Overcoming Reticence to Aid Knowledge Creation Between Universities and Business

2010 ◽  
pp. 355-368
Author(s):  
Elly Philpott ◽  
John Beaumont-Kerridge
Keyword(s):  
Knowledge Transfer ◽  
Transfer Process ◽  
Knowledge Creation ◽  
Public Investment ◽  
Lessons Learned ◽  
Medium Size ◽  
Cultural Issues ◽  
Creation Process ◽  
Seci Model ◽  
Industrial Context

This chapter argues the case for a proactive process to facilitate knowledge creation between universities and small to medium size enterprises (SMEs). Cultural issues dictating reticence of engagement are discussed as well as the inhibitors that prevent the free interchange of knowledge. The chapter shows how reticence can be overcome by serving the needs of both parties and how knowledge created through successful interaction can be measured. The knowledge creation process itself is analysed in the context of Nonaka’s SECI model. The chapter concludes with recommendations for the reader on areas for public investment to enhance the knowledge transfer process and provides lessons learned for the measurement of knowledge transfer at these interfaces. The outcomes are of value to those interested in the continuing applicability of Nonaka’s work outside of the heavy industrial context as well as to those interested in the traditional problems associated with knowledge transfer between universities and SMEs.

Knowledge creation and external consultants during ERP implementation: an interpretive study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Subhasish Dutta ◽  
J. Ajith Kumar
Keyword(s):  
Enterprise Resource Planning ◽  
Knowledge Creation ◽  
Resource Planning ◽  
Erp Implementation ◽  
Content Type ◽  
Creation Process ◽  
Interpretive Study ◽  
External Consultants ◽  
Seci Model ◽  
Organizational Knowledge Creation

PurposePrevious research has investigated knowledge transfer and the external consultant's role in it, during enterprise resource planning (ERP) implementation. In this study, the authors explore the processes through which knowledge creation happens during ERP implementation and how external consultants help operationalize the same.Design/methodology/approachThe authors engaged the SECI model of the theory of organizational knowledge creation and conducted an interpretive study that interviewed 14 ERP implementation experts in India. The interviews were transcribed and then analyzed using the ATLAS.ti package.FindingsThe findings reveal fine insights into how knowledge creation takes place during ERP implementation through the four modes of knowledge conversion – socialization (S), externalization (E), combination (C) and internalization (I). The external consultants aid in operationalizing this knowledge creation process through five types of knowledge-related activities: (I) importing external knowledge, (D) discovering internal knowledge, (E) extricating confined knowledge, (A) activating flows of knowledge and (S) solving problems using knowledge. These activities can be represented by the acronym, I-D-E-A-S.Originality/valueThe study makes two overarching contributions: (1) offering an interpretation and description of ERP implementation as a knowledge creation process and (2) extending the understanding of the external consultants' role during ERP implementation to include new knowledge creation.

scholarly journals Opening the black box: knowledge creation in data teams

2016 ◽  
Vol 1 (1) ◽  
pp. 41-68 ◽  
Author(s):  
Mireille D. Hubers ◽  
Cindy L. Poortman ◽  
Kim Schildkamp ◽  
Jules M. Pieters ◽  
Adam Handelzalts
Keyword(s):  
Knowledge Creation ◽  
Added Value ◽  
Data Teams ◽  
Content Type ◽  
Team Members ◽  
Creation Process ◽  
Team Meetings ◽  
Seci Model ◽  
Data Team ◽  
Personal Engagement

Purpose – In this study, Nonaka and Takeuchi’s socialization, externalization, combination and internalization (SECI) model of knowledge creation is used to gain insight into the process of knowledge creation in data teams. These teams are composed of school leaders and teachers, who work together to improve the quality of education. They collaboratively create knowledge related to data use and to an educational problem they are studying. The paper aims to discuss these issues. Design/methodology/approach – A qualitative micro-process case study was conducted for two data teams. The modes, transitions and content of the knowledge creation process were analyzed for all data team meetings over a two-year period. In addition, all team members were interviewed twice to triangulate the findings. Findings – Results show that the knowledge creation process was cyclical across meetings, but more iterative within meetings. Furthermore, engagement in the socialization and internalization mode provided added value in this process. Finally, the SECI model clearly differentiated between team members’ processes. Team members who engaged more often in the socialization and internalization modes and displayed more personal engagement in those modes gained greater and deeper knowledge. Research limitations/implications – The SECI model is valuable for understanding how teams gain new knowledge and why they differ in those gains. Practical implications – Stimulation of active personal engagement in the socialization and internalization mode is needed. Originality/value – This is one of the first attempts to concretely observe the process of knowledge creation. It provides essential insights into what educators do in professional development contexts, and how support can best be provided.

scholarly journals Inter-Organisational Knowledge Transfer Process Model

2011 ◽  
pp. 641-648
Author(s):  
Shizhong Chen ◽  
Yanqing Duan ◽  
John S. Edwards
Keyword(s):  
Knowledge Management ◽  
Knowledge Transfer ◽  
Transfer Process ◽  
Knowledge Creation ◽  
Process Model ◽  
Empirical Studies ◽  
Management Process ◽  
Related Literature ◽  
Organisational Knowledge ◽  
Technology And Economy

Knowledge management (KM) is an emerging discipline (Ives, Torrey & Gordon, 1997) and characterised by four processes: generation, codification, transfer, and application (Alavi & Leidner, 2001). Completing the loop, knowledge transfer is regarded as a precursor to knowledge creation (Nonaka & Takeuchi, 1995) and thus forms an essential part of the knowledge management process. The understanding of how knowledge is transferred is very important for explaining the evolution and change in institutions, organisations, technology, and economy. However, knowledge transfer is often found to be laborious, time consuming, complicated, and difficult to understand (Huber, 2001; Szulanski, 2000). It has received negligible systematic attention (Huber, 2001; Szulanski, 2000), thus we know little about it (Huber, 2001). However, some literature, such as Davenport and Prusak (1998) and Shariq (1999), has attempted to address knowledge transfer within an organisation, but studies on inter-organisational knowledge transfer are still much neglected. An emergent view is that it may be beneficial for organisations if more research can be done to help them understand and, thus, to improve their inter-organisational knowledge transfer process. Therefore, this article aims to provide an overview of the inter-organisational knowledge transfer and its related literature and present a proposed inter-organisational knowledge transfer process model based on theoretical and empirical studies.

scholarly journals Inter-Organisational Knowledge Transfer Process Model

2011 ◽  
pp. 239-245 ◽  
Author(s):  
Shizhong Chen ◽  
Yanqing Duan ◽  
John S. Edwards
Keyword(s):  
Knowledge Management ◽  
Knowledge Transfer ◽  
Transfer Process ◽  
Knowledge Creation ◽  
Process Model ◽  
Empirical Studies ◽  
Management Process ◽  
Related Literature ◽  
Organisational Knowledge ◽  
Technology And Economy

Knowledge management (KM) is an emerging discipline (Ives, Torrey & Gordon, 1997) and characterised by four processes: generation, codification, transfer, and application (Alavi & Leidner, 2001). Completing the loop, knowledge transfer is regarded as a precursor to knowledge creation (Nonaka & Takeuchi, 1995) and thus forms an essential part of the knowledge management process. The understanding of how knowledge is transferred is very important for explaining the evolution and change in institutions, organisations, technology, and economy. However, knowledge transfer is often found to be laborious, time consuming, complicated, and difficult to understand (Huber, 2001; Szulanski, 2000). It has received negligible systematic attention (Huber, 2001; Szulanski, 2000), thus we know little about it (Huber, 2001). However, some literature, such as Davenport and Prusak (1998) and Shariq (1999), has attempted to address knowledge transfer within an organisation, but studies on inter-organisational knowledge transfer are still much neglected. An emergent view is that it may be beneficial for organisations if more research can be done to help them understand and, thus, to improve their inter-organisational knowledge transfer process. Therefore, this article aims to provide an overview of the inter-organisational knowledge transfer and its related literature and present a proposed inter-organisational knowledge transfer process model based on theoretical and empirical studies.

scholarly journals A conceptual model of tacit knowledge transfer in steganography

2018 ◽  
Vol 7 (3.28) ◽  
pp. 17
Author(s):  
Noor Hasnita Abdul Talib ◽  
Mazida Ahmad ◽  
Roshidi Din
Keyword(s):  
Knowledge Transfer ◽  
Computer Security ◽  
Instrument Development ◽  
Transfer Process ◽  
Theory Development ◽  
Model Verification ◽  
Transfer Model ◽  
Seci Model ◽  
The Media ◽  
Text Images

Steganography is a technique that involves a secret hidden message concealed inside the media cover using formats such as text, images, video or audio. Secret messages sent from the sender to the receiver are considered as knowledge being transferred from the expert to the novice. However, previous studies related to the knowledge transfer from experts to novices in the field of computer security, particularly in the field of steganography, are limited. Therefore, this study aims to investigate the knowledge transfer process occurring in steganography by using an information management transfer model. The methodology consists of theory development, model validation, instrument development, survey and model verification. This paper proposes a novel Stego-based SECI Model that demonstrates how the knowledge transfer process occurs in steganography.  

Model Kontribusi Aset Pengetahuan dalam Memfasilitasi Proses Penciptaan Pengetahuan pada Koperasi Susu

2016 ◽  
Vol 1 (1) ◽  
pp. 56
Author(s):  
Anggraini Sukmawati ◽  
M Syamsul Maarif ◽  
Marimin Marimin ◽  
Hartrisari Hardjomodjojo ◽  
N S Indrasti
Keyword(s):  
Knowledge Creation ◽  
Canonical Correlation ◽  
Conceptual Knowledge ◽  
Fundamental Question ◽  
Knowledge Assets ◽  
Creation Process ◽  
Types Of Knowledge ◽  
Seci Model ◽  
Different Types

<em>Given the crucial role of knowledge creation in contemporary business enterprises, a fundamental question arises: what processes are facilitating knowledge creation?  This study aims to find the answer.This study investigates the interrelations among four categories of knowledge assets (experiential, conceptual, systemic, and routine) and four categories of SECI model for knowledge creation processes (socialization, externalization, combination , and internalization). In our framework, we argue that different types of knowledge assets may have differing influences on knowledge creation. In order to test the feasibility of this framework, we conducted an empirical research exercise.  Data were collected from three dairy cooperations in Java, Indonesia through a survey instrument. A total of 105 usable responses were analysed. We employed regression analysis, ANOVA and canonical correlation analysis to examine the separate correlations. We identified four responses interrelationhips from this study. Compared to other knowledge assets, conceptual knowledge assets have a greater effect on socialization of knowledge creation process. Experiential knowledge assets have  a greater effect on combination. Routine knowledge assets have a greater effect on externalization of knowledge creation process. Systemic knowledge assets have a greater effect on internalization of knowledge creation process.</em>

Organizational Learning and Multiteam Systems

2019 ◽  
pp. 602-620
Author(s):  
Leslie A. DeChurch ◽  
Gina M. Bufton ◽  
Sophie A. Kay ◽  
Chelsea V. Velez ◽  
Noshir Contractor
Keyword(s):  
Organizational Learning ◽  
Knowledge Transfer ◽  
Knowledge Creation ◽  
Learning Processes ◽  
Organizational Systems ◽  
System Perspective ◽  
Multiteam Systems ◽  
Starting Point ◽  
Emergent States ◽  
Superordinate Goal

Multiteam systems consist of two or more teams, each of which pursues subordinate team goals, while working interdependently with at least one other team toward a superordinate goal. Many teams work in these larger organizational systems, where oft-cited challenges involve learning processes within and between teams. This chapter brings a learning perspective to multiteam systems and a multiteam system perspective to organizational learning. Several classic illustrations of organizational learning—for example, the Challenger and Columbia disasters—actually point to failures in organizational learning processes within and between teams. We offer the focus on intrateam knowledge creation and retention and interteam knowledge transfer as a useful starting point for thinking about how to conceptually and operationally define learning in multiteam systems. Furthermore, we think leadership structures and multiteam emergent states are particularly valuable drivers of learning.

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