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"Leidner, D. E. (Dorothy E.)"
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Review: Knowledge Management and Knowledge Management Systems: Conceptual Foundations and Research Issues
Knowledge is a broad and abstract notion that has defined epistemological debate in western philosophy since the classical Greek era. In the past few years, however, there has been a growing interest in treating knowledge as a significant organizational resource. Consistent with the interest in organizational knowledge and knowledge management (KM), IS researchers have begun promoting a class of information systems, referred to as knowledge management systems (KMS). The objective of KMS is to support creation, transfer, and application of knowledge in organizations. Knowledge and knowledge management are complex and multi-faceted concepts. Thus, effective development and implementation of KMS requires a foundation in several rich literatures. To be credible, KMS research and development should preserve and build upon the significant literature that exists in different but rzelated fields. This paper provides a review and interpretation of knowledge management literatures in different fields with an eye toward identifying the important areas for research. We present a detailed process view of organizational knowledge management with a focus on the potential role of information technology in this process. Drawing upon the literature review and analysis of knowledge management processes, we discuss several important research issues surrounding the knowledge management processes and the role of IT in support of these processes.
Journal Article
An Empirical Examination of the Influence of Organizational Culture on Knowledge Management Practices
Knowledge management to facilitate the creation, storage, transfer, and application of knowledge in organizations has received wide attention in practice and research in the past several years. Often cited as a significant challenge in knowledge management practices is the issue of organizational culture. Although many studies raise the issue of organizational culture's influence on knowledge management success, few investigate the way in which this influence manifests itself. This paper aims to explore how organizational culture influences knowledge management practices. Using a case study method, we examine the cultural values and knowledge management approaches within a large global information services company and one of its knowledge communities. The findings highlight the influence of culture on the use of knowledge management technologies and the outcomes of such use.
Journal Article
Communication and Trust in Global Virtual Teams
This paper explores the challenges of creating and maintaining trust in a global virtual team whose members transcend time, space, and culture. The challenges are highlighted by integrating recent literature on work teams, computer-mediated communication groups, cross-cultural communication, and interpersonal and organizational trust. To explore these challenges empirically, we report on a series of descriptive case studies on global virtual teams whose members were separated by location and culture, were challenged by a common collaborative project, and for whom the only economically and practically viable communication medium was asynchronous and synchronous computer-mediated communication. The results suggest that global virtual teams may experience a form of \"swift\" trust, but such trust appears to be very fragile and temporal. The study raises a number of issues to be explored and debated by future research. Pragmatically, the study describes communication behaviors that might facilitate trust in global virtual teams.
Journal Article
Studying Knowledge Management in Information Systems Research: Discourses and Theoretical Assumptions
In information systems, most research on knowledge management assumes that knowledge has positive implications for organizations. However, knowledge is a double-edged sword: while too little might result in expensive mistakes, too much might result in unwanted accountability. The purpose of this paper is to highlight the lack of attention paid to the unintended consequences of managing organizational knowledge and thereby to broaden the scope of IS-based knowledge management research. To this end, this paper analyzes the IS literature on knowledge management. Using a framework developed by Deetz (1996), research articles published between 1990 and 2000 in six IS journals are classified into one of four scientific discourses. These discourses are the normative, the interpretive, the critical, and the dialogic. For each of these discourses, we identify the research focus, the metaphors of knowledge, the theoretical foundations, and the implications apparent in the articles representing it. The metaphors of knowledge that emerge from this analysis are knowledge as object, asset, mind, commodity, and discipline. Furthermore, we present a paper that is exemplary of each discourse. Our objective with this analysis is to raise IS researchers'awareness of the potential and the implications of the different discourses in the study of knowledge and knowledge management.
Journal Article
A Thought-Gear Model of Theorizing from Literature
The aim of this editorial is to provide a worm’s-eye view of the theorizing process, by which we mean a detailed explanation of the activities and phases involved in theory development based on literature. We develop and explain by example a model of theorizing for developing new theories. The model comprises theory genesis, four thought-gears—namely Informing Thoughts, Generating Thoughts, Materializing Thoughts, and Building Theory Elements from Thoughts—culminating in theory composition. While the theorizing model was developed based on our experience creating grand theory, we believe it can be applied to the development of other forms of theory.
Journal Article
Leadership Effectiveness in Global Virtual Teams
The trend toward physically dispersed work groups has necessitated a fresh inquiry into the role and nature of team leadership in virtual settings. To accomplish this, we assembled thirteen culturally diverse global teams from locations in Europe, Mexico, and the United States, assigning each team a project leader and task to complete. The findings suggest that effective team leaders demonstrate the capability to deal with paradox and contradiction by performing multiple leadership roles simultaneously (behavioral complexity). Specifically, we discovered that highly effective virtual team leaders act in a mentoring role and exhibit a high degree of understanding (empathy) toward other team members. At the same time, effective leaders are also able to assert their authority without being perceived as overbearing or inflexible. Finally, effective leaders are found to be extremely effective at providing regular, detailed, and prompt communication with their peers and in articulating role relationships (responsibilities) among the virtual team members. This study provides useful insights for managers interested in developing global virtual teams, as well as for academics interested in pursuing virtual team research.
Journal Article
Research Commentary: Technology-Mediated Learning--A Call for Greater Depth and Breadth of Research
Universities and corporate training facilities have been investing in information technologies to improve education and training at an increasing rate during the past decade. Many new companies are emerging to provide tools and services to enable the effective design of IT-based learning solutions. Although research on technology-mediated learning has increased in recent years, it still lags behind developments in practice. This essay suggests potential research avenues in the area of technology-mediated learning. It seeks to motivate greater depth of research into the question of how technology enhances learning. This question requires an explicit consideration of relationships among technology capabilities, instructional strategy, psychological processes, and contextual factors involved in learning. The essay also recommends attention to a greater breadth of research questions, including issues of how technology-mediated learning affects program design and what structures and processes universities can employ to facilitate innovation.
Journal Article
Giving Voice to the Voiceless: The Use of Digital Technologies by Marginalized Groups
This paper reports on a workshop hosted at the University of Massachusetts Amherst in September, 2018. The workshop, called “Giving Voice to the Voiceless: The Use of Digital Technologies by Marginalized Groups”, focused on discussing how marginalized groups use digital technologies to raise their voices. At the workshop, a diverse group of scholars and doctoral students presented research projects and perspectives on the role that digital technologies have in activist projects that represent marginalized groups that have gained momentum in the last few years. The studies and viewpoints presented shed light on four areas in which IS research can expand our understanding about how marginalized groups use digital technologies to address societal challenges: 1) the rise of cyberactivism, 2) resource mobilization for cyberactivism, 3) cyberactivism by and with marginalized groups, and 4) research methods for examining how marginalized groups use digital technologies.
Journal Article