Opening the black box: knowledge creation in data teams

Hubers, Mireille Desirée; Poortman, Cindy Louise; Schildkamp, Kim; Pieters, Julius Marie; Handelzalts, Adam

doi:10.1108/jpcc-07-2015-0003

Cited by 29 publications

(33 citation statements)

References 32 publications

(31 reference statements)

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“…Apparently, collective ownership is critical for the development of PLCs in schools (Englert and Tarrant 1995). The results of this study build further on recently-published research such as Hubers et al (2016), who concluded that knowledge is created in conversations when members engage in both internalisation and socialisation activities. For example, our results show that socialisation has internal and external impact, referring to both activities within PLCs as well as activities between members of PLCs and colleagues in the schools.…”

Section: General Conclusionsupporting

confidence: 62%

Elements affecting the development of professional learning communities in schools

Schaap

Bruijn

2017

Learning Environ Res

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This article focuses on the development of professional learning communities (PLCs), which are communities within schools, composed of voluntary participating teachers facilitated by school principals with a specific task to accomplish as part of a larger innovation project. Four PLCs were observed during 3 years by using questionnaires and participatory research. The questionnaires revealed that PLCs differed in their group characteristics, collective learning processes and outcomes. Through participatory research, we explored seven elements affecting the development of PLCs, namely, task perceptions, group composition, tensions between roles, beliefs about alignment, reflective dialogues, socialisation and ownership. Beliefs about alignment, ownership and socialisation had sufficient impact on the development of the PLCs. A case study including two contrasting PLCs indicated interrelations between task perceptions and ownership by members and between ownership and socialisation activities. Regarding implications, this research suggests to explicitly create and facilitate reflective dialogues and ownership over time for PLCs to flourish.

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Section: General Conclusionsupporting

confidence: 62%

Elements affecting the development of professional learning communities in schools

Schaap

Bruijn

2017

Learning Environ Res

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“…This marks the importance of converting explicit into tacit knowledge which drives business activities and increases knowledge assets in Thai banks. This finding is in line with another research, indicating that the more engagement in socialization and internalization, the deeper knowledge that employees gain in the educational context [42]. In the opposite way, internalization does not affect to organizational performance in social perspective.…”

Section: Results and Conclusionsupporting

confidence: 92%

The Effects of Knowledge Creation Process upon the Organizational Performance: A Study of Thai Banking Industry

Arijitsatien¹,

Ractham²

2017

IJCH

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Abstract-Asknowledge-based economy emerged, knowledge management (KM) turns to be a principle for organizations to maximize to the value of knowledge. Among KM domains, knowledge creation is the most concerned aspect when it comes to innovation, creativity, performance, and learning. Reviewing on academic literature, the application of SECI model, a well-known knowledge creation theory, is hardly seen in Southeast Asian countries especially in banking industry. The objective of this study is to investigate the effects of knowledge creation upon the organizational performance. The research scope is banking industry in Thailand, focusing on commercial banks. The goal of research was achieved by developing statistical testing using multiple regression. Findings indicate that knowledge creating process positively affect to organizational performance. However, based on Holistic scorecard framework, not all modes of SECI process significantly affect to each perspective of organizational performance. Knowledge creation process is also influenced by collective culture and the nature of banking industry which makes each SECI process affects differently to organizational performance.Index Terms-Knowledge creation process, SECI model, knowledge management, organizational performance. I. INTRODUCTIONSince the world economy has moved to the knowledge based and global economy, Knowledge management (KM) becomes the important principle in organizations to maximize the value of knowledge and capture them from knowledge workers. There are two main points why an organization needs KM. First, knowledge is like other resources which require management to support allocation and development. Second, management mechanisms are needed to change knowledge into business outcomes [1]. KM has become the topic in banking industry since 1996 when World Bank initiated KM concept [2]. It is truly important in banking industry because banking operations required the higher complexity of knowledge than in most industries [3]. Even though KM is one of the key success factors in banking business, it seems to have a few interesting of KM within banks in Southeast Asian countries. Therefore, there is still have room for further studies of KM in these countries.Considering among KM domains, "Knowledge Creation" is the most concerned aspect when it comes to innovation, creativity, performance, and learning. The quicker the creation and consolidation of knowledge in business process, the higher capability to innovate of an organization [4]. Knowledge Creation is mainly about knowledge generation and application which leads to the company's new capabilities while innovation is concerned with turning the new capabilities into value products and services [5]. In term of creativity, the larger of knowledge based in organization, the higher level of advanced learning and finally leads to higher organizational creativity [6]. As the view of organizational performance, knowledge creation process has a significant connection with organizational learning which is...

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“…The benefits of teachers collaboratively generating new knowledge about curriculum and teaching in schools or teams are increasingly recognized (Cober, Tan, Slotta, So, & Könings, 2015;Cochran-Smith & Lytle, 1993, 2009Hubers, Poortman, Schildkamp, Pieters, & Handelzalts, 2016;Pareja Roblin, Ormel, McKenney, Voogt, & Pieters, 2014). Effects of teachers' collaborative design on curriculum change have been reported by several scholars (Coburn et al, 2012;Penuel, McWilliams, et al, 2009;Penuel, Sun, Frank, & Gallagher, 2012).…”

Section: Teacher Learning In Curriculum Design Teams: Effectsmentioning

confidence: 99%

Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions

Voogt

Pieters

Handelzalts

2016

Educational Research and Evaluation

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124

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Teacher collaboration in curriculum design teamsVoogt, J.M.; Pieters, J.M.; Handelzalts, A. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Collaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these contribute to professional development and curriculum change. Evidence from 14 PhD studies was collected to study their impact on teacher learning and curriculum change, by analysing effects, mechanisms, and conditions. Results showed that effects of curriculum design teams, in terms of learning outcomes for teachers in areas such as (pedagogical) content knowledge and design knowledge and skills, became manifest in the outcomes of the curriculum design process, and in the appreciation by the stakeholders. We concluded that professional development, through collaborative design in teams, which is specific and linked to the curriculum, influences teachers' knowledge and practice and impacts implementation of curriculum change.

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Opening the black box: knowledge creation in data teams

Cited by 29 publications

References 32 publications

Elements affecting the development of professional learning communities in schools

Elements affecting the development of professional learning communities in schools

The Effects of Knowledge Creation Process upon the Organizational Performance: A Study of Thai Banking Industry

Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions

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