Managing codified content for reuse in knowledge work

Bosua, Rachelle; Venkitachalam, Krishna

doi:10.1002/kpm.1664

Cited by 2 publications

(1 citation statement)

References 40 publications

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“…Hence, there is a need to codify knowledge in applications that can offer some behavioural contexts and human cognitive dimensions. e codified knowledge is materialised when knowledge is converged into a common concept and usage, making it easily transferred to others [8].…”

Section: Introductionmentioning

confidence: 99%

Knowledge Management and Technology Management: The Use of YouTube among Preschool Teachers

Ali

Bakar

Tilwani

et al. 2022

Education Research International

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Knowledge management is the term used to describe approaches that knowledge workers employ in fulfilling their assigned tasks. The use of technology eases the process of completing their work because it provides systematic methods of managing the process of applying knowledge. Therefore, the current study seeks to find answers on the use of YouTube regarding the type of content selected by the teachers when using the platform and the kind of activities that require them to use the channel for teaching and learning purposes. The study uses qualitative data inquiries to collect responses from 23 preschool teachers. Four themes are formulated as findings in the current study. They are “YouTube consolidates teaching and learning,” “use of YouTube for educational songs,” “use of YouTube to improvise teacher-made songs,” and “nonusage of YouTube.” It concludes that knowledge is transferred explicitly when preschool teachers use the platform as a resource for teaching and learning. The technology, that is, YouTube, has somewhat assisted them in teaching the preschoolers in their early literacy development by watching entertaining yet educational materials. The study implied that YouTube could be an educational resource that teachers can use in teaching young learners. Also, it suggested that it could be a source of information that teachers may use to find relevant materials for their classes.

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Section: Introductionmentioning

confidence: 99%

Knowledge Management and Technology Management: The Use of YouTube among Preschool Teachers

Ali

Bakar

Tilwani

et al. 2022

Education Research International

View full text Add to dashboard Cite

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Beating around the bush over knowledge sabotage: the fatal flaw in increasing digital innovation ecosystem performance through innovation capability under technological turbulence

Arias-Pérez,

Santos,

Velez-Ocampo

et al. 2024

JSMA

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PurposeThe objective of this article is to analyze the mediating role of innovation capability—both radical and incremental—between technological turbulence and digital innovation ecosystem performance, considering the impact of cross-organizational knowledge sabotage. Despite the enthusiasm surrounding digitization, the high failure rate (80%) of digital transformation projects has received limited attention. This alarming statistic indicates a potential rise in opportunistic behaviors within organizations. We hypothesize that employees seeking to reduce the risk of being displaced by digital technologies, may not only hide knowledge, as previously observed, but also engage in knowledge sabotage by disseminating inaccurate information during the co-creation of digital innovations within the digital innovation ecosystem.Design/methodology/approachThe study employed structural equation modeling to examine moderated mediation using survey data collected from 148 firms, mainly from sectors of high to medium levels of digital intensity.FindingsThe most significant finding indicates that cross-organizational knowledge sabotage considerably reduces the only mediating effect, namely that of incremental innovation capability.Originality/valueOur study presents a novel perspective by investigating the phenomenon of cross-organizational knowledge sabotage. Unlike prior research, which primarily identified the existence of knowledge hiding, our findings suggest that employees are not only willing to withhold information but also to disseminate inaccurate information to external partners. Consequently, our research extends the boundaries of the existing knowledge field by demonstrating that cross-organizational knowledge sabotage has repercussions that extend beyond intra-organizational impacts, as previously recognized. It also adversely affects the outcomes of collaborative work within the digital innovation ecosystem.

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Managing codified content for reuse in knowledge work

Cited by 2 publications

References 40 publications

Knowledge Management and Technology Management: The Use of YouTube among Preschool Teachers

Knowledge Management and Technology Management: The Use of YouTube among Preschool Teachers

Beating around the bush over knowledge sabotage: the fatal flaw in increasing digital innovation ecosystem performance through innovation capability under technological turbulence

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