thesis_Daniela Noethen_print final - Jacobs University

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Knowledge, Knowledge Management, and Knowledge Transfer subdivided according to the organizational level at which the transfer is taking place. This yields at least three broad subfields, such as transfer between individuals, i.e., at the individual level, between teams or groups, i.e., at the team or unit level, and between organizations, i.e., at the organizational level. Especially the second category “team or unit level” is a rather broad one and could be further split into transfer at the group, product line, department, and division level (Argote & Ingram, 2000). Here, the dissertational work is situated within the subfield of knowledge transfer at the individual level. Concerning the knowledge transfer between individuals, many different transfer types or contexts have been investigated, and many more are possible. Individuals can transfer knowledge for example to colleagues within the team or outside the own team, within the framework of communities of practice or mentoring relationships. As stated above, I am looking at knowledge transfer within teams. As can be seen in Figure 1, further specifications and subdivisions would be possible, such as according to knowledge type and / or transmission channel under investigation. But, as stated before, I will neither focus on a specific type or characteristic of knowledge nor will I focus on any particular communication channel. Thus, the present dissertation looks at one specific form of knowledge management, at a specific organizational level, within a specific context. 32
Knowledge, Knowledge Management, and Knowledge Transfer Figure1. Positioning of the present research within the field of knowledge management, whose size is only adumbrated here. The darkest blocks are the ones that are covered. 33
Page 1 and 2: Knowledge Transfer in Teams and Its
Page 3 and 4: Table of Contents Contents Acknowle
Page 5 and 6: Acknowledgements Acknowledgements T
Page 7 and 8: Acknowledgements Last but not least
Page 9 and 10: General Introduction and of older w
Page 11 and 12: General Introduction in the smooth
Page 13 and 14: Outline Outline The core of the pre
Page 15 and 16: Outline on knowledge sharing, as we
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Multilevel Investigation of Anteced
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Intergenerational Knowledge Transfe
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Preventing Knowledge Loss When Empl
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the demographic change. Accordingly
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analysis was dyadic knowledge trans
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questions. The limitations that wil
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would be very different than for a
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“there are situations where knowl
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employing the distinctions recommen
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valuable addition to the existing l
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covers a very specific area of know
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the importance of including lower l
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Foss, N. J., Husted, K., & Michailo
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Watson, S., & Hewett, K. (2006). A
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