Knowledge Creation

The purpose of this study was to analyze five student teams’ (Grade 7) co-design processes that involved using traditional and digital fabrication technologies for inventing, designing, and making complex artifacts. A methodological framework for analyzing makercentered learning, by relying on ethnographic video data and participant observations, was developed. The study examined the extent to which young students are able to productively participate in creative design and making activities. The results indicated that four of the five student teams successfully engaged in the co-invention processes. The importance of a shared epistemic object of co-design was prominent on every team. Some teams experienced challenges in organizing collaborative processes and the team size appeared to have a significant effect in this regard. The successful teams were able to take on complex and multifaceted epistemic and fabrication-related challenges.

Abstract. In the last years Knowledge Management (KM) has caught the attention of both industrialists and researchers. Though, an important gap exists between these two domains, mainly, due to the lack of understanding of the KM concept and the activities that it implies by ...

The literature on the knowledge management relatively ignores an important concept, the individual knowledge management engagement-the degree to which a knowledge worker is involved with the knowledge management-related activities. This concept is imperative for nurturing the productivity of knowledge workers, knowledge management architecture effectiveness, and innovation. Therefore, this study proposes the mediating role of knowledge-worker productivity between individual knowledge management engagement and innovation. The data

The mentoring process aims to promote learning and competence and support professional growth. The mentoring process inherently includes elements of learning. However, mentoring is not viewed from the perspective of learning and knowledge creation. This research examines mentors' perceptions of mentoring as a learning and knowledge creation process. The data consists of qualitative interviews with 10 mentors, which were analyzed using abductive content analysis. The results show that mentors' perceptions of the mentoring process as a learning and knowledge creation process are mixed. A narrow perception is that mentoring is a monologic transfer of information from mentor to actor. A broader, dialogical view is that the mentor and the actor interact to solve problems that are perceived as important. In a trialogical mentoring process, the mentor and the actor create new knowledge together as equal partners. The research suggests that the mentoring process should be viewed more deeply through the processes of learning, so that it is meaningful for the participants and reinforces the current enabling of continuous learning.

Muitas pessoas contribuíram para que este trabalho se tornasse realidade, e cada uma delas foi decisiva no momento em que intercedeu, consciente ou inconscientemente. Sinto-me na obrigação de destacar algumas, que foram definitivamente fundamentais nesta jornada. Primeiramente, agradeço à minha esposa Márcia, que assumiu inteiramente as responsabilidades do escritório, assim como, os problemas da nossa vida particular, que não foram pequenos em trabalho e em emoção. Agradeço pela compreensão, nas minhas constantes ausências, pelo apoio, carinho e paciência. À minha orientadora, professora Marina Keiko Nakayama que soube-me auxiliar a aprender, imprescindível para definir clareza, objetividade no estudo e pela coragem em aceitar, para orientação, um aluno atribulado pelas circunstâncias da vida profissional e pessoal. À fiel escudeira, Erlaine Binotto que empenhou-se como poucos, soube criticar, apoiar e interceder. Sempre presente, não mediu esforços para que fossem descobertos os caminhos menos árduos e mais lógicos. Enfim, uma amiga. Aos meus amigos e sócios Juarez Orsolin e Alcides Felipe Canola; à Vânia Licia, Aliel Corrêa e Tarcísio Hartmann, no Chatô do Agronegócio; e também ao amigo Antônio César Bortoleto, pelo apoio, e principalmente pelas discussões, felizmente inesgotáveis, que serviram dentre outros, para ampliar e internalizar o conhecimento. Aos demais professores do programa de Pós-Graduação em Agronegócios da UFRGS, que, cada um, à sua maneira, souberam despertar a beleza da pesquisa e desenvolveram uma base sólida para amparar passos mais largos e seguros rumo à dissertação. À Cooperativa Tritícola Mista Alto Jacuí Ltda (Cotrijal), nas pessoas do Gerente da Área de Grãos Engº Agrº Gelson Melo de Lima e dos profissionais do departamento técnico Flávio Hoffman, Valdemar Ludwig, Lígia Guse, Ricardo Warken e Almir Rambo, pelo apoio incondicional, que foi decisivo para a elaboração do trabalho, desde as discussões prévias e fornecimento das informações (algumas confidenciais), da estrutura física, até a viabilização ABSTRACT The significant evolution that the Brazilian agriculture has tried, especially during this last decade, needed to be followed by new production processes in the rural properties. Changes in the environment made the rural producers seek more agility and effectiveness, what needed new administration posture, centered in the information and in the knowledge. In this study, the process of knowledge creation is analyzed in the rural properties. The sample was composed by two groups of producers associated of Cooperativa Tritícola Mista Alto Jacuí Ltda-Cotrijal. One of them is formed by producers that take part in the management group, which use managerial tools, and the other group is composed by external producers to the management one. The method was an exploratory-descriptive study of qualitative stamp, complemented by quantitative data, on the basis of the theoretical model of creation of the organizational knowledge by Nonaka and Takeuchi (1997). The study demonstrated that the producers notice, in a growing way, the importance of the knowledge, as a differential aspect in the adaptation to the changes. Besides, the process of knowledge creation in rural properties is aided in three essential conditions, which are: the people and their associated emotion; the atmosphere of the rural property, with its rules and own politics, associated to the experimentation and the external incentives. For the new knowledge creation is necessary an insight, capable to start the change of the current mental model. The results of the work contribute, in the theoretical plan, with a referential to use in new researches, and in the practical plan, it can be used as a tool for effective use of change projects.

Vicarious learning allows an observer to improve his decision making and modify his actions through observing others' past actions and resulting consequences. As organizations become larger and more disconnected, it becomes an increasing challenge to meaningfully share lessons learned allowing people to learn vicariously from both good and adverse experiences of others. In an effort to promote vicarious learning across disconnected groups, organizations create lessons learned programs to share information. The goal of a lessons learned program is to improve organizational effectiveness by avoiding costly errors "before" reoccurring in other parts of the organization. This type of antecedent learning requires collaboration between the people at the source and those receiving the lesson, as well as any human intermediaries involved with the process, to amplify the benefits of lessons learned. This paper makes explicit the connection between vicarious learning and collaborative lessons learned programs and develops a lessons learned process model using the theory of knowledge creation. The evaluation of four case studies reveals that a lessons learned program operates most effectively when the information is targeted to recipients who would find it useful and when human collaboration is acknowledged and supported by intermediaries.

Vicarious learning allows an observer to improve his decision making and modify his actions through observing others' past actions and resulting consequences. As organizations become larger and more disconnected, it becomes an increasing challenge to meaningfully share lessons learned allowing people to learn vicariously from both good and adverse experiences of others. In an effort to promote vicarious learning across disconnected groups, organizations create lessons learned programs to share information. The goal of a lessons learned program is to improve organizational effectiveness by avoiding costly errors "before" reoccurring in other parts of the organization. This type of antecedent learning requires collaboration between the people at the source and those receiving the lesson, as well as any human intermediaries involved with the process, to amplify the benefits of lessons learned. This paper makes explicit the connection between vicarious learning and collaborative lessons learned programs and develops a lessons learned process model using the theory of knowledge creation. The evaluation of four case studies reveals that a lessons learned program operates most effectively when the information is targeted to recipients who would find it useful and when human collaboration is acknowledged and supported by intermediaries.

As Artistic Research (AR) is gaining momentum in academia and the movement has begun to affect the industry, in this qualitative study we ask how contemporary art music composers in Finland think of artistic doctoral education in the field of composition. Ten bigenerational composers participated in open interviews in which they were asked to reflect on AR both as a discipline and as a pathway in doctoral studies in relation to composers’ professional practice. A qualitative thematic analysis based on the “dialogic engagement practice” approach revealed certain benefits and challenges related to a) doctoral studies in AR, and b) the dynamics between composition and AR. In particular, participants noted a division between doctoral candidates enrolled in AR doctoral programs for self-focused artistic introspection (single-loop-learning) and those who connect their studies with activist and societal issues that go beyond personal inquiry (double-loop learning). Furthermore, issues of w...

+61 7 3735 6843. 2 In 2005, 78.24% of outcomes achieved by students were based on training package units of competency and 21.75% were based on modules, which are not competency-based (DEST 2006a: derived from Table 1.10). The latter mostly consist of further education modules, but further education programs are increasingly marginal and their future is threatened unless they can demonstrate they contribute to labour market outcomes.

This paper critiques the recent emphasis in the post-compulsory education and training literature on the contextual, situated and problem-oriented nature of knowledge creation and learning. It argues that this is problematic on two grounds: first, in the way it understands how knowledge is created and used; and second, in the way it conceptualises the relationship between the individual, skill and the workplace. I use social realism to argue that the knowledge we need to use does not just arise from the context of our practice on the one hand, and on the other, in taking the fact of our embodiment seriously, I argue that learning needs to go beyond learning in the workplace or learning for work.

This article aims to investigate the relationship between parents' conflicts with attachment styles and dysfunctional schemas in children. The research method was descriptivecorrelation. The statistical population of this research includes all female students aged 8 to 13 who studied in the 7th district of Mashhad in the academic year 1401-1402. The sampling method in the present study was in the form of a multi-stage cluster. Also, the sample size was estimated based on the Morgan table, considering the size of the population. The number of elementary school students in Haft District of Mashhad was estimated to be 2,847. The number of defensible samples for this population size was 338 people. The research tool is a standard questionnaire. At the end, the data were analyzed using SPSS software. The results showed that the relationship between parental conflict and children's secure attachment style is negative and inverse, but the correlation between anxious attachment and avoidant attachment is positive and direct. Also, the results showed that the relationship between parental conflict and schemas of abandonment, domineering, mistrust and misbehavior, defect, failure, vulnerability, undeveloped self, sacrifice, stubborn standards, entitlement and grandeur, and insufficient self-control is positive and direct, which means that The higher the parents' conflicts and its components are, the higher the level of children's dysfunctional schema will be.

Countless studies have been done to address knowledge issues despite its being still at nascence. Still a number of them do recommend policies usage in enhancing knowledge management and related issues. There lacks though an explained clear association between the aspects derived from policies and the intention to behaviour. Thus, this study investigates the association between policy aspects and the intention to engage in the knowledge creation behaviour by academic staffs in private universities. The study used an organized framework (theoretical or conceptual): the theory of planned behaviour (TPB) to explain for the interplay between the factors in the planned behaviour: knowledge creation. Academic staffs of selected private universities were obtained randomly from census population. 400 sets of questionnaires were given and 202 were returned (equivalent of 51% response rate) on surveyed on the influence of policy aspects on their likelihood to intend to engage in the behaviour...

It is appropriate for the IS field to examine the suitability of its practices in light of the complexity of developing electronic business systems. Research shows that planning and developing business-tobusiness electronic trading systems (ETS) is fraught with difficulties concerning the priorities and power of individual organisations. This paper evaluates the usefulness of Triple Loop Learning in managing the diversity associated with planning such systems. The study concludes that approaches associated with Triple Loop Learning can offer insight for managing inter-organisational complexities. The authors propose that such approaches could enhance planning methods for electronic trading systems.

The use of knowledge management systems is often hampered by the heavy overload for publishing information. In particular, uploading a document and then profiling it with a set of meta-data and keywords is a tedious and time-consuming activity. Therefore, one of the main goals for such systems should be to make publishing of explicit knowledge as natural as possible. In the project described in this paper, we exploit a semantic wiki editor to support document publishing by means of textual descriptions augmented by ontology-defined annotations. Such annotations are then managed as entries in metadata profiles. Moreover, we can publish semantic-wiki-based documents that do not require any further activity to be profiled and included in a knowledge base as they are self-describing. The semantic wiki project is part of a collaborative knowledge management system that has been developed to support project teams and communities of interest.

The main purpose of the present research is to analyze the knowledge creation environment at an Iranian University (Alzahra University) as a typical University in Iran, using a combination of the i -System and Ba models. This study is necessary for understanding the determinants of knowledge creation at Alzahra University as a typical University in Iran. To carry out the present research, which is an applied study in terms of purpose, a descriptive survey method was used. In this study, a combination of the i -System and Ba models has been used to analyze the knowledge creation environment at Alzahra University. i -System consists of 5 constructs including intervention (input), intelligence (process), involvement (process), imagination (process), and integration (output). The Ba environment has three pillars, namely the infrastructure, the agent, and the information. The integration of these two models resulted in 11 constructs which were as follows: intervention (input), infrastruc...

The authors of the study allow us to conclude that the traditional focus of innovation (banking, manufacturing, management reform, etc.) not always with the same efficiency are perceived in various regions of the country. In some regions, these innovations do not lead to social improvement, which is a prerequisite necessary for the generation and implementation of separate unit for social innovation. The article substantiates the necessity of social innovation. For example, the functioning of the Centre for social innovation city of Miskolc for the first time developed a scientific and methodical approach to their implementation. As the main structural blocks of this approach, the authors offered the following: a) definition of the relationship of local economic development and social innovation; b) formation of key areas of the social improvements of the region (employment, added value, improved health and social conditions, improvement of infrastructure, development of the settlement); с) the development of social innovation on the basis of regional system engineering knowledge; g) selection of key social innovation based on the innovation matrix, and special techniques; d) develop programs for the practical implementation of innovation social orientation. Research and guidelines proposed in the article, were tested by the authors over the last two years. As a result a General conclusion that the biggest obstacle to social innovation is not lack of resources but lack of ideas and desires from a local and Central managerial elite.

Este trabalho se pauta pela inquietude em aprofundar a compreensao dos inumeros conceitos que emergiram no campo da criacao e gestao do conhecimento, dando-lhes um recorte que permita verificar seus resultados praticos quando aplicados no dia-a-dia de uma organizacao. Neste estudo sera realizada, em primeiro lugar, uma breve descricao da taxonomia do conhecimento nas organizacoes, visando identificar algumas de suas perspectivas e acepcoes descritas pela literatura nao so para a gestao do conhecimento existente, mas tambem para a criacao de um novo conhecimento, quer individual, quer organizacional. Para ilustrar o estudo teorico, conferindo-lhe concretude, e apresentada pesquisa de campo, em forma de estudo de caso, de uma industria de bens de consumo, objetivando analisar a etapa da criacao do conhecimento na organizacao do ponto de vista de suas condicoes capacitadoras e do processo SECI desenvolvidos por Nonaka (1994) e Nonaka e Takeuchi (1995), para entao observar seus principa...

• k.roetzer/at/univie.ac.at Context: Radical constructivism (RC) is seen as a fruitful way to teach innovation, as Ernst von Glasersfeld's concepts of knowing, learning, and teaching provide an epistemological framework fostering processes of generating an autonomous conceptual understanding. The proposed investigated course design incorporates these concepts: the course setting is understood as a framework to guide understanding; students work in teams and are subjective constructors of their own knowledge; instructors take on the role of coaches, guiding students through an innovation process as co-creators. Such a framework facilitates dynamic processes of assimilation and accommodation, as well as perturbation through the "other," which potentially lead to novel, and viable, conceptual structures crucial for sustainable innovation. Problem: Classical educational approaches do not meet the requirements for teaching and learning innovation because they mostly aim at students' competent performance, not at students' understanding and developing their creative capabilities. Method: Analysis of theoretical principles from the constructivist framework and how they can be used as a foundation for designing a course in the field of innovation. The empirical results are based on qualitative journal entries that were coded and categorized according to Charmaz's grounded theory approach. Results: 1. It is shown that there is a close relationship between learning and innovation processes. 2. An RC-based course design for an innovation course that is based on constructivist principles. 3. Insights from empirical research and experiences from the course regarding the influence of course design and instructors. Implications: Implications for a more general context of knowledge creation in educational settings Constructivist Content: The paper argues in favor of RC principles in the context of teaching and learning. The proposed course setting is oriented at von Glasersfeld's understanding of knowing, learning, and teaching (vs. training). It outlines theoretical and practical aspects of these principles in the context of a course design for innovation. Furthermore, it shows the importance of von Glasersfeld's concept of intersubjectivity for processes of accommodation and the generation of (novel) autonomous conceptual structures. The interplay between creating coherence, perturbation, and irritation through interacting with the "other" (in the form of costudents and instructors) is assumed to be vital for such processes, as it leads to the creation of not only novel but also viable conceptual structures, therefore reestablishing a relative equilibrium critical for sustainable innovation.

My study, Riddles and Riddle Discourse in Lusoga Language and Culture: A Performance-Centred Approach, explores the Lusoga riddling tradition as a significant form of social communication and cultural expression within the Basoga community of Uganda. I critically examine past scholarly views that minimized riddles as "morally neutral" or trivial, arguing instead that riddling embodies rich social, aesthetic, and intellectual dimensions central to African cultures. Defined as a complex and metaphorical communication tool, riddling in Lusoga uses indirection and community engagement to address social issues, including themes of social inequality, authority, and belief systems. Chapter One of my PhD thesis (2014) introduces the study's key aspects, such as the types of riddles in Lusoga-personal pronoun, onomatopoeic, and proverbial riddles-which are designed to engage participants through vivid imagery, layered sounds, and social commentary. These riddles serve as vehicles for wisdom-sharing, social critique, and cultural education, helping shape participants' understanding of societal order, ethical behavior, and community values. I stress the performance context, where riddling events are interactive, bringing performers and audiences together to create collective meaning. This participatory nature deepens social bonds and intellectual engagement, highlighting riddling as a tool for both personal and community development. My work seeks to analyze the structural and performative features of riddling, showing how context and audience influence the discourse. By focusing on riddling as a dynamic cultural practice, my research enriches the understanding of oral literature's evolving role in African societies, underscoring riddling as a vital tradition that preserves, critiques, and adapts social knowledge across generations.

In the electronic age, locally-driven regeneration of the concept of community could be enabled by a flexible, multifaceted model where new information and communication technologies are the catalyst. However technology, no matter how advanced, is far from providing the complete answer and it is essential to take an integrated socio-technical approach to this issue. This paper reports on two cases that are part of ongoing research into distributed communities, framing them as phases of an activity system in expansive learning cycles in the context of a program of innoyatiye learning. This research d!monstrates that such communities are viable. with a wide range of henefits however more work needs to be done in order to detennine if they are sustainable, economically and socially, in the future.

This paper studies the relation between the organizational characteristics of innovation networks and their knowledge creation outcomes. The paper develops theoretical patterns on the causal mechanism linking these characteristics to knowledge creation and matches them to empirical patterns obtained from twelve regional innovation networks. The findings suggest that a combination of formal and informal organizational characteristics is most conducive to knowledge creation. The findings further suggest that research on knowledge creation in networks should better distinguish between the characteristics of the inter-firm network and the interactions between individuals within the network, who do the actual knowledge creation.

This paper studies the impact of Training and Development practices on the employee performance in the select Omani Public and Private sector banking organizations. The aim of the paper is to analyze the impact of training and development practices on employee performance. The study adopts descriptive research design and it imbibes both primary and secondary data. Convenience sampling method is applied for collecting the data through administering a structured questionnaire. The sample size for the study is 300. Statistical tools like Pearson Correlation Analysis, Regression Analysis and ANOVA were applied to test the proposed alternate hypothesis. The study concludes that Training and Development Practices have a positive influence on employee performance in the Omani Banking Industry.

This article spans the literature from organizational learning to knowledge management by indicating out the various combinations in the field. First, it provides an overview of the divergent debates in the field of organizational learning; focusing on the content , agents and proces of learning. Then, the article moves from organizational learning to knowledge management taking n interventionist perspective which proposes the main building blocks of knowledge creation.

Knowledge is embedded in people and unlike information, knowledge creation occurs in a process of social interaction. As our service-based society is evolving into a knowledge-based society, there is an acute need for more effective collaboration and more effective knowledge sharing systems for use by geographically scattered people. This paper investigates the use of 3D components and standards such as Web 3D in combination with Virtual Reality paradigms for e-Learning. We are outlining the e-Learning concept in the European Union context. We are presenting a few case studies and investigating the application of Web 3D technologies to enhance e-Learning of economic concepts.

By drawing on the Schumpeterian distinction between invention (i.e., new ideas and knowledge creation) and commercialization of new ideas (i.e., innovation), this paper shows that knowledge and innovation are both important drivers of economic growth, but have heterogeneous spatial impacts. In particular, the growth benefits accruing from knowledge seem rather selective and concentrated across space whereas the growth benefits generated by innovation seem more diffusive, and regions innovating in the absence of a strong local knowledge base can be as successful as more knowledge-intensive regions in turning innovation into a higher growth rate, possibly by exploiting local informal knowledge and/or knowledge spillovers. These results are of great importance for the design of research and innovation policies within the frame of the Europe 2020 strategy.

This special issue of the Annals of Regional Science provides an up to date state of the art in understanding the complex relationship between knowledge creation, knowledge diffusion, regional innovation, and local economic performance. Research on this issue dates back to the eighties when the neoclassical approach of innovation as a manna from heaven was left aside, and contributions in the field of innovationdriven regional development were put forward. Concepts like innovative milieux, technological districts, regional innovation systems, learning regions, etc., have been introduced at that time to underline the importance of space and regions, as key drivers of innovation (Camagni 1991; Cooke 1992; Storper 1992; Asheim 1996). Nowadays, the issue of knowledge creation and diffusion in determining growth performance is still a hot topic for different reasons. On the one hand, the normative strategy around the European Union's Agenda 2020 calls for ad hoc innovation policies to move toward a knowledge-intensive growth model for Europe on a regional base, supplying operational answers to the request of one of its 'flagship initiatives', namely 'Innovation Union' (EC 2010). On the other hand, the role of space in knowledge creation and diffusion processes requires additional thoughts largely expanding from the initial simple interpretation of space as a geographic barrier. In fact, over time, a strong belief accompanied innovation studies at local level that not only spatial proximity matters as a channel for knowledge transmission, but different types of cultural, social, and cognitive proximities make the difference: "being simply there"

This paper partly draws on the finding in the project "Entrepreneurship and Growth" that started in 2002 and generously funded by Marianne and Marcus Wallenberg's Foundations. Support from The Swedish Foundation for Small Business research is also gratefully acknowledged. A previous draft of this manuscript has benefited from comments by Per Thulin, Magnus Henrekson and Anders Lundström.

While a comprehensive model for organizational learning (OL) remains elusory, the wide web of scholarly conversation and debate has spurred rich insight into the central questions of how and what people learn in organizational settings. This paper is aimed at exploring some of those debates, with a view to identifying a complementary set of factors that, if present, might tip the balance towards more fruitful learning in organizations. I begin by exploring the debates shaping the literature through two central questions: 1) What is learning? and 2) Can organizations learn? Based on the insights gained, I turn to the question of how organizations can increase their capacity to learn. I define learning in organizations as a multilevel process whereby members individually and collectively acquire knowledge by acting together and reflecting together. Knowledge is acquired, or created, and applied by individuals. In turn, individual knowledge is shared, combined, expanded, tested, and applied amongst individuals to become group or community knowledge. As that knowledge is captured, spread and embedded in organizational features, such as strategies and protocols, it becomes part of an organizational context, or code, that, in turn, influences what and how groups, communities, and individuals learn. The code continues to evolve as it consumes the learning of individuals and groups. Rather than searching for the ultimate recipe for learning, I offer a set of questions as a starting place for this exploration. The questions and commentary are meant to tap into the tremendous amount of wisdom that has been generated in the area of organizational learning.

In their efforts to try and meet the requirements of the ‘new economy’, corporations would be helped with a conceptual framework in which their innovative business models are combined with new perceptions of knowledge creation, the diffusion and implementation of innovations and change management. To come up with adequate problem analyses and (business) solutions for the complex issues they address, corporations need not only technological knowledge, but also have to gain insight into how technologies relate to the values of people, and how they can be implemented successfully. Action research set up in the form of reciprocal Human Resource Management projects is particularly designed to create solutions and implement strategies that cover this whole spectrum. In a corporate effort of academic researchers and experts in the field, technological and practical knowledge and skills are integrated in a mutual learning and knowledge creation process aimed at the implementation of innovat...

Our main objective with this paper is to propose a scoreboard useful to assess clusters' competitiveness in a knowledge-based economy. Our scoreboard is grounded on the concept of ecology of value. This concept highlights that the competitiveness of a network of small and medium enterprises depends on its capacity to leverage on firms' strategic autonomy and self-determinacy by providing a context of interaction that is socially rich and adapted to sustain the development of intense ongoing relationships. In our scoreboard the concept of competitiveness is structured into two levels. The top level is made of a matrix that synthesizes cluster's competitive position in terms of quality of the social capital available and of the learning process activated. The second level is made of three matrixes useful to deepen the reasons that contribute to define a cluster's competitive position. We test our scoreboard in seven clusters of Emilia Romagna. Our scoreboard proves itself a useful benchmarking tool and a potential good support for policymaking.

Our main objective with this paper is to propose a scoreboard useful to assess clusters' competitiveness in a knowledge-based economy. Our scoreboard is grounded on the concept of ecology of value. This concept highlights that the competitiveness of a network of small and medium enterprises depends on its capacity to leverage on firms' strategic autonomy and self-determinacy by providing a context of interaction that is socially rich and adapted to sustain the development of intense ongoing relationships. In our scoreboard the concept of competitiveness is structured into two levels. The top level is made of a matrix that synthesizes cluster's competitive position in terms of quality of the social capital available and of the learning process activated. The second level is made of three matrixes useful to deepen the reasons that contribute to define a cluster's competitive position. We test our scoreboard in seven clusters of Emilia Romagna. Our scoreboard proves itself a useful benchmarking tool and a potential good support for policymaking.

The purpose of this study was to examine the relationship between knowledge creation, organisational learning and organisational innovation. Organisational innovation was evaluated by Damanpour model in the form of technological and administrative innovation. A descriptive (non-trial) and correlational methodology using structural equations modelling was used for the study. Participants included top and middle managers of knowledge-based, start-up and industrial knowledge-based companies. These companies were divided into 14 groups. A number of 200 questionnaires were distributed among top and middle managers of these companies. Out of these, 141 questionnaires were returned. Of the questionnaires returned, eight questionnaires were partially completed; thus, they were excluded from the analysis. Finally, 133 questionnaires were analysed. This study used a correlational methodology by structural equations modelling in the form of partial least squares to test the measurement model and hypotheses. For data analysis, SMARTPLS was used to test the model. The results indicate a positive direct relationship between knowledge creation and technological and administrative innovation. Moreover, knowledge creation has a positive effect on organisational learning. The results also found a positive direct relationship between organisational learning and technological and administrative innovation; organisational learning mediates the relationship between knowledge creation and technological and administrative innovation.

The purpose of this study was to examine the relationship between knowledge creation, organisational learning and organisational innovation. Organisational innovation was evaluated by Damanpour model in the form of technological and administrative innovation. A descriptive (non-trial) and correlational methodology using structural equations modelling was used for the study. Participants included top and middle managers of knowledge-based, start-up and industrial knowledge-based companies. These companies were divided into 14 groups. A number of 200 questionnaires were distributed among top and middle managers of these companies. Out of these, 141 questionnaires were returned. Of the questionnaires returned, eight questionnaires were partially completed; thus, they were excluded from the analysis. Finally, 133 questionnaires were analysed. This study used a correlational methodology by structural equations modelling in the form of partial least squares to test the measurement model and hypotheses. For data analysis, SMARTPLS was used to test the model. The results indicate a positive direct relationship between knowledge creation and technological and administrative innovation. Moreover, knowledge creation has a positive effect on organisational learning. The results also found a positive direct relationship between organisational learning and technological and administrative innovation; organisational learning mediates the relationship between knowledge creation and technological and administrative innovation.

Creativity has found a leading strategic position in service industries, and companies have increasingly implemented knowledge management practices and dynamic capabilities in their organisations over the past decade. Realising the importance of knowledge acquisition from social media, knowledge sharing, and dynamic capabilities in employee creativity, we have made an attempt in this research to propose a conceptual framework. Drawing from the organisational behaviour literature, we hypothesise and test the relationship among knowledge acquisition, dynamic capabilities, knowledge sharing and employee creativity. We performed a structural equation model (SEM) test with maximum likelihood estimation to test the relationship among the research variables with a sample of 293 participants. The empirical results from the structural model suggest that knowledge acquisition positively influences both dynamic capabilities and knowledge sharing, and knowledge sharing has a direct effect on dynamic capabilities. Furthermore, dynamic capabilities and knowledge sharing were shown to be direct antecedents of employee creativity.

This conceptual study addresses the significant need for every mature field of knowledge to understand itself. It builds upon previous studies of the epistemology and ontology of tourism by critiquing, synthesising, discarding, reordering and adding material. Its contribution is an original reconceptualisation of the structure, systems, processes and outcomes that define the field of tourism. These are explained by the creation of a model and detailed analysis that examines knowledge space, the knowledge force-field, knowledge networks, four key domains in knowledge creation and their interrelationships. Finally the model is used to examine some of the key challenges and consequences that the knowledge system reveals for tourism and its research.

This article examines the extent to which there is congruence between the theorized world of tourism (the canon of tourism knowledge) and the phenomenal world of tourism. Adopting a social constructionist approach it conceptualizes and analyses the knowledge forcefield which is demonstrated to mediate between these two worlds. The five key factors that operate in the knowledge force-field are found to be person, rules, position, ends and ideology. The tourism literature is interrogated to demonstrate how these forces contribute to a doubleselectivity in knowledge creation. Despite many truths being established, the whole truth about tourism is left untold resulting in gaps, silences and mis-constructions.

The inherent complexity of business goal-models is a challenge for organizations that has to analyze and maintaining them. Several approaches are developed to reduce the complexity into manageable limits, either by providing support to the modularization or designing metrics to monitor the complexity levels. These approaches are designed to identify an unusual complexity comparing it among models. In the present work, we expose two approaches based on structural characteristics of goal-model, which do not require these comparisons. The first one ranks the importance of goals to identify a manageable set of them that can be considered as a priority; the second one modularizes the model to reduce the effort to understand, analyze and maintain the model.

Knowledge is a crucial resource for organizational functioning, innovativeness, performance, and competitiveness, and it is believed to be the last competitive advantage that organizations have, be it academic or corporate, small to medium enterprises, and non-government and government organizations. Thus, an understanding of the knowledge creation, conversion, and transfer process is important not only for the development of society, but for the growth and development of organizations. This paper reports the conceptual understanding of the general knowledge creation and transfer process, which understanding if appropriately applied, could hold organizations in good stead, place them at the forefront of innovation and, help them gain a competitive advantage. What seems lacking in the literature is the application of the knowledge creation, conversion, and transfer process, for example, in a postgraduate research environment, where knowledge co-creation takes place.

Many organizations choose project work as flexible and reliable structures for the development and production of their goods and services. Knowledge such as other tangible resources needs management. Knowledge management functions have to handle the ...