Communities, boundary practices and incentives for knowledge sharing?

Ramsten, Anna-Carin; Säljö, Roger

doi:10.1016/j.lcsi.2012.04.001

Cited by 20 publications

(2 citation statements)

References 14 publications

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“…For these activities to be successful, practitioners should support employees in their specific units of activities. In other words, various types of digitized systems and facilitating triggers should be identified to help members change naturally in their work (Anna-Carin and Roger, 2012).…”

Section: Practical Implicationsmentioning

confidence: 99%

The roles of learning orientation: structural determinants for improving knowledge sharing with committed and satisfied employees

Yoo

Koo

et al. 2020

ICT

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Purpose The purpose of this paper is to examine the relationships between several perceptional and behavioral determinants of employees’ knowledge sharing. Based on the conceptual model of the current research, individuals’ learning orientation was theorized as playing a mediating role in the influences of employees’ satisfaction and organizational commitment on knowledge sharing in the Korean retail service industry. Design/methodology/approach To analyze variable relationships, a total of 868 cases, collected from the Korean retail service industry, were used. Structural equation modeling was used for analyzing structural influential relationships among the variables. Findings One of the most important findings is that learning orientation is the key factor influencing knowledge sharing. More specifically, the analysis demonstrated that job satisfaction and organizational commitment have a significant influence on knowledge sharing only through learning orientation in terms of its mediating effect. In other words, learning orientation is a facilitator enhancing knowledge sharing through motivation and intention. The findings of this study have theoretical implications. In addition, an individual’s job satisfaction and organizational commitment could lead to a more active learning orientation and eventually could enhance knowledge-sharing activities. Practical implications The findings show that learning orientation is the key factor influencing knowledge sharing. In other words, learning orientation is a facilitator enhancing knowledge sharing through motivation and intention. These findings provide practical implications for practitioners who attempt to promote knowledge sharing among employees. Originality/value Most studies have considered the variables of job satisfaction and employee commitment as outcome variables. However, in the research, this paper founds that satisfied and committed employees could be the most critical influencers for organization performance and knowledge improvement.

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Section: Practical Implicationsmentioning

confidence: 99%

The roles of learning orientation: structural determinants for improving knowledge sharing with committed and satisfied employees

Yoo

Koo

et al. 2020

ICT

View full text Add to dashboard Cite

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“…Moreover, in these reforms, school learning is no longer seen as merely repeating what is already known but involves transformations in which something new and formerly unknown is created (e.g., Säljö 2012). Here, learning is understood not as something that takes place exclusively in the restricted spaces of formal education (Hughes, Jewson, and Unwin 2007;Ramsten and Säljö 2012); instead learning is situated within a matrix of contexts including formal and informal, local and global, embodied and virtual, as well as distributed and integrated.…”

Section: What Might 21st-century Pedagogy and Learning Look Like?mentioning

confidence: 99%

What Is Connected Learning and How to Research It?

Kumpulainen¹,

Sefton‐Green²

2012

International Journal of Learning and Media

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Efforts to understand the dynamic processes of learning situated across space and time, beyond the here and now, are presently challenging traditional definitions of learning and education. How can we conceptualize learning in a way that is able to respond to and explain the increasing complexity, connectivity, and velocity of our times? We elaborate on the notion of "connected learning" as a conceptual heuristic that has recently received recognition as a potential lens and a model through which to research and promote learning as a holistic experience that stretches beyond formal and informal communities. We reflect on the methodological challenges of describing, defining, and analyzing connected learning across young peoples' everyday "learning lives" from the sociocultural and dialogic perspectives. We discuss such key notions for connected learning as understanding, tracking, and tracing learners; chronotopes; boundary crossing; intertextuality; and learning lives.

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