Derrick McIver

Instructional Design as Knowledge Management: A Knowledge-in-Practice Approach to Choosing Instructional Methods

Decisions about instructional methods are becoming more complex, with options ranging from problem sets to experiential service-learning projects. However, instructors not trained in instructional design may make these important decisions based on convenience, comfort, or trends. Instead, this article draws on the knowledge management literature and specifically the knowledge-in-practice framework to develop a theoretical process for choosing instructional methods. This process classifies the underlying knowledge structure of learning objectives along the dimensions of tacitness and learnability, then matches the knowledge structure with instructional methods that will be the most appropriate fit for students working toward that learning objective. We propose that the integration of knowledge management with instructional design offers valuable insights into the process of choosing appropriate instructional methods, and our framework can help instructors determine which instructional methods are the best match for their learning objectives.

The causal ambiguity paradox: Deliberate actions under causal ambiguity

Causal ambiguity describes a lack of understanding of cause-and-effect interactions between resources and competitive advantage. As a central construct in strategic management, causal ambiguity constrains a firm’s ability to replicate valuable capabilities internally, yet, simultaneously, offers a means of protecting those capabilities from imitation by external agents. This analysis shifts the paradigm from looking at casual ambiguity as a given characteristic within organizations and examines the causal ambiguity paradox by looking at how organizations can strategically act on causal ambiguity as a mechanism for extending advantages. Specifically, we suggest actions that deliberately manage causal ambiguity can be a strategic capability and extend competitive advantages.

Team characteristics and leadership training participation

Purpose By relying on social learning theory, the authors aim to evaluate how team characteristics as evaluated by a team coach impact participation in leadership development program activities. Specifically, the authors hypothesize that teams with high levels of competence and social support would participate more team and program-wide training activities. Design/methodology/approach The authors examine 41 teams (266 participants) in a leadership development program and develop a two-by-two matrix to categorize teams based on their underlying characteristics for the purpose of identifying participation differences. Findings The mixed results indicate how team social support is a key driver for participation in team activities and how team competence is associated with less participation in program-wide activities in a leadership development program. Practical implications The results point to the importance of team characteristics when using teams for education and training programs such as leadership development programs. Team characteristics such as team competence and team social support should be considered when building teams and for team facilitation needs during education and training programs that implore teams to enhance learning. Originality/value Although the use of teams as an organizing strategy is popular, very little research has examined the effectiveness of this strategy by taking a deeper look at team characteristics and how these impact participation in a leadership development program.

Tacit Knowledge, Psychology of

This article is a revision of the previous edition article by A.S. Reber, volume 23, pp. 15431–15435,

Selecting State or Private Joint Venture Partners in Emerging Markets: Impact of Liability of Foreignness and Rule of Law

The present study develops an international joint venture (IJV) partner selection framework to explain the choice between state-owned or privately owned local partners in the context of emerging economies. We suggest that once an IJV is selected as the mode of entry, a multinational enterprises strategic motivations – that is, efficiency seeking, market seeking and knowledge seeking – will influence its choice of IJV partner type: state-owned enterprise or privately owned firm. We argue that liability of foreignness and rule of law moderate the multinational enterprises selection of IJV partner type.