A Case Study of Knowledge Management and Organizational Culture in an Undergraduate Software Development Team Project

People work in software development projects to bundle the human resources and use the systematic approach to share system development knowledge. One can view knowledge as personalized related to facts, procedures, concepts, interpretations, ideas, and judgments. This way, knowledge is the outcome of the cognitive processing of information. Knowledge can be transferred from a source to a receiver. The collaborative knowledge-sharing mechanism is known as knowledge management (KM) in the software industry. The software developers can communicate with, learn from, and solve problems with other participating team members. The organizational culture is an essential factor in knowledge management success since it influences how team members learn and share knowledge. This chapter presents a case study that aimed to compare, in practice, the relationship between the KM cycle (SECI – socialization, externalization, combination, and internalization model) and the organizational culture through the competing values framework (CVF).

“I Am ________”

Many developmental tasks of emerging adulthood involve identify formation. Trying to develop a sense of self can be challenging, given the many aspects of identity. For certain students, having membership in multiple identity groups means competing values, traditions, and practices. This chapter first provides an overview of social identity theory, including attention to the development of identity through an interpersonal lens and through an intergroup lens. Then, it identifies how emerging adults learn about themselves and develop confidence and the ways and means through which they find their motivation. Guiding questions help readers apply this information to their work with emerging adults in higher education.

Analyzing Existing and Targeted Culture Typologies in the Light of the Strategy Document in Foundation Universities: The Case of A Foundation University

Universities are multi-cultural, complicated, social education organizations. The presence of academic and administrative employees at these organizations might result in cultural differentiation, which is influenced by changing environmental conditions and social change dynamics. The purpose of this research is to determine the foundation university's dominant current and targeted cultural typologies using a foundation university as an example and to compare them to the university's target culture typology based on an analysis of the university strategy document. This comparison will aid in defining the perspectives of the organization's members through the concept of culture to achieve the university's strategic goals. Also, the examination of the strategy document, mission, the vision of the university and at the same time questioning the organization members’ opinions about this topic fills a hole in the literature in terms of observing two sides of the coin; “rulers” and “ruled”. In addition, we need to start to gain knowledge about foundation universities’ organizational culture because we already know that cultural awareness is crucial for an organization lifetime and this knowledge comes from the analyses of it. Among the different approaches used throughout the world to define organizational culture, Cameron and Quinn's "Organizational Culture Assessment Instrument in Competing Values Framework" was employed in the study. This research was conducted with a multi-modal methodological approach by using both quantitative and qualitative methods together with the questionnaire and document analysis. According to the findings, university organization members' current (market-competition) and targeted (clan-collaboration) organizational culture typology interpretations diverge from the university's strategy on the same subject.

Organisational Culture in Public University: A Case Study in Kosovo

In recent decades, there has been a significant increase in research that focuses on organisational culture as an important construct that can support or hinder the implementation of changes in higher education. In developing countries of Europe, limited studies are assessing organisational culture and its alignment with planned changes in higher education institutions. Hence, the objective of this research was to identify the dominant organisational culture types in higher education and understand how the planned changes are aligned with the dominant cultures. The research was conducted in a large public university in Kosovo. The Competing Values Framework was used to assess the organisational culture. The study adopted a quantitative research approach. The sample consisted of 102 academic staff from a population of approximately 960. The data were collected using a standardised instrument (The Organisational Culture Assessment Instrument (OCAI)) to identify the dominant organisational culture based on four organisational culture types: clan, hierarchy, adhocracy, and market. The data related to the planned changes of the university were collected through document analysis. The research identified hierarchy and market cultures as the dominant cultures. The results also show that the dominant organisational cultures militate against the main planned changes. The findings confirm the relevance of the Competing Values Framework in assessing the organisational culture in higher education institutions and provide direction to academic leaders about how they can align their planned changes with the organisational culture to achieve better outcomes.

Social class, intensive parenting norms and parental values for children

As the global trend towards both middle- and working-class families raising their children intensively increases, social class differences in parenting beliefs and choices for their children have become more subtle. In light of the proliferation of intensive parenting norms, however, few studies have explored particular mechanisms underlying the subtle class differences linked to parental values. Drawing on in-depth interviews of 51 Hong Kong Chinese parents, this study investigated how parents contended with competing values in socialization, which in turn shaped their parenting choices. Three common values emerged from the interviews – academic excellence, hard work and happiness – showing that the middle and working classes managed their values for children in two different ways, termed here as ‘values coupling’ and ‘values juggling’, respectively. Middle-class parents were able to make their value choices cohesive through a ‘twist’ to reconcile between competing values. However, working-class parents were inclined to ‘drift’ their value choices in the face of unreconciled value tensions as well as structural constraints. Subtle differences in parental values were found to be tied to class position, and contributed to maintaining class inequality and social reproduction.

Do Individual Perceptions of Organizational Culture Moderate the TFL-Helping Behavior and the TFL-Performance Linkages? Evidence from a Korean Public Employee Survey

Among the many potential organizational contexts, this study focuses on organizational culture, as it is critical for transformational leadership (TFL) behaviors to percolate into individual employees. Particularly, the study relies on the Competing Values Framework developed by Quinn and his colleagues. Relying on a Korean survey of central and local government employees, the study explores whether TFL influences employees’ perceptions of helping behavior and performance. Moreover, the study examines the moderating role of employees’ perceptions of organizational culture on the TFL-helping and TFL-performance linkages. The results demonstrate that clan culture enhances the TFL-helping and TFL-performance linkages, whereas hierarchical culture attenuates TFL’s relationship with helping behavior and performance.

Which leadership roles modify employee perceptions of CSR activities? Job satisfaction implications in the case of the tourism industry

Purpose This paper aims to examine the influence of leadership roles on the corporate social responsibility (CSR) activities as perceived by employees, as well as their impact on job satisfaction. Design/methodology/approach Drawing upon a sample of 245 employees in the tourism industry, a structured questionnaire was developed to measure leadership roles and CSR activities as perceived by employees. The competing values model was adopted to operationalize leadership roles. Findings Results indicate that different leadership roles are linked with different dimensions of CSR activities, although innovator role proved to prevail on this association. More specifically, innovator role is related to all CSR dimensions, followed by monitor which is associated with the philanthropic and environmental dimensions. The broker role is related only to environmental CSR actions. Research limitations/implications The possibility to generalize the results to other countries with different characteristics (e.g. regulatory framework, economic development) needs to be investigated further by carrying out similar studies. Practical implications Understanding the nature of the association between leadership and CSR activities would enable practitioners to pursue or cultivate these roles and behaviors creating strategic value by fostering their multidimensional impact upon the social context. Originality/value The present research has led to the diagnosis of the leadership role profiles supporting CSR strategies in the tourism industry. Findings also highlighted the importance of the innovator leadership role in explaining the variance of different aspects of CSR activities.

Linking Ethical Standards for Healthcare Professionals with Indian Cultural Values

Ethical standards of healthcare sector are important to the lives of people because healthcare is a profession that impacts the lives of people, their families and society. Healthcare professionals are inevitably involved in ethical decision-making in their working lives and address a conflict regarding competing values such as personal, organizational, professional, and community values. India is a country in South Asia where people are diverse in ethnicity, religion, and culture. So, revealing commonly accepted ethical standards for resolving ethical conflicts for healthcare professionals becomes more relevant for India. However, the research on this issue is limited. Therefore, the purpose of this paper is to reveal the link between ethical standards for healthcare professionals in general and Indian cultural values such as Dharma, Nishkama Karma and Jnana. This paper used a scoping review to screen the relevant articles which were selected from the Scopus and Google Scholar databases. The keywords used for searching the research articles were “ethical standard”, “ethics”, “healthcare ethics”, and “Indian cultural values”. Then, the constructs of healthcare ethics were identified and the relevant ethical standards for each construct were not only evaluated based on the two key theoretical viewpoints namely deontology and teleology, but also justified by Indian cultural values.

Implementation of a regulatory food policy to reduce availability of energy-dense foods in Costa Rican high schools

Objective: To assess the extent to which mandatory Guidelines to improve the school food environment were being implemented in Costa Rican high schools and to explore the perspectives of key policy actors towards the Guidelines. Design: Semi-structured interviews and site observations. Interviews were recorded, transcribed verbatim and imported to NVivo 12 for analysis. Inductive and deductive themes were identified, and elements of the RE-AIM framework and the social process framework were used when classifying these themes. Setting: Sixteen public high schools in San José, Costa Rica. Participants: High school principal and kiosk concessionaires Results: Products that did not adhere to the Guidelines were still widely available in schools, and amongst the most prevalent challenges to implementation that emerged from our interviews, were a lack of understanding of the policy content, a lack of monitoring and accountability, and competing values amongst actors which affected their views on the role that the school must have in offering a healthy food environment. Conclusion: Most products offered in high schools did not meet the criteria required by the mandatory Guidelines, and several contextual factors were found to influence implementation. Strengthening the implementation of the Costa Rican Guidelines will require further actions at the governmental and school levels.