Trust me, I'm an expert: identity construction and knowledge sharing

Crane, Lesley

doi:10.1108/13673271211238760

Cited by 28 publications

(25 citation statements)

References 33 publications

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“…As school leaders, they possess information and expertise that the Governor should listen to in the process of choosing a new education commissioner for the state. This positions the superintendent as the holder of privileged knowledge (Crane, 2012), and thereby reinforces his or her insider status. It may be presumed that the governor addressed other topics in the meeting as well, but the only topic explicitly tweeted about was the fact that the governor had approached them for input.…”

Section: Gov Raimondo Meeting With Ri Superintendents Asking For Inpmentioning

confidence: 99%

“…The samples provided below are a small subset, but display common discursive practices constructed in this way. Crane (2012) used discourse analysis as a means to examine how individuals utilized the construction of group membership to convey expertise. Building trust and respect by leveraging relationships and group participation is nothing new.…”

Section: Representations Of Engagementmentioning

confidence: 99%

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The discursive construction of superintendent statesmanship on Twitter

Hurst

2017

EPAA

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Abstract:The modern school superintendent fulfills a unique role in the U.S. public education system. He or she is structurally empowered as the de facto head of the local educational system, thereby granted with a certain amount of trust and authority regarding educational issues. At the same time, the superintendent is, in most cases, an employee of a politically appointed school board. While norms have traditionally encouraged superintendents to use caution with respect to political discourse (Boyd, 1974), social media has created a new platform upon which they can reach a broad range of stakeholders regarding many issues, including politics. This study seeks to better understand the emerging practice of political discourse by superintendents on Twitter. Employing discursive psychology principles (Potter & Wetherell, 1992), I will analyze the political tweets of superintendents and position current practices in relation to established role conceptualizations of the position. Findings include that superintendents utilize Twitter as a tool to establish their positions as political insiders and as advocates for students. Education Policy Analysis Archives Vol. 25 No. 29 SPECIAL ISSUE 2Keywords: superintendency; politics; Twitter; social media; discursive psychology La construcción discursiva de la política del superintendente en Twitter Resumen: El director de la escuela moderna desempeña un papel único en el sistema de educación pública de Estados Unidos. Él o ella está facultado estructuralmente como jefe de hecho, el sistema de educación local, así concedida con una cierta cantidad de confianza y autoridad en temas educativos. Al mismo tiempo, el superintendente suele ser un empleado de una junta escolar de designación política. Aunque las normas que tradicionalmente han animado a los superintendentes tener precaución con respecto a la expresión política (Boyd, 1974), las redes sociales han creado una nueva plataforma en la que pueden lograr una amplia gama de partes interesadas sobre muchos temas, incluyendo la política. Este estudio busca entender mejor la práctica que emerge del discurso político de los supervisores en Twitter. El empleo de principios de la psicología discursiva (Potter y Wetherell, 1992) analizan los tweets políticos de superintendentes y posicionarei prácticas actuales con respecto a la conceptualización de los roles establecidos de la posición. Los resultados incluyen los superintendentes utilizan Twitter como una herramienta para establecer sus posiciones como actores políticos y promotores de los estudiantes. Palabras-clave: Superintendencia; política; Twitter; las redes sociales; psicología discursiva A construção discursiva do superintendente política no Twitter Resumo: O superintendente escolar moderno cumpre um papel único no sistema de educação pública dos EUA. Ele ou ela é estruturalmente habilitada como chefe de fato do sistema educacional local, concedido assim com uma certa quantidade de confiança e autoridade em relação a questões educacionais. Ao mesmo tempo, o superintende...

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Section: Gov Raimondo Meeting With Ri Superintendents Asking For Inpmentioning

confidence: 99%

Section: Representations Of Engagementmentioning

confidence: 99%

The discursive construction of superintendent statesmanship on Twitter

Hurst

2017

EPAA

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“…If it remains tacit, we can only get it from the tacit-knowledge holder. Therefore, the tacit knowledge may be encoded indirectly in terms of problem description, the holder's expertise or experiences related to this problem, and the holder's contact information [27]. If the tacit knowledge has been transferred to another person, then the recipient's tacit knowledge is encoded in the same way as that held by the originating tacit-knowledge holder.…”

Section: Classification and Presentation Of Knowledgementioning

confidence: 99%

The Framework for KM Implementation in Product and Service Oriented SMEs: Evidence from Field Studies in Taiwan

Lin

2015

Sustainability

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Knowledge management (KM) is a core competency that determines the success of small and medium-sized enterprises (SMEs) in this knowledge-based economy. Instead of competing on the basis of physical and financial capital, the success of SMEs is influenced by the knowledge, experience and skills of the owners and its employees. Unfortunately, many SMEs are still struggling with KM implementation due to lacking a comprehensive KM framework. This study aims to identify enablers for KM success and build up a framework for KM implementation in service and product oriented SMEs. By using multiple research methods, this study collects data from SMEs in Taiwan to prove our suggested enablers and reference KM framework. The suggested framework can provide useful assistance and guidance for holistic KM solutions. The K-object concept, which adopted the XML standard, may become a significant managerial and technical element in the KM practice. The enhanced KM framework mandates every employee's participation in knowledge activities, not just some elite knowledge workers. The findings provide useful implications for researchers and practitioners by providing useful templates for implementing KM initiatives in different industries and more comprehensive framework for KM implementation in different types of SMEs.

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“…Crane (2012) noted that identity is dynamic and deeply interwoven into social context. According to Chiu, Hsu and Wang (2006), social identity can be looked at individually or from a group perspective.…”

Section: Social Identitymentioning

confidence: 99%

Factors affecting direct and indirect benefit exchange in the social media–based learning experience

Mkhize

Nxumalo

2017

S. Afr. j. inf. manag.

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Background: Social media platforms are thriving on the co-creation of content, usually socially orientated content about the social interests of participants. There is also a growing trend of social media application in the human resources and marketing for business purposes. This study investigates factors that have an impact on the sharing of knowledge on social media platforms, particularly students at an Open Distance Learning (ODL) institution.Objective: This study evaluates the difference between direct and indirect benefit exchange expected by students when sharing knowledge.Method: Random and theoretical sampling were used to select the sample in this study from the population. A literature-informed questionnaire was used as an instrument to collect data from a selected sample of 315 students from the School of Computing at the University of South Africa.Results: A test of association was conducted to evaluate correlations, which revealed that only reputation and social language correlate with direct and indirect benefit exchange. Results indicate that there is a significant mean difference between direct and indirect benefit exchange and that issues concerning social identity and trust should be taken into account when developing social media instructional design.Conclusion: In this study, a survey was used to test the hypothesis. The authors concluded that instructional designer can design teaching and learning experience in the social media platform by catering for both direct and indirect benefit knowledge exchange. The results of the study further confirmed that some students share knowledge with the expectation of direct exchange benefit and, meanwhile, expect indirect exchange benefit.

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Trust me, I'm an expert: identity construction and knowledge sharing

Cited by 28 publications

References 33 publications

The discursive construction of superintendent statesmanship on Twitter

The discursive construction of superintendent statesmanship on Twitter

The Framework for KM Implementation in Product and Service Oriented SMEs: Evidence from Field Studies in Taiwan

Factors affecting direct and indirect benefit exchange in the social media–based learning experience

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