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

More documents

Recommendations

Info

Markus Haag and Yanqing Duan 4.2 Intercorrelations between <strong>the</strong> measurement items The intercorrelations between <strong>the</strong> measurement items for Externalisation, Combination, and Internalisation (ECI items) and <strong>the</strong>ir respective aggregates will now be examined. Ra<strong>the</strong>r than using <strong>the</strong> widespread Pearson’s correlation coefficient, Kendall’s tau (τ) was used instead. This is because <strong>the</strong> distribution <strong>of</strong> <strong>the</strong> data in this study was considerably non-normal. In such a case, it is <strong>of</strong>ten suggested that non-parametric statistics should be used as <strong>the</strong>y do not require normality (Field 2009). In addition to that, it has been suggested that Kendall’s tau is a better estimate <strong>of</strong> <strong>the</strong> correlation in <strong>the</strong> population (Howell 2009). 4.2.1 Intercorrelations between Externalisation items Table 2 shows <strong>the</strong> interrelationships, i.e. <strong>the</strong> correlation coefficients, between <strong>the</strong> items for Externalisation and <strong>the</strong> aggregate value for <strong>the</strong> Externalisation index. All correlations are positive and significant at <strong>the</strong> p
Markus Haag and Yanqing Duan Search Types <strong>of</strong> engines functions Interest in o<strong>the</strong>r learners' opinions Sharing information with o<strong>the</strong>r learners Working toge<strong>the</strong>r with o<strong>the</strong>r learners Combination Search engines Corr. Coeff. – .168* -.019 .041 .057 .309** Sig. . .011 .773 .537 .414 .000 Types <strong>of</strong> functions Corr. Coeff. .168* – .230** .321** .277** .624** Interest in o<strong>the</strong>r learners' opinions Sharing information with o<strong>the</strong>r learners Working toge<strong>the</strong>r with o<strong>the</strong>r learners Sig. .011 . .000 .000 .000 .000 Corr. Coeff. -.019 .230** – .149* .215** .429** Sig. .773 .000 . .022 .001 .000 Corr. Coeff. .041 .321** .149* – .414** .550** Sig. .537 .000 .022 . .000 .000 Corr. Coeff. .057 .277** .215** .414** – .560** Sig. .414 .000 .001 .000 . .000 Table 4: Interrelationships between Internalisation items and <strong>the</strong>ir aggregate Applying knowledge Functions for selfassessment Acquiring new knowledge Applying knowledge Functions for selfassessment Acquiring new knowledge Improving skills Having learned a lot Internalisation – .278** .425** .409** .469** .458** .278** – .352** .304** .298** .329** .425** .352** – .710** .599** .782** Improving skills .409** .304** .710** – .662** .828** Having learned a lot .469** .298** .599** .662** – .824** For Internalisation, <strong>the</strong> inter-item correlations range from τ=.278 for ‘applying knowledge’ and ‘functions for self-assessment’ to τ=.710 for ‘improving skills’ and ‘acquiring new knowledge’. The item-to-aggregate correlations were also high, ranging from τ=.329 to τ=.828. It has to be noted that <strong>the</strong> aggregate for Internalisation is calculated on <strong>the</strong> basis <strong>of</strong> taking into account only <strong>the</strong> following three items: ‘acquiring new knowledge’, ‘improving skills’, and ‘having learned a lot’. This is because <strong>the</strong> Internalisation scale is regarded as <strong>the</strong> dependent variable <strong>of</strong> Externalisation and Combination and a mean scale was used for Internalisation with <strong>the</strong> aim <strong>of</strong> improving Cronbach alpha, something which was achieved by deleting two <strong>of</strong> <strong>the</strong> items, namely ‘applying knowledge’ and ‘functions for selfassessment’. Thus, Cronbach alpha for Internalisation rose from .823 to .878. On <strong>the</strong> o<strong>the</strong>r hand, as Externalisation and Combination are multidimensional constructs representing conceptually broad definitions ra<strong>the</strong>r than overlapping constructs, Cronbach alpha is not a particularly relevant concept (cf. Rojas-Méndez, Davies, Omer, Chetthamrongchai and Madran 2002). 5. The EC-I model: personal knowledge development in online learning environments It was argued before that Socialisation in its definition by Nonaka and colleagues is not relevant in <strong>the</strong> context examined in this paper. The proposed model <strong>of</strong> PKD in online learning <strong>the</strong>refore includes only three <strong>of</strong> <strong>the</strong> SECI modes: Externalisation/Combination – Internalisation (EC-I model). The structural relationships <strong>of</strong> <strong>the</strong> model are based on <strong>the</strong> interrelationships <strong>of</strong> <strong>the</strong> ECI modes as shown in Table 5. All correlations are highly significant at <strong>the</strong> p
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 312 and 313:
Page 314 and 315:
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 344 and 345:
Charles Gagné et al attributable t
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 370 and 371: Nebojsa Graca and Ana Lucija Gojako
Page 372 and 373: 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 392 and 393: Opinion of colleag
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 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 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 ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?