Purpose Complex crises affect tightly coupled systems making them highly unpredictable. This paper aims to determine how organizations learn from their crisis experience shaping their knowledge and transformation trajectory toward and beyond survival. A theoretical framework integrating organizational learning (OL) and knowledge management in organizational transformation (OT) in complex crises is presented. Design/methodology/approach This conceptual paper presents a systematic literature review on OT in crisis from 2000 to 2021. To achieve integration, the authors searched for studies on OT, knowledge management and OL, each paired with a crisis. Findings Crises highlight the emergent and decentered nature of knowing and organizing. This study suggests that OT is achieved through various changes in organizational knowledge. Different learning modes enable the transformation of knowledge in a crisis: contextual or situated learning, strategic and collective integration. Research limitations/implications The authors' pandemic experience may have influenced the analysis. This paper does not account for new types of learning emerging due to the influence of digital technologies. Practical implications Organizations may hasten renewal through distributed crisis management facilitated by contextual and strategic learning and collective integration. Originality/value This study categorizes learning, based on its function in crisis management, into three types: contextual learning for creative problem-solving, strategic learning for leadership and direction and collective integration to evaluate their crisis journey. Through this classification, this study sheds light on the types of knowledge needed to manage crises effectively, showing that organizations can leverage their crises by transforming and innovating themselves in this turbulent period.
Knowledge management (KM) is a wide-ranging concept that includes the acquisition, sharing, creation, and application of knowledge in a single, or group of, associated organisations. There are various kinds of KM models developed in business innovation. However, the significance of KM becomes apparent in the ever more complicated and competitive environment. Although these business models comprise a range of conflicting or ambiguous definitions and conceptualisations, they hold in common the importance of knowledge and, by extension, KM in achieving the strategic and operational goals of the redefined business model. Using a qualitative study, this study investigates the impact of leader roles on the practice of cross-border KM and boundaryless business model development. A series of in-depth interviews were conducted with managers, senior engineers, and junior engineers working in four internationalising construction companies in Thailand (n = 33). A directed qualitative content analysis was used. The study identified a several leadership roles that contributed to KM across borders, including vocal support for KM, policy formation, sharing and facilitating knowledge sharing, communicating about KM requirements, and the direction and monitoring of KM activities. However, the managers in this study have not effectively fulfilled most of these roles.
Mobile devices as learning tools enrich mobile computer supported collaborative learning (mCSCL). Engaging in metacognitive interaction promotes students’ regulatory learning and this can provide a positive influence to learning outcomes. However, despite insightful empirical studies, there is no research into the actual processes of new knowledge creation in this context. This leads to the question of how mobile learning experiences can support the co-creation of new knowledge. Two classroom action research studies were carried out using a qualitative research approach. The analysis of the mobile messages using conversation analysis indicates that self-regulated learning in mCSCL is non-linear, defying existing theory. The findings also show that learners find ways to self-regulate learning activities in socially stimulated learning environments. Through knowledge sharing, students seek new insights into the learning instead of mere transfer of existing content. The Strategic Co-creation of New Knowledge in mCSCL Model has been developed providing innovative ways to approach mobile learning. The findings also comprise improved descriptive models in cross-boundary learning. This research is significant as emerging elements encourage instructors to rethink and design better mobile learning activities to optimize learning. Three recommendations are made and if implemented, will enable learning facilitators to achieve enhanced learning outcomes, engage learners better and improve learning experiences.
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