scholarly journals Rethinking lurking: invisible leading and following in a knowledge transfer ecosystem

2020 ◽  
Author(s):  
Jocelyn Cranefield ◽  
Pak Yoong ◽  
SL Huff
Keyword(s):  
Knowledge Transfer ◽  
Online Communities ◽  
Development Program ◽  
Boundary Spanning ◽  
Symbiotic Relationship ◽  
Side Channels ◽  
Leaders And Followers ◽  
Role Boundaries ◽  
Relationship Decisions ◽  
Level Of Analysis

© 2015, Association for Information Systems. All rights reserved. The term lurker connotes a low-value role in online communities. Despite making up the majority of members, these invisible individuals are often cast as peripheral players who should be encouraged to participate more fully. We argue that the lurker concept is problematic and that online communities, and the roles associated with them, need to be reconceptualized. We report on a study of online communities in a New Zealand professional development program. We found that two knowledge broker types played key roles in transferring knowledge: connector-leaders, who had a strong online presence, and follower-feeders, who communicated largely invisibly, via side-channels. Despite their different online profiles, both brokers used “lurking” purposively to perform two sets of invisible online activities: managing the knowledge agenda, and mentoring/being mentored. These activities supported their roles as leaders and followers, and sustained a symbiotic relationship. Decisions to “lurk” arose from the need for these brokers to negotiate diverse boundaries: the boundaries of micro-culture associated with communication contexts, the theory-practice boundary, role boundaries, and the online-offline boundary. Combining the concept of polycontextuality with boundary spanning theory, we propose an alternative way of understanding both lurking and online communities: the three-tier knowledge transfer ecosystem (KTE), a system of engagement spaces comprising diverse online and offline contexts in which individuals make continual decisions to cross between less- or more-visible settings. The study illustrates how key phenomena may remain invisible without a shift in level of analysis, and how using an anachronistic concept to frame a study can unintentionally constrain its value.

scholarly journals Rethinking lurking: invisible leading and following in a knowledge transfer ecosystem

2020 ◽  
Author(s):  
Jocelyn Cranefield ◽  
Pak Yoong ◽  
SL Huff
Keyword(s):  
Knowledge Transfer ◽  
Online Communities ◽  
Development Program ◽  
Boundary Spanning ◽  
Symbiotic Relationship ◽  
Side Channels ◽  
Leaders And Followers ◽  
Role Boundaries ◽  
Relationship Decisions ◽  
Level Of Analysis

© 2015, Association for Information Systems. All rights reserved. The term lurker connotes a low-value role in online communities. Despite making up the majority of members, these invisible individuals are often cast as peripheral players who should be encouraged to participate more fully. We argue that the lurker concept is problematic and that online communities, and the roles associated with them, need to be reconceptualized. We report on a study of online communities in a New Zealand professional development program. We found that two knowledge broker types played key roles in transferring knowledge: connector-leaders, who had a strong online presence, and follower-feeders, who communicated largely invisibly, via side-channels. Despite their different online profiles, both brokers used “lurking” purposively to perform two sets of invisible online activities: managing the knowledge agenda, and mentoring/being mentored. These activities supported their roles as leaders and followers, and sustained a symbiotic relationship. Decisions to “lurk” arose from the need for these brokers to negotiate diverse boundaries: the boundaries of micro-culture associated with communication contexts, the theory-practice boundary, role boundaries, and the online-offline boundary. Combining the concept of polycontextuality with boundary spanning theory, we propose an alternative way of understanding both lurking and online communities: the three-tier knowledge transfer ecosystem (KTE), a system of engagement spaces comprising diverse online and offline contexts in which individuals make continual decisions to cross between less- or more-visible settings. The study illustrates how key phenomena may remain invisible without a shift in level of analysis, and how using an anachronistic concept to frame a study can unintentionally constrain its value.

scholarly journals Knowledge Transfer for Economic Development: Online Farmer Traning in Vojvodina

2021 ◽  
pp. 50-60
Author(s):  
Juhász Bálint ◽  
◽  
László Lengyel ◽  
Keyword(s):  
Economic Development ◽  
Knowledge Transfer ◽  
Program Implementation ◽  
Development Program ◽  
Target Area ◽  
Technical Equipment ◽  
Level Of Knowledge ◽  
The Right ◽  
Farmer Training ◽  
User Friendly

During the five-year period of the Vojvodina Economic Development Program implementation, €350 million has been invested in the target area. The aim of the present research is to review the process and achievements of farmer training and to introduce a model of successful knowledge transfer. The success of online farmer training was analyzed using statistical methods. A general model introducing a concrete practice example was developed using structural analysis and modeling. As a result of the research, we point out that improving the level of knowledge of farmers through training is a key issue in the operation of successful integration systems, in the production of crops of the right quality and quantity. Due to the fact that the design was made to be user-friendly, and requires a low-level technical equipment and IT skills, the knowledge base is equally accessible to farmers regardless of age, education and place of residence. The program expands the level of knowledge and digital competencies of the farmers, and provides useful information for further developments. The flowchart presented in the article is a suitable tool to increase the efficiency of the training today and can serve as a reference for other institutions engaged in similar activities.

scholarly journals Interorganisational knowledge transfer: the role of the gatekeeper

2020 ◽  
Author(s):  
Jocelyn Cranefield ◽  
Pak Yoong
Keyword(s):  
Knowledge Transfer ◽  
Knowledge Creation ◽  
Boundary Spanning ◽  
Multiple Roles ◽  
Key Factors ◽  
Collaborative Project ◽  
State Sector ◽  
Critical Part ◽  
New Knowledge

This paper reports on a research project that investigated the key factors impacting on interorganisational knowledge transfer during a collaborative project involving a group of New Zealand State Sector organisations. Interviews were undertaken with seven gatekeepers (boundary-spanning individuals). The gatekeepers were found to have performed multiple roles, playing a critical part in enabling knowledge transfer throughout the project. These roles were: (1) flag-bearer for their organisation, (2) project advocate within their organisation, (3) translator and interpreter of new knowledge, (4) scout (a seeker of knowledge), (5) facilitator of knowledge sharing and knowledge creation and towards the latter stages of the project, (6) storyteller and (7) in-house expert. © 2007 Inderscience Enterprises Ltd.

scholarly journals Interorganisational knowledge transfer: the role of the gatekeeper

2020 ◽  
Author(s):  
Jocelyn Cranefield ◽  
Pak Yoong
Keyword(s):  
Knowledge Transfer ◽  
Knowledge Creation ◽  
Boundary Spanning ◽  
Multiple Roles ◽  
Key Factors ◽  
Collaborative Project ◽  
State Sector ◽  
Critical Part ◽  
New Knowledge

This paper reports on a research project that investigated the key factors impacting on interorganisational knowledge transfer during a collaborative project involving a group of New Zealand State Sector organisations. Interviews were undertaken with seven gatekeepers (boundary-spanning individuals). The gatekeepers were found to have performed multiple roles, playing a critical part in enabling knowledge transfer throughout the project. These roles were: (1) flag-bearer for their organisation, (2) project advocate within their organisation, (3) translator and interpreter of new knowledge, (4) scout (a seeker of knowledge), (5) facilitator of knowledge sharing and knowledge creation and towards the latter stages of the project, (6) storyteller and (7) in-house expert. © 2007 Inderscience Enterprises Ltd.

Boundary Spanning Role of the IS Development Team in Consultant-Partnered Projects

2011 ◽  
Vol 7 (2) ◽  
pp. 22-48 ◽  
Author(s):  
Sanghoon Lee ◽  
Bongsik Shin ◽  
Hogeun Lee
Keyword(s):  
Knowledge Transfer ◽  
Project Success ◽  
Boundary Spanning ◽  
End Users ◽  
Equation Modeling ◽  
Firm Boundaries ◽  
Research Model ◽  
System Quality ◽  
Development Team ◽  
Is Development

This research examines the effect an Information Systems (IS) development team has on end-users’ perceptions of system quality and system benefits by transferring relevant knowledge through inter- and intra-firm boundaries. The research context is the prevalent partnership in which an external consultant with relevant expertise leads a client team to undertake an IS project. A high-level research model that depicts dynamics among team competence (for knowledge transfer), consultant partnership (with the project team), knowledge transfer (through inter- and intra-firm boundaries), and project success is proposed grounded on the theory of boundary spanning. Key indicators of team competence and consultant partnership are derived from existing studies. With expected multiplicity in the conceptual dimensions of team competence and consultant partnership, they are designated as second-order constructs with first-order manifest variables. User perceptions of the post-implementation quality and benefits of an information system serve as project success variables. Relevant hypotheses propose dynamics among the studied constructs. Survey data are gathered from both system developers and end-users, and the integrity of the research model and corresponding hypotheses are empirically tested with structural equation modeling. Data analysis confirmed the importance of knowledge transfer for the post-implementation success of an IS project.

scholarly journals PENERAPAN MODEL SECI DALAM PROGRAM PENGEMBANGAN PROFESIONAL UNTUK MENINGKATKAN MODAL INTELEKTUAL GURU [IMPLEMENTATION OF SECI MODELS IN PROFESSIONAL DEVELOPMENT PROGRAMS TO IMPROVE TEACHERS' INTELLECTUAL CAPITAL]

2019 ◽  
Vol 15 (2) ◽  
pp. 284
Author(s):  
Susandi Wu
Keyword(s):  
Professional Development ◽  
Knowledge Management ◽  
Knowledge Transfer ◽  
Intellectual Capital ◽  
Development Program ◽  
Professional Development Program ◽  
Development Programs ◽  
Next Generation ◽  
Seci Model ◽  
Bahasa Indonesia

<p>Schools are an important key for a nation because schools play a role in preparing the nation's next generation. Schools are organizations that require good knowledge management. The knowledge that schools have  is the work of their members, the teachers. The knowledge possessed by teachers varies. For this reason, schools must create a system so that knowledge can be shared and learned by all the teachers in the school. One way that can be done is by implementing a professional development program. Through this program, there will be a process of knowledge transfer according to the SECI model. This program is effective in increasing the knowledge of teachers and thus their intellectual capital. If the intellectual capital of the teachers increases, their competence in teaching will also develop and they can create a better generation for the nation.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Sekolah adalah kunci penting suatu bangsa, karena sekolah berperan dalam mempersiapkan generasi penerus bangsa. Sekolah merupakan sebuah organisasi yang memerlukan pengelolaan pengetahuan yang baik. Pengetahuan yang dimiliki sekolah adalah hasil kreasi para anggotanya, yaitu para guru. Pengetahuan yang dimiliki oleh para guru, tidaklah sama antara satu dan yang lainnya. Untuk itu, sekolah harus menciptakan suatu sistem agar pengetahun tersebut dapat dibagikan dan dipelajari oleh semua guru di dalamnya. Salah satu cara yang dapat dilakukan adalah mengadakan program pengembangan professional. Melalui program ini, maka akan terjadi proses perpindahan pengetahuan menurut model SECI. Program ini efektif untuk meningkatkan pengetahuan para guru yang merupakan modal intelektual mereka. Jika modal intelektual para guru bertambah, maka kompetensi mereka juga akan berkembang terutama dalam pengajaran. Hal ini diharapkan dapat menciptakan generasi penerus bangsa yang berkompetensi tinggi di kemudian hari.</p>

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