Knowledge Sharing is Knowledge Creation: An Intervention Study of Metaphors for Knowledge

Greve, Linda

doi:10.7146/jookc.v2i1.22354

Cited by 5 publications

(4 citation statements)

References 16 publications

(19 reference statements)

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“…Thus, various methodologies have been applied by scholars (e.g. Greve 2015, Greve 2016). An attempt to develop a theoretical and methodological framework to study knowledge communication has been made by Kastberg (2016), who calls for a flexible and situational methodology rather than a fixed one.…”

Section: Journal Of Organizational Knowledge Communication 4 (1) 2018mentioning

confidence: 99%

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Communicating Humanistic Knowledge - Knowing the Knowing?

Christensen

2018

Jour Of Org Know Com

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In both knowledge communication and practice theory, knowledge theorizing has received increased attention. However, the concept of knowledge needs further exploration. It has been claimed that knowledge in organizational practice is socially and processually created among organization members in communities of practice (CoPs) as a place for knowledge creation and knowledge communication. Following this outline, the study seeks to link the knowledge concepts from organizational knowledge communication and practice theory. As empirical contributions for expansion of this knowledge theorizing have been called for, the current paper conducts a case study to scrutinize if and how organization members with different educational backgrounds communicate knowledge in CoPs. The case is an IT software company employing a humanistic academic and mainly IT professionals. The case organization has real-world relevance, since humanistic graduates currently suffer from high unemployment rates. The study finds that no attempts are made to communicate knowledge from the humanistic education. Rather, the humanistic academic is socialized into a practice through a commitment to learn the existing practice of the HR department, which further seems to be a practice placed in a lower hierarchy than the practice of the IT professionals. Interestingly though, knowledge from the humanistic education is called for by the IT professionals. These findings pave the way to inform both knowledge theorizing and the real-world problem by discussing how organization members engage in fundamentally new knowledge communication and scaffold new knowing. Thus, the study discusses implications related to how organization members come to know their own knowing and the knowings of others.

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Section: Journal Of Organizational Knowledge Communication 4 (1) 2018mentioning

confidence: 99%

“…However, only few attempts (e.g. Greve 2015, Greve 2016 have been made to apply the organizational knowledge communication perspective to real-world or organizational problems. Thus, more real-world studies are needed to inform the theory.…”

Section: Introductionmentioning

confidence: 99%

Communicating Humanistic Knowledge - Knowing the Knowing?

Christensen

2018

Jour Of Org Know Com

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“…All concepts are abstractions and further the last one is letting the groups share the concept of knowledge. The approach is also used in an already published action research study in a different setting (Greve, 2015). After the three building tasks the bricks were put away and a semi structured conversation continued between participants on the topic of knowledge.…”

Section: Multimodal Methodologymentioning

confidence: 99%

“…The conversations took place as semi-structured conversations preceded by a building task inspired by an in lab-experiment conducted by Bjørndahl et al (2014), (see also Greve, 2015Greve, , 2016b. The structure of the experiment was as follows: Participants were asked to build three different abstract concepts in toy bricks (LEGO Serious Play).…”

Section: Multimodal Methodologymentioning

confidence: 99%

Distributed, Negotiable and Hyper-Individual Towards a Definition of Shareable Knowledge

Greve

2017

Jour Of Org Know Com

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This article presents a definition of sharable knowledge. The study presented in this article shows that knowledge is best shared in the format of high degree of interaction and high degree of use of shared modes.When groups wish to share or co-create knowledge, they often end up exchanging information or experiences instead. This article puts forward the claim, that knowledge cannot be shared like a cake or another physical resource, as it is by definition bound to personal experience. Thus when sharing knowledge, groups are either exchanging knowledge mono-modally, often through language, or they co-create something that either of the group members could have come up with themselves. The latter form of knowledge sharing might actually be knowledge co-creation rather than sharing, but is nevertheless what is sought for in knowledge sharing processes.The article outlines six cases of which three were successful in sharing and co-creating knowledge and three were not. One of the successful cases is submitted to microanalysis and on that basis some fundamental claims are made about multimodal knowledge sharing and -co-creation.The overall conclusion is, that multiple modes are not enough for multimodal knowledge sharing to take place. Rather groups wanting to share knowledge must interact as well as make shared use of the available modes. This in turn has consequences for the definition of knowledge as well as for sharing-practices.

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