This study explores the premise that knowledge in new product development proves both a barrier to and a source of innovation. To understand the problematic nature of knowledge and the boundaries that result, an ethnographic study was used to understand how knowledge is structured differently across the four primary functions that are dependent on each other in the creation and production of a high-volume product. A pragmatic view of “knowledge in practice ” is developed, describing knowledge as localized, embedded, and invested within a function and how, when working across functions, consequences often arise that generate problematic knowledge boundaries. The use of a boundary object is then described as a means of representing, learning about, and transforming knowledge to resolve the consequences that exist at a given boundary. Finally, this pragmatic view of knowledge and boundaries is proposed as a framework to revisit the differentiation and integration of knowledge.

As the basis of value creation increasingly depends on the leverage of the intangible assets of firms, Knowledge Management Systems (KMS) are emerging as powerful sources of competitive advantage. However, the general recognition of the importance of such systems seems to be accompanied by a technology-induced drive to implement systems with inadequate consideration of the fundamental knowledge problems that the KMS are likely to solve. This paper contributes to the stream of research on Knowledge Management Systems by proposing an inductively developed framework for this important class of information systems, classifying KMS based on the locus of the knowledge and the a-priori structuring of contents. This framework provides a means to explore issues related to KMS and unifying dimensions underlying different types of KMS. The contingencies that we discuss: the size and diversity of networks, the maintenance of knowledge flows and the long term effects of the use of KMS provide a window into work in a number of reference disciplines that would enrich the utility of KMS and also open up fruitful areas for future research.

Modern enterprises are replete with numerous online processes. Many must be performed frequently and are tedious, while others are done less frequently yet are complex or hard to remember. We present interviews with knowledge workers that reveal a need for mechanisms to automate the execution of and to share knowledge about these processes. In response, we have developed the CoScripter system (formerly Koala [ 11]), a collaborative scripting environment for recording, automating, and sharing web-based processes. We have deployed CoScripter within a large corporation for more than 10 months. Through usage log analysis and interviews with users, we show that CoScripter has addressed many user automation and sharing needs, to the extent that more than 50 employees have voluntarily incorporated it into their work practice. We also present ways people have used CoScripter and general issues for tools that support automation and sharing of how-to knowledge.

The knowledge-based theory of the firm suggests that knowlege is the organizational asset that enables sustainable competitive advantage in hypercompetitive environments. The emphasis on knowledge in today’s organizations is based on the assumption that barriers to the transfer and replication of knowledge endow it with strategic importance. Many organizations are developing information systems designed specifically to facilitate the sharing and integration of knowledge. Such systems are referred to as Knowledge Management Systems (KMS). Because KMS are just beginning to appear in organizations, there exists little research and field data to guide the development and implementation of these systems or to guide expectations of the potential benefits of such systems. The current study provides an analysis of current practices and outcomes of KMS and the nature of KMS as they are evolving in fifty organizations. The findings suggest that interest in KMS across a variety of industries is very high, the technological foundations are varied, and the major concerns revolve around achieving the correct amount and type of accurate knowledge and garnering support for contributing to the KMS. Implications for practice and suggestions for future research are drawn from the study findings.

Recent research suggests that people obtain useful knowledge from others with whom they work closely and frequently (i.e., strong ties). Yet there has been limited empirical work examining why this is so. Moreover, other research suggests that weak ties provide useful knowledge. To help integrate these multiple findings, we propose and test a model of two-party (dyadic) knowledge exchange, with strong support in each of the three companies surveyed. First, the link between strong ties and receipt of useful knowledge (as reported by the knowledge seeker) was mediated by competence- and benevolence-based trust. Second, once we controlled for these two trust dimensions, the structural benefit of weak ties became visible. This latter finding is consistent with prior research suggesting that weak ties provide access to non-redundant information. Third, we found that competence-based trust was especially important for the receipt of tacit knowledge. We discuss implications for theory and practice. 2

This paper reports an interpretive study of three cross-functional teams in a single company. The teams were virtual because each was composed of workers located in a small southern U.S. town and a cosmopolitan northern U.S. city. The conceptual framework of situated learning within communities of practice guided the interpretation of transcripts of interviews with 22 managers and team members. The results suggest that virtual teamwork creates special demands, which require workers to devise local practices for coordinating their work with remote team members. Through different combinations of remote and face-to-face communication, using a variety of communication media, the learning of work practices becomes situated in the virtual community rather than imposed by managers or specially designed coordinating technologies. 3

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. The ways in which we approach systems development practice and research play a major role in shaping professional development within our field. This paper investigates a particular approach, Reflective Systems Development, which has been developed over the past twenty years by a small group of mainly Danish researchers in collaboration with practitioners and students. In this approach, researchers focus on how computer-based information systems are developed in practice; they emphasize the important role played by the local organizational environment; and they combine interpretive understandings of practice with normative propositions to support professional development. The purpose of the paper is to present and evaluate the underlying assumptions and practices of Reflective Systems Development focusing on the following questions: How should we understand, support, and improve practice ? How should we organize and conduct research? How should we relate practice and...

A Review and Assessment of Research This paper reviews and assesses the emerging research literature on information technology and organizational learning. After discussing issues of meaning and measurement, we identify and assess two main streams of research: studies that apply organizational learning concepts to the process of implementing and using information technology in organizations; and studies concerned with the design of information technology applications to support organizational learning. From the former stream of research, we conclude that experience plays an important, yet indeterminate role in implementation success; learning is accomplished through both formal training and participation in practice; organizational knowledge barriers may be overcome by learning from other organizations; and that learning new technologies is a dynamic process characterized by relatively narrow windows of opportunity. From the latter stream, we conclude that conceptual designs for organizational memory information systems are a valuable contribution to artifact development; learning is enhanced through systems that support communication and discourse; and that information technologies have the potential to both enable and disable organizational learning. Currently, these two streams flow independently of each other, despite their close conceptual and practical links. We advise that future research on information technology and organizational learning proceeds in a more integrated fashion, recognizes the situated nature of organizational learning, focuses on distributed organizational memory, demonstrates the effectiveness of artifacts in practice, and looks for relevant research findings in related fields. 2

Based on a study of knowledge transfer within more than 15 industries, across three forms of governance, and between both domestic and international R&D partners, knowledge transfer success was found to be associated with several key variables, and to hinge upon (a) both R&D units’ understanding where the desired knowledge resides within the source, (b) the extent to which the parties share similar knowledge bases, and the extent of interactions between the source and the recipient to (c) transfer the knowledge and (d) participate in an articulation process through which the source’s knowledge is made accessible to the recipient.