Boyka Simeonova

Crossing power and knowledge boundaries in learning and knowledge sharing: the role of ESM

Purpose The purpose of this study is to investigate the crossing of knowledge and power boundaries within a bureaucratic organization by using enterprise social media (ESM). (Carlile’s 2002) boundary crossing framework is used to guide this research. Design/methodology/approach This is a qualitative study based on semi-structured interviews and observations in a large Norwegian public sector organization. Findings The authors find that investigating crossing knowledge and power boundaries by using ESM is problematic at syntactic, semantic and pragmatic levels. ESM is used predominantly for sharing, storing and retrieving explicit knowledge, which is a display of crossing the information-processing boundary. Hence, the possibilities of shifts in formal power positions where all employees can participate on equal terms is not achieved. On the contrary, as shared meaning on how to use EMS, taking the perspective of other on how to share knowledge and thus creating new knowledge practices in EMS by overcoming these knowledge barriers is not evident. Therefore, examples of crossing the semantic and pragmatic knowledge boundaries are rarely found. Research limitations/implications The framework could be applied to a variety of contexts to further explore the role of ESM in learning and knowledge sharing and its ability to cross power and knowledge boundaries. Originality/value This paper addresses a gap in the literature around discussions of power, trust, boundary crossing and the use of ESM for knowledge sharing and learning.

Transactive memory systems and Web 2.0 in knowledge sharing: A conceptual model based on activity theory and critical realism

The aim of this paper is to advance understanding of interactive knowledge sharing (KS) processes through exploring the role of transactive memory systems (TMSs) and Web 2.0. In the context of the information systems literature, there is little focus on their particular role in KS. To address this gap, this paper develops a conceptual model based on activity theory and critical realism outlining the role of TMS and Web 2.0 as mediating tools. This paper further reveals that their use as tools depends on deeper underlying structures/factors embedded within the community, namely, informal networks and trust among people. The new conceptual model and theoretical propositions are then illustrated by a qualitative study undertaken in Bulgarian organisations. This illustrative case provides support for the model, where TMS and Web 2.0 are found to facilitate KS. It further demonstrates that informal networks and trust among people support the use and the positive effects of these tools. The contribution of this paper is in the new analytical approach and conceptual model developed, which advances our understanding of interactive KS by explaining the linkages between the various factors involved.

The impact of competitive strategies on responsive market orientation, proactive market orientation, learning orientation and organizational performance

Drawing on the strategy implementation approach and the resource-based view of the firm, this study examines the relationships among competitive strategies (differentiation and cost leadership), responsive market orientation (RMO), proactive market orientation (PMO), learning orientation (LO) and organizational performance. The study used questionnaire survey of senior managers of 264 manufacturing and service companies in Jordan. The study employed partial least squares to test the hypotheses. Moderate but significant relationships are evident in the links between cost leadership and LO, and RMO and organizational performance. Strong and significant relationships are exhibited in the links between differentiation and RMO; differentiation and PMO; differentiation and LO and between LO and organizational performance. The results show that differentiation strategy is more important than cost leadership strategy and that LO is the most important factor for better organizational performance.

An integrated model highlighting information literacy and knowledge formation in information behaviour

Purpose The purpose of this paper is to review key models of people’s information behaviour (IB) exploring the integration of the concepts of information literacy (IL) and knowledge in their designs. Scholarly perspectives portray IL as providing individuals with capacity for good information practices that result in generating new knowledge. It is surprising that this important perspective is not reflected in the reviewed IB models. This paper contributes to the literature base by proposing a new model highlighting IL and knowledge as important concepts within the IB discourse. Design/methodology/approach A discourse of the integration of IL and knowledge, which are integral factors, associated with IB, in selected IB models. Findings Identifying a need for information and understanding its context is an IL attribute. IL underpins IB in providing awareness of information sources; how to search and use information appropriately for solving information needs and leveraging generated new knowledge. The generation of new knowledge results from using information, in a process that combines with sense-making and adaption. Correspondingly, the knowledge that develops, increases capability for sense-making and adaptation of information to suit various contexts of need, iteratively. Originality/value A new model of IB; the causative and outcome factors of information behaviour (COFIB) is proposed. COFIB stresses that IL and knowledge are prominent factors within the general framework of people’s IB. The model emphasises knowledge generation as the outcome of IB, applied in solving problems within specific contexts.

Information Systems Undergraduate Degree Project: Gaining a Better Understanding of the Final Year Project Module

The place of an individual project in the final year of Information Systems (IS) undergraduate degrees at UK universities is well established. In this paper we compare the final year project modules at four UK universities: the University of Brighton, the University of South Wales, University of West London and the University of Westminster. We find that the aims of the projects are similar, emphasising the application of the knowledge and skills from the taught element of their course in a complex development project, often including interactions with a real client. Although we show in this analysis that projects serve a similar purpose in the IS degree courses, the associated learning outcomes and the assessment practice varies across the institutions. We identify some gaps in the skills and abilities that are not being assessed. In further work we are planning to consult final year students undertaking their projects and their supervisors, in order to gain an understanding of how project assessment criteria are actually put to use.