong> knowledge generated by our research into <strong>the</strong> tools/training programs already developed by <strong>the</strong> SHs. 4.4 The evaluation <strong>of</strong> impacts The impacts and outcomes <strong>of</strong> research results in workplaces must be analyzed in order to make an informed judgment about <strong>the</strong>ir usefulness. While this phase is usually carried out after <strong>the</strong> research project has been completed, in our case study, a number <strong>of</strong> intermediary indicators (mainly <strong>the</strong> SHs’ active involvement, <strong>the</strong> companies’ active participation, and <strong>the</strong>ir generous collaboration in disseminating <strong>the</strong> knowledge produced) suggest that <strong>the</strong> conditions needed to foster results appropriation are already in place. 5. Discussion A number <strong>of</strong> challenges had to be met in order for <strong>the</strong> research-generated knowledge on <strong>the</strong> requisite conditions for <strong>the</strong> safe and competent integration <strong>of</strong> new workers in <strong>the</strong> mining sector to be applied in <strong>the</strong> workplace, and to ensure effective KT. To overcome <strong>the</strong>m, a KTA was added to <strong>the</strong> research team, serving again as a reminder that KT must not be limited to <strong>the</strong> dissemination <strong>of</strong> knowledge only after <strong>the</strong> research project is completed, but ra<strong>the</strong>r that it must consist <strong>of</strong> a multi-phase process aimed at continuously involving <strong>the</strong> SHs concerned. In accordance with <strong>the</strong> scientific literature on KT and on <strong>the</strong> uptake and application <strong>of</strong> knowledge, <strong>the</strong> use <strong>of</strong> a framework <strong>of</strong> practice (Parent & al, 2007; Straus & al, 2009) like that developed by <strong>the</strong> IRSST proved to be a productive strategy in our case study. Its application by <strong>the</strong> KTA helped identify and implement, in collaboration with <strong>the</strong> researchers, <strong>the</strong> conditions likely to facilitate KT before <strong>the</strong> actual research project even began. Many authors have shown <strong>the</strong> importance <strong>of</strong> building partnerships between end-user representatives and researchers as early as possible in <strong>the</strong> research process. In order to identify <strong>the</strong> essential actors/organizations in <strong>the</strong> activity sector involved, some pre-project work was accomplished by <strong>the</strong> KTA. Not only did this preliminary work identified <strong>the</strong> essential organizations, but it also provided us with information about <strong>the</strong> relations between <strong>the</strong>se organizations and <strong>the</strong> issues <strong>the</strong>y face. By adopting a holistic approach to <strong>the</strong> research problem (Pan & Scarbrough, 1999), we were able to understand <strong>the</strong> organizational context and decode <strong>the</strong> interweaving <strong>of</strong> social and political relations involved, thus highlighting <strong>the</strong> importance <strong>of</strong> taking <strong>the</strong> organization’s entire structural system into account. To guarantee successful KT in this research project, we ensured that several SHs would be present so that <strong>the</strong> interests, points <strong>of</strong> view and different issues experienced in <strong>the</strong> respective workplaces would be truly represented. The identification <strong>of</strong> <strong>the</strong> relevant SHs in turn made it possible to pinpoint <strong>the</strong> key actors likely to foster <strong>the</strong> eventual uptake <strong>of</strong> <strong>the</strong> results, and accordingly, <strong>the</strong>ir appropriation in organizations. This case study confirms <strong>the</strong> key role played by a recognized KC (knowledge champion) in a given activity sector. In our project, it turned out that <strong>the</strong> principal person who requested <strong>the</strong> research implicitly played this role. By endorsing <strong>the</strong> project through his involvement, <strong>the</strong> KC thus guaranteed <strong>the</strong> research team and project’s credibility. In addition to legitimizing our approaches to <strong>the</strong> SHs, <strong>the</strong> KC’s involvement facilitated our meetings with <strong>the</strong> top management <strong>of</strong> <strong>the</strong> participating organizations. In our view, <strong>the</strong> relations with all <strong>the</strong> SHs were greatly enhanced by <strong>the</strong> presence <strong>of</strong> this actor, thanks to his expertise, knowledge <strong>of</strong> <strong>the</strong> sector, <strong>the</strong> fact that he was recognized by his peers, his neutral role, and his influence on opinion leaders in <strong>the</strong> sector. The establishment <strong>of</strong> an ongoing dialogue between <strong>the</strong> KC and <strong>the</strong> KTA provided <strong>the</strong> research team with information and kept <strong>the</strong>m up to date on <strong>the</strong> latest input from <strong>the</strong> sector. It was also possible to verify certain information throughout <strong>the</strong> project via this special contact. The follow-up committee was created using <strong>the</strong> following criteria: respect for worker-manager representation, representativity <strong>of</strong> people who could play <strong>the</strong> role <strong>of</strong> 319
Page 1 and 2:
Proceedings <stron
Page 3 and 4:
Contents Title Author(s) Picture <s
Page 5 and 6:
Title Author(s) Picture of<
Page 7 and 8:
Volume Two The Influence of
Page 9 and 10:
The Symbolic Innovation of<
Page 11 and 12:
Biographies of <st
Page 13 and 14:
Jan Pawlowski works as Prof
Page 15 and 16:
in academia. He holds the</
Page 17 and 18:
Biomedical Engineering Research Cen
Page 19 and 20:
Mathematics and Ph
Page 21 and 22:
Thi Hai Hang Nguyen is a lecturer a
Page 23 and 24:
Dan Savescu graduate TCM Faculty, p
Page 25:
Teaches Business Computing and Stat
Page 28 and 29:
Abdallah Al-Shawabkeh, Alexander K<
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Table 1: Inn-KM approach contents 2
Page 36 and 37:
Knowledge Dynamics and Organisation
Page 38 and 39:
Eckhard Ammann We distinguish three
Page 40 and 41:
Eckhard Ammann quality dimension ar
Page 42 and 43:
Eckhard Ammann The second cycle, Cy
Page 44 and 45:
Figure 7: Supervised learning-by-do
Page 46 and 47:
Identifying and Ranking the
Page 48 and 49:
Manouchehr Ansari et al users <stro
Page 50 and 51:
2.5 leadership and strategy Manouch
Page 52 and 53:
Manouchehr Ansari et al conducted s
Page 54 and 55:
Serious Games in the</stron
Page 56 and 57:
Albena Antonova and Anandasivakumar
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Albena Antonova and Aniko Csepregi
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Seyed Esmaeil Asgharpour and Gholam
Page 74 and 75:
Attitude of Senior
Page 76 and 77:
Page 78 and 79:
4.5 Comparative Advantage Seyed Esm
Page 80 and 81:
Page 82 and 83:
Contextual Adaptive Visualization E
Page 84 and 85:
Xiaoyan Bai, David White and David
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Simona-Clara Bârsan, Mihaela-Georg
Page 94 and 95:
2.4 Rights transfer Simona-Clara B
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
A Framework for the</strong
Page 102 and 103:
Leila Beig et al Additionally, Wei
Page 104 and 105:
Leila Beig et al The proposed KM au
Page 106 and 107:
Leila Beig et al source context Ele
Page 108 and 109:
Leila Beig et al Figure 1: Learning
Page 110 and 111:
Leila Beig et al Figure 3 visually
Page 112 and 113:
Leila Beig et al based on collectiv
Page 114 and 115:
Experiential Knowledge Creation Pro
Page 116 and 117:
Didiosky Benítez et al Figure 1: E
Page 118 and 119:
Didiosky Benítez et al meanings ac
Page 120 and 121:
Didiosky Benítez et al In previous
Page 122 and 123:
Didiosky Benítez et al Academic p
Page 124 and 125:
Pavel Bogolyubov Figure 1: number <
Page 126 and 127:
4. Results and discussion Pavel Bog
Page 128 and 129:
Pavel Bogolyubov Knowledge Manageme
Page 130 and 131:
Pavel Bogolyubov Table 3: Countries
Page 132 and 133:
Pavel Bogolyubov McNamee, R. C., N.
Page 134 and 135:
Ettore Bolisani, Francesca Gambarot
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Table 2: Synthesis
Page 142 and 143:
Ettore Bolisani, Marco Paiola and E
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Strategies for Increasing Knowledge
Page 152 and 153:
Constantin Bratianu, Adriana Agapie
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Klaus Bredl, Amrei Groß and Jane F
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Camelia Burja and Vasile Burja Appr
Page 168 and 169:
∀ , i ≥ 0 v u i where: ui repre
Page 170 and 171:
Camelia Burja and Vasile Burja Tabl
Page 172 and 173:
Camelia Burja and Vasile Burja info
Page 174 and 175:
Camelia Burja and Vasile Burja Jack
Page 176 and 177:
Adriana Schiopoiu Burlea With respe
Page 178 and 179:
Adriana Schiopoiu Burlea 3. ESF rol
Page 180 and 181:
Adriana Schiopoiu Burlea In <strong
Page 182 and 183:
3.2 Discussions Adriana Schiopoiu B
Page 184 and 185:
Adriana Schiopoiu Burlea Nonaka, I.
Page 186 and 187:
Simon Cadez and Vlado Dimovski with
Page 188 and 189:
Simon Cadez and Vlado Dimovski scho
Page 190 and 191:
Simon Cadez and Vlado Dimovski It i
Page 192 and 193:
Why Should I Share my new ideas? Cu
Page 194 and 195:
Francesco Calza, Rossella Canestrin
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
José Manuel Cardenas and Mauro Spi
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Vincenzo Cavaliere and Daria Sarti
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
National Knowledge Management Strat
Page 218 and 219:
Behiye Çavuşoğlu and Mustafa Sag
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Implementing a work-life balance cu
Page 226 and 227:
Juan-Gabriel Cegarra-Navarro, Mª E
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
The Influence of R
Page 234 and 235:
Huei-Fang Chen and Yi-Wen Lin outco
Page 236 and 237:
3.2.4 Knowledge-sharing Huei-Fang C
Page 238 and 239:
Huei-Fang Chen and Yi-Wen Lin that
Page 240 and 241:
Huei-Fang Chen and Yi-Wen Lin Hair,
Page 242 and 243:
2.1.2 Social capital Marguerite Cro
Page 244 and 245:
Marguerite Cronk 2.3 Social capital
Page 246 and 247:
Marguerite Cronk Figure 4: The rela
Page 248 and 249:
An Exploratory Study of</st
Page 250 and 251:
Françoise de Viron, Thomas Lederer
Page 252 and 253:
4.1.2 The researchers Françoise de
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
The Application of
Page 260 and 261:
Nasser Easa and Robin Fincham 3. Th
Page 262 and 263:
Nasser Easa and Robin Fincham knowl
Page 264 and 265:
Nasser Easa and Robin Fincham <stro
Page 266 and 267:
Network Management as a way to Mana
Page 268 and 269:
Eva Eckenhofer An
Page 270 and 271:
Eva Eckenhofer par
Page 272 and 273:
Initiation Configuration Interessem
Page 274 and 275:
Eva Eckenhofer Eve
Page 276 and 277:
The Essence of Kno
Page 278 and 279:
Emmanuel Innocents Edoun and Valden
Page 280 and 281:
4. Case study and analysis Emmanuel
Page 282 and 283:
Page 284 and 285:
Page 286 and 287:
2. The PUS-project Anandasivakumar
Page 288 and 289:
Anandasivakumar Ekambaram and Agnar
Page 290 and 291:
Page 292 and 293:
Page 294 and 295: Jamal El-Den and Xin Zhou This rese
Page 296 and 297: Jamal El-Den and Xin Zhou 5. After
Page 298 and 299: Jamal El-Den and Xin Zhou includes
Page 300 and 301: Jamal El-Den and Xin Zhou Boyce, C.
Page 302 and 303: Tiit Elenurm development visions. C
Page 304 and 305: Tiit Elenurm companies the<
Page 306 and 307: Tiit Elenurm their
Page 308 and 309: References Tiit Elenurm Accorsi, F.
Page 310 and 311: Isaac Enakimio and Abdallah Al-Shaw
Page 316 and 317: A proposed Framework for Discoverin
Page 318 and 319: 2.3 Knowledge mapping Mohamad Ali F
Page 320 and 321: Mohamad Ali Feyz, Babak Akhgar and
Page 322 and 323: Mohamad Ali Feyz, Babak Akhgar and
Page 324 and 325: Knowledge Workers: A Typology Frame
Page 326 and 327: Jiří Franek and Eva Grublova crea
Page 328 and 329: Jiří Franek and Eva Grublova Know
Page 330 and 331: Jiří Franek and Eva Grublova memb
Page 332 and 333: Middle Managers’ Maturity <strong
Page 334 and 335: Zoltán Gaál et al investigated m
Page 336 and 337: Zoltán Gaál et al Table 2: Total
Page 338 and 339: Zoltán Gaál et al characterised b
Page 340 and 341: Zoltán Gaál et al Matzler, K., Re
Page 342 and 343: Charles Gagné et al This paper pre
Page 346 and 347: Charles Gagné et al intermediary d
Page 348 and 349: Adoption of Knowle
Page 350 and 351: 1.1.2 SMEs and KMS Tendayi Gondo an
Page 352 and 353: Tendayi Gondo and Edmore Kori ambit
Page 354 and 355: Tendayi Gondo and Edmore Kori <stro
Page 356 and 357: Tendayi Gondo and Edmore Kori demon
Page 358 and 359: The Chain Value Process and Knowled
Page 360 and 361: Manel González-Piñero et al Captu
Page 362 and 363: 4. What a biofeedb
Page 364 and 365: Manel González-Piñero et al The p
Page 366 and 367: References Manel González-Piñero
Page 368 and 369: Nebojsa Graca and Ana Lucija Gojako
Page 374 and 375: creating new, added, essential qual
Page 376 and 377: Norbert Gronau et al Those processe
Page 378 and 379: Norbert Gronau et al systematic mod
Page 380 and 381: Instance Schema Figure 4: Cyclic tr
Page 382 and 383: Norbert Gronau et al 4.2 Feasibilit
Page 384 and 385: Receive suggestions Compare suggest
Page 386 and 387: The Not-Invented-Here Syndrome in A
Page 388 and 389: David Grosse Kathoefer and Jens Lek
Page 390 and 391: David Grosse Kathoefer and Jens Lek
Page 392 and 393: Opinion of colleag
Page 394 and 395:
David Grosse Kathoefer and Jens Lek
Page 396 and 397:
Appendix David Grosse Kathoefer and
Page 398 and 399:
Individual Level Influencers on Tac
Page 400 and 401:
Claire Gubbins et al that such know
Page 402 and 403:
Claire Gubbins et al 3.2 Individual
Page 404 and 405:
Claire Gubbins et al “my thing wi
Page 406 and 407:
Claire Gubbins et al Cabrera, A., C
Page 408 and 409:
Oscar Guerra and Janeth Rojas Accor
Page 410 and 411:
Oscar Guerra and Janeth Rojas Figur
Page 412 and 413:
Why does knowledge transfer process
Page 414 and 415:
3.7 Monitoring and control Oscar Gu
Page 416 and 417:
Understanding Personal Knowledge De
Page 418 and 419:
Markus Haag and Yanqing Duan In ord
Page 420 and 421:
Markus Haag and Yanqing Duan 4.2 In
Page 422 and 423:
Markus Haag and Yanqing Duan have a
Page 424 and 425:
Chaordic Knowledge Management - Shi
Page 426 and 427:
Frank Habermann, Jörg Fehlinger an
Page 428 and 429:
Page 430 and 431:
Page 432 and 433:
Page 434 and 435:
Intellectual Capital in Universitie
Page 436 and 437:
Meliha Handzic and Kursad Ozlen rep
Page 438 and 439:
Table 3: Opinions about Human Capit
Page 440 and 441:
Meliha Handzic and Kursad Ozlen How
Page 442 and 443:
Developing a Knowledge Strategy Usi
Page 444 and 445:
Harold Harlow knowledge to create c
Page 446 and 447:
3.1 TKI Regression results Harold H
Page 448 and 449:
Harold Harlow of <
Page 450 and 451:
Understanding the
Page 452 and 453:
3.1 Acquire Ciara Heavin and Freder
Page 454 and 455:
Table 3: Distribution of</s
Page 456 and 457:
Ciara Heavin and Frederic Adam Trav
Page 458 and 459:
Ciara Heavin and Frederic Adam Tabl
Page 460 and 461:
Ciara Heavin and Frederic Adam prov
Page 462 and 463:
Key Knowledge Sharing Points: Explo
Page 464 and 465:
Tore Hoel and Jan Pawlowski identif
Page 466 and 467:
Tore Hoel and Jan Pawlowski The arc
Page 468 and 469:
4.2.1 Discussion - Case 2 Tore Hoel
Page 470 and 471:
Using Web 2.0 Technologies to Suppo
Page 472 and 473:
Marta Infante Abreu, Florian Mat<st
Page 474 and 475:
Page 476 and 477:
Page 478 and 479:
Page 480 and 481:
Pamela Chidiogo Izunwanne 2. Knowle
Page 482 and 483:
Pamela Chidiogo Izunwanne use <stro
Page 484 and 485:
Pamela Chidiogo Izunwanne 5.3 Organ
Page 486 and 487:
Pamela Chidiogo Izunwanne Davenport
Page 488 and 489:
Thomas Janke room for communication
Page 490 and 491:
Thomas Janke 4. Reference implement
Page 492 and 493:
Thomas Janke The rule states that w
Page 494 and 495:
Thomas Janke Softw
Page 496 and 497:
Towards a Detailed View on
Page 498 and 499:
Vincent de Jong and Remko Helms Fig
Page 500 and 501:
4.1 Case study setup Vincent de Jon
Page 502 and 503:
Vincent de Jong and Remko Helms The
Page 504 and 505:
Vincent de Jong and Remko Helms mak
Page 506 and 507:
Vincent de Jong and Remko Helms Man
Page 508 and 509:
Claudia Jooß et al at RWTH Aachen
Page 510 and 511:
Claudia Jooß et al Regarding <stro
Page 512 and 513:
Claudia Jooß et al learning (cf. B
Page 514 and 515:
Expert Knowledge: Does it Help or H
Page 516 and 517:
Selvi Kannan are people who have ex
Page 518 and 519:
Selvi Kannan Amabile (1983) states
Page 520 and 521:
Selvi Kannan American Task Force, R
Page 522 and 523:
Integration of Kno
Page 524 and 525:
Eva-Maria Kern et al Figure 1: Rela
Page 526 and 527:
Eva-Maria Kern et al identification
Page 528 and 529:
Eva-Maria Kern et al be gat
Page 530 and 531:
Eva-Maria Kern et al For visualizin
Page 532 and 533:
Knowledge Management Practices (KMP
Page 534 and 535:
Radwan Kharabsheh, Ihab Magableh an
Page 536 and 537:
Page 538 and 539:
Page 540 and 541:
Knowledge Management Across <strong
Page 542 and 543:
Aino Kianto, Tatiana Andreeva and X
Page 544 and 545:
Page 546 and 547:
Page 548 and 549:
5. Conclusions Aino Kianto, Tatiana
Page 550 and 551:
Facilitating Knowledge Sharing in V
Page 552 and 553:
Andrea Kő, Péter Fehér and Krisz
Page 554 and 555:
Page 556 and 557:
Page 558 and 559:
Page 560 and 561:
Page 562 and 563:
Esther Lage et al
Page 564 and 565:
Esther Lage et al
Page 566 and 567:
Esther Lage et al
Page 568 and 569:
Esther Lage et al
Page 570 and 571:
Monique Lortie and Lise Desmarais e
Page 572 and 573:
Monique Lortie and Lise Desmarais 3
Page 574 and 575:
Monique Lortie and Lise Desmarais I
Page 576 and 577:
Monique Lortie and Lise Desmarais D
Page 578 and 579:
Halimah Abdul Manaf, Steven Armstro
Page 580 and 581:
Page 582 and 583:
Page 584 and 585:
Page 586 and 587:
Page 588 and 589:
Page 590 and 591:
Anca Mândruleanu teams, networks a
Page 592 and 593:
Anca Mândruleanu organization and
Page 594 and 595:
Anca Mândruleanu Griffin, R.W., Mo
Page 596 and 597:
Simone Manfredi, Domenico Celenza a
Page 598 and 599:
Page 600 and 601:
Page 602 and 603:
Page 604 and 605:
Modelling Knowledge Sharing Into a
Page 606 and 607:
2 masseurs ; Virginia Maracine et a
Page 608 and 609:
2.1.1 SNA - the co
Page 610 and 611:
Virginia Maracine et al mapping <st
Page 612 and 613:
Virginia Maracine et al Which are
Page 614 and 615:
Objective 1 - Mapping of</s
Page 616 and 617:
From Knowledge Acquisition to Knowl
Page 618 and 619:
Peter Marshall and Damian Gordon el
Page 620 and 621:
Peter Marshall and Damian Gordon kn
Page 622 and 623:
2.3.4 Types of Kno
Page 624:
Peter Marshall and Damian Gordon Ma
show all

Proceedings of the 12th European Conference on Knowledge ...

Create successful ePaper yourself

Delete template?

Save as template?