Systems architecture, procedural knowledge and learning by using: implications on systems integration capabilities

Abstract

The objective of this article is to assess the implications of systems architecture on the establishment of organizational learning cycles, and its influence on possible forms of process integration. Dynamics of innovation of complex systems do not follow the pattern of mass-production industries. In complex systems industries there is no dominant design and each new product generation remains in a fluid phase. This article focuses on analysis of the dynamic phenomena that occur when a system performs its functions within the operational environment. By considering successive generations of the China-Brazil Earth Resources Satellite (CBERS) platform as a case study a stylized cognitive model is presented. It is argued that learning by using is practice-oriented epistemology to the extent that it requires the reflective confrontation of a previous stock of knowledge with that derived from praxis, which is concrete, dynamic and relational. Knowledge generation derived from learning by usingtacit and explicitcrystallizes a common knowledge base, allowing the refinement of subsystems designs and interfaces through successive generation of products. Systems integration capability building requires a project-based organization in order to merge operating and learning processes in a multifunctional framework.

"Coupled Processes" as Dynamic Capabilities in Systems Integration

“…At all three levels, a firm must be able to define systems architecture properly, divide work through interorganizational innovation networks, and take responsible for final integration (Chagas & Campanario, 2014). Henderson and Clark (1990) Richardson (1972).…”

“…The width of a technological base represents the number of scientific and technological disciplines that are necessary to compete in a specific industrial segment. CoPS industries are characterized by an extremely wide technological base; namely, by a large number of scientific and technological disciplines that evolve and, at a given moment, are integrated to define a system that can meet the needs of its stakeholders (Brusoni et al, 2001;Chagas & Campanario, 2014;Prencipe et al, 2003;Rechtin, 2000;Rechtin & Maier, 2010).…”

“…Absorptive capacity (Cohen & Levinthal, 1989 involves the sensing and seizing of technologies (Teece, 2009 Because the selected case studies were analyzed very carefully for a long time, and from distinct perspectives (Chagas & Cabral, 2010;Chagas, Cabral, & Campanario, 2011;Chagas & Campanario, 2014), an interesting opportunity was presented to promote engaged scholarship. Ven and Johnson (2006) defined engaged scholarship as collaborative research in which academics and practitioners bring together different perspectives and competencies about a complex problem that is subject to uncertain conditions.…”