Integrating communities of practice in technology development projects

Garrety, Karin; Robertson, Paul L.; Badham, Richard

doi:10.1016/j.ijproman.2003.08.003

Cited by 62 publications

(36 citation statements)

References 17 publications

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“…They helped establish converging institutional logics among participants of relatively equal status, aligning their interests and setting objectives and priorities that were meaningful to them (Garrety, Robertson and Badham 2004;Bjerregaard 2010), through a process of institutional thickening (Veluzzi 2010 In the light of the above, the following two propositions are put forward:…”

Section: Brokering As Building a Coalition Community Of Practicementioning

confidence: 99%

Intermediation for technology diffusion and user innovation in a developing rural economy: a social learning perspective

Theodorakopoulos

Bennett

Preciado

2014

Entrepreneurship & Regional Development

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Technology intermediaries are seen as potent vehicles for addressing perennial problems in transferring technology from university to industry in developed and developing countries.This paper examines what constitutes effective user-end intermediation in a low technology, developing economy context, which is an under-researched topic. The social learning in technological innovation (SLTI) framework is extended using situated learning theory in a longitudinal instrumental case study of an exemplar technology intermediation programme.The paper documents the role that academic-related research and advisory centres can play as intermediaries in brokering, facilitating and configuring technology, against the backdrop of a group of small-scale pisciculture businesses in a rural area of Colombia. In doing so, it demonstrates how technology intermediation activities can be optimised in the domestication and innofusion of technology amongst end-users. The design components featured in this instrumental case of intermediation can inform policy making and practice relating to technology transfer from university to rural industry. Future research on this subject should consider the intermediation components put forward, as well as the impact of such 2 interventions, in different countries and industrial sectors. Such research would allow for theoretical replication and help improve technology domestication and innofusion in different contexts, especially in less developed countries.Keywords -university-to-industry intermediation, regional development, technology transfer, innofusion, situated learning, rural industry. IntroductionRegional development policy in Latin America has been geared toward creating national systems framework is extended by using situated learning theory (Lave and Wenger 1989;Brown and Duguid 1991, 1998Wenger 1998Wenger , 2000Swan, Scarbrough and Robertson 2002) to create a potent analytical lens. The focus here is on the mechanism of a certain type of technology intermediation programmes, i.e. run by academic-related/third sector research and advisory centres, within a low technology/traditional industry sector in a developing economy setting.The level of analysis is a successful intervention programme undertaken by a regional thirdsector intermediary, bringing together academic, local government and pisciculture industry stakeholders. This particular programme was designed to address the lack of technology transfer to small pisciculture agribusinesses, which is deemed as an issue of strategic priority in Colombia, given the importance attached to the expansion of key rural industries (Cruz-Casalias, Medina-Robles and Velasco-Santamaria 2011).The paper is organised as follows. The second section delineates the theoretical background, explicating the constituent elements of situated learning theory used to extend

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Section: Brokering As Building a Coalition Community Of Practicementioning

confidence: 99%

Intermediation for technology diffusion and user innovation in a developing rural economy: a social learning perspective

Theodorakopoulos

Bennett

Preciado

2014

Entrepreneurship & Regional Development

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“…Packaged software development ,both in software houses and their implementation in buyers' organizations, usually takes place in a pure project organization; a separate, largely selfcontained entity that is devoted exclusively to achieving the project aims and that will be disbanded when the project is completed or abandoned (Garrety, Robertson and Badham, 2004;Hobday, 2000;Meredith and Mantel, 1995). The management of packaged software projects has received the attention of researchers who traditionally focused on studying the software production project in software houses.…”

Section: Packaged Software Project Managementmentioning

confidence: 99%

Rethinking IS project boundaries in practice: A multiple-projects perspective

Elbanna

2010

The Journal of Strategic Information Systems

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Information Systems research and prescriptive IS project management methodologies are dominated by a perspective on single projects that treats the unit of analysis as a lonely phenomenon with strictly defined boundaries. This study questions this assumption by exploring how the taken for granted project's boundaries are defined in practice. It investigates a case study of an ERP implementation project in an international organization. The findings show the busy multiple-projects platform of contemporary organizations that ERP project cannot be isolated from. They also reveal that project management boundaries are continually crossed and that project's boundaries in practice are malleable and changeable. They are defined through negotiations with other projects and programs where what is inside or outside a project is subject to change according to the outcomes of such negotiations. A flatter view of project organizing could facilitate such an interaction. The implications for IS project management research and practice are discussed.

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“…Wenger (1999) described CoPs as structures that enable peer-to-peer learning among practitioners. Although a stream of research exists on CoPs in project management, this body of work also tended to be descriptive (Kamara et al, 2002;Egbu, 2004;Liebowitz and Megbolugbe, 2003;Snider and Nissen, 2003;Gongla and Rizzuto, 2001;Garrety et al, 2004;Lesser and Storck, 2001;Kransdorff and Williams, 1999). The project management field presented a CoP as a tangible construct at the expense of its quite significant intrinsic value that exists in the workplace learning and social learning contexts.…”

Section: Project Management Literaturementioning

confidence: 99%

Learning from Lessons Learned: Project Management Research Program

Jugdev¹

2012

American Journal of Economics and Business Administration

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Problem statement: When we fail to learn from our own mistakes or those of others, we tend to repeat the mistakes. This study discusses lessons learned as important ways of gathering and sharing both formal and informal project knowledge. Approach: The study presents findings of three studies from a research program on lessons learned. The first study is a content analysis of two sets of conference proceedings. The second study is a case study from the energy sector on lessons learned. The final study is a content analysis of the Project Management Body of Knowledge ® Guide. Results: The conference proceedings study indicated that the topic of lessons learned was under represented within the conference proceedings. This was in keeping with the literature review that the topic of lessons learned is emerging. The energy sector study shed light on the lessons learned process, best practices and challenges. The content analysis of the Project Management Body of Knowledge Guide ® showed that the guide defines lessons learned narrowly, primarily as a set of administrative, documented outputs pertaining mainly to the closeout phase. This was also evident in the guide's commodification of lessons learned (and related terms). Conclusion/Recommendations: This study contributes to the fields of project management, knowledge management and workplace learning. Academics and practitioners use various terms to refer to lessons learned. Negative events often compel companies to add lessons learned practices to their project management processes. In order to conduct effective lessons learned, there has to be management support, the right stakeholders should be involved and knowledge should be shared in both codified and uncodified ways. Lessons learned are processes that involve formal and informal learning. Effective lessons learned can be embedded into a company's practices, especially through informal learning and sharing practices, such as through Communities of Practice and by applying principles from workplace learning, such as situated learning theory.

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Integrating communities of practice in technology development projects

Cited by 62 publications

References 17 publications

Intermediation for technology diffusion and user innovation in a developing rural economy: a social learning perspective

Intermediation for technology diffusion and user innovation in a developing rural economy: a social learning perspective

Rethinking IS project boundaries in practice: A multiple-projects perspective

Learning from Lessons Learned: Project Management Research Program

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