Technology-based vs. face-to-face interaction for knowledge sharing in the project teams

Aljuwaiber, Abobakr

doi:10.1504/ijpom.2019.102943

Cited by 7 publications

(7 citation statements)

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“…Research reveals that the Community of Practice (CoP) serves as a social interaction channel with two-way information exchange among practitioners in the infrastructure industry for knowledge transmission (Osborne et al, 2022). There are many benefits from organizing a community of practice, including CoP prevents the loss of tacit knowledge in cases of employee turnover by facilitating appropriate connections for knowledge transfer and retention (Aljuwaiber, 2019). As an effective informal way to facilitate the sharing of tacit knowledge (Osborne et al, 2022), the existence of a community of practice can also encourage collaboration and interaction between organizational members (Choi, H. J., et.al, 2019).…”

Section: Managerial Implicationsmentioning

confidence: 99%

Knowledge Communication Strategy in Infrastructure Business

Widianingrum

2024

Int. res. j. bus. stud.

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Infrastructure development is a program that is usually a mega-project and involves many stakeholders in its implementation, thus providing great opportunities for knowledge creation. This writing aims to see how the knowledge management process and the use of the formulation of public relations program actions in the knowledge communication strategy that can be adopted. The strategy will help in a systematic effort to make information and knowledge develop, flow and create value in the future. The methodology used in this paper is searching for data and information through books, journals, and articles related to the topic. The result of this paper is an understanding of the concepts and strategies of knowledge communication in knowledge management and its application to the infrastructure industry.

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Section: Managerial Implicationsmentioning

confidence: 99%

Knowledge Communication Strategy in Infrastructure Business

Widianingrum

2024

Int. res. j. bus. stud.

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“…Technology is not a priority for interaction; it only represents a small aspect of knowledge-sharing. Many failures in creating a knowledge-sharing culture in organisations are not due to technology but rather the lack of systematic consideration of human issues (Aljuwaiber, 2019). While the importance of technology cannot be underestimated, the fact is that knowledge-sharing among teachers is a human process that can occur without technology.…”

Section: Theoretical Perspectivementioning

confidence: 99%

Principals' role in teachers' knowledge-sharing beliefs, intention and behaviour in Iranian schools: exploring the impact of knowledge-sharing leadership

Zeinabadi

2022

JEA

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PurposeKnowledge-sharing is a valuable learning activity among teachers that leads to individual and collective professional development and contributes to students' learning outcomes and school effectiveness. However, teachers are generally weak at knowledge-sharing and are often professionally isolated from colleagues. Regardless of the general and context-specific reasons for this weakness, researchers believe that principals' knowledge-sharing leadership (KSL) can influence teachers' knowledge-sharing behaviours (KSB). Nevertheless, little is known about how it can exert its impact. In addition, given the precedence of teachers' beliefs and intentions over their behaviours, the mechanism of this impact has not yet been investigated based on this sequence. This study seeks to investigate and compare this impact in the form of two competing models, including the theory of reasoned action and planned behaviour. Both models consider KSB due to teachers' beliefs and intentions.Design/methodology/approachIn total, 445 teachers completed an online form comprising two scales, including KSL and the knowledge-sharing belief-intention-behaviour. Data were analysed using structural equation modelling (SEM).FindingsThe model hypothesising the impact of KSL on constructs of the theory of reasoned action had a better fit with the data. The direct and indirect relationships analysis showed that KSL directly affects two fundamental beliefs of teachers, including attitudes toward knowledge-sharing (ATKS) and subjective norms (SN). Also, these beliefs directly affected teachers' intentions and, ultimately, their KSB indirectly.Originality/valueThis study contributes to the school leadership literature. Further, it has supported the theory of reasoned action when the teacher's KSB is targeted. Although researchers previously have adopted this theory, they have focused more on containing constructs while neglecting principal-related external variables. Finally, this study provides insights into principals' training programs. While principals may try to be knowledge-sharing leaders through self-practising competencies, they should be purposefully trained.

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“…In the comparison between technology-based and face-to-face interactions carried out in the study by Ansarimoghaddam, Hoon and Yong (2017), the researchers found that faceto-face interactions allow for more rigorous discussion, in which members can provide and receive immediate feedback before reaching a consensus, while the group that used digitally mediated communication channels (in this case wikis) was, in contrast, able to come up with more ideas and displayed superior creativity and organisation in their collaborative learning. Aljuwaiber (2019), in his study on knowledge sharing in project teams, also examines which method of communication (technology-based vs. face-to-face interactions) does a better job in facilitating the creation of effective environments within the business realm. Although his study is limited to knowledge exchange processes inside business organisations, he points to an aspect that should also apply in the context of KTTtechnology-based communication is helpful in the context of limited time and financial resources for personal exchanges, its capacity for knowledge sharing is limited by legal frameworks (data protection compliance).…”

Section: Digitally Mediated Communications In University-industry-relationsmentioning

confidence: 99%

Knowledge and Technology Transfer under Digital Conditions: Transfer Intermediaries in Eastern Germany and the Role of Digital Means, Trust and Face-to-Face Interactions

Noack¹

2022

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Even before the corona pandemic broke out in 2020, the role of digitalisation became more and more apparent within Knowledge and Technology Transfer (KTT) processes. Since the pandemic,intermediary organisations that bridge the distance between academia and the world of business to pave the way for successful university-industry linkages have not primarily been able to build on face-to-face-encounters to create those relations. Based on an ongoing research project, this paper examines how digitally mediated communications potentially enhance or limit knowledge and technology transfer that is primarily based on face-to-face interactions.On the one hand, the use of digitally mediated communications seem to foster the spatial expansion of networks, save travel times and costs and foster a special form of social inclusion. University-industry-relations, on the other hand,still rely on a positive evaluation of face-to-face contacts and geographical proximity for trust to develop between heterogeneous partners. Here, actors with bridging functions like transfer scouts are vital in enabling a regular communicative exchange to create commitment, social cohesion and cooperation in digital contexts. Although the relevance of digitalised transfer processes has been increasing over time, an important set of activities, involving face-to-face contacts and co-location, currently still plays a major role for transfer intermediaries in university-industry-relations.

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Technology-based vs. face-to-face interaction for knowledge sharing in the project teams

Cited by 7 publications

References 0 publications

Knowledge Communication Strategy in Infrastructure Business

Knowledge Communication Strategy in Infrastructure Business

Principals' role in teachers' knowledge-sharing beliefs, intention and behaviour in Iranian schools: exploring the impact of knowledge-sharing leadership

Knowledge and Technology Transfer under Digital Conditions: Transfer Intermediaries in Eastern Germany and the Role of Digital Means, Trust and Face-to-Face Interactions

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