知识链成员之间的相互信任

相互信任对于知识链的成功具有非常重要的作用，培养知识链成员间的相互信任是知识链管理的重要环节。本文在界定信任的基础上，分析知识链成员之间相互信任的含义、行为和类型，阐释知识链成员之间相互信任的作用、提出培育知识链成员之间的相互信任的途径。     

知识溢出、合作稳定性与知识链最优契约设计

知识溢出对知识链组织之间的合作稳定性具有重要影响。在不考虑知识溢出的情形下,知识链的稳定运行与合作伙伴的知识投入的努力程度无关;在考虑知识溢出的情形下,知识链成员的努力程度取决于合作伙伴的努力程度,知识链的运行不稳定。在此基础上,分别设计了两种情形下知识链组织之间合作的最优契约。     

知识链成员间相互信任的建立与演化过程研究

将知识链成员间的相互信任关系划分为尝试性信任、维持性信任和延续性信任,并假设知识链会经历完整的生命周期。在此前提下,3类信任关系动态演进,经历4个阶段。在不同阶段,相互间的信任受到不同因素的影响。分析了知识链成员间相互信任的建立与演化过程,并构建了该过程的框架图。     

开放式创新下组织间知识转移的生态学建模及仿真

开放知识具有多源性、开放性与价值性特点。为提高开放知识导入情景下的组织间知识转移效率,融合知识管理、生态学等理论,将开放式创新下组织间知识转移归结为组织间的知识转移和开放知识与组织之间的知识转移等两种生态关系,基于改进Lotka-Volterra模型分别构建了相应的知识转移生态学模型,进行了定量分析和数值仿真验证。研究表明:知识转移系数、知识溢出系数、最大知识存量等因素对知识转移演化及均衡具有正反馈作用;知识链成员通过外部学习,在多点吸收开放知识,形成“互利共生+多元共栖”的生态关系,并借此实现知识链高效率转移均衡,提高知识资源的社会化配置效率。     

基于非线性相互作用视角的知识链组织间知识创造机理研究

从非线性相互作用的角度分析了知识链组织间知识创造的机理,得到新知识是知识链与外部环境及知识链内部各要素之间非线性相互作用的结果。 ?     

团队成员自发外部搜索的知识整合过程研究

知识整合是将外部知识转换并整合到组织内部,将个别知识系统化并内化至组织成员心智中的过程。鉴于知识员工注重自我管理和工作自主性,针对团队成员自发外部搜索行为,分析外部搜索渠道及驱动因素,并系统归纳与个体知识分享、团队交互记忆系统、知识整合相关的关键因素。依据组织学习动态模型,进一步构建了跨个人、团队和组织层次的知识整合框架,将团队成员自发外部搜索至知识整合的机制与直觉感知、解释说明、归纳整合与制度化4个组织学习动态阶段相对应。该模型框架有助于理解个体知识向团队知识乃至组织知识的涌现过程,为企业知识管理实践提供参考。     

敏捷供应链知识服务主体的知识交互行为研究

在探讨敏捷供应链知识服务主体概念和特征的基础上,从主体间的知识交互行为出发,分析了敏捷供应链内部成员在进行知识交互时存在的问题及其行为特征。这些问题的提出和发现,对于改善敏捷供应链的管理水平,提高敏捷供应链的整体运作效率,有着十分重要的作用。     

组织成员的相互学习对组织知识的影响

基于March的相互学习模型,分两种情况——组织成员的学习速率相同和不同,分析了封闭环境下组织成员的学习速率对组织知识的影响,绘制了学习速率与均衡知识的关系图,并阐述了组织结构对组织知识的作用。结果显示:组织成员的学习速率慢而领导的学习速率快的组织得到的知识最多;成员学习速率不同的混合组织得到的知识比成员学习速率相同的组织要多;二层管理模式的组织比一层管理模式的组织得到的知识要多。     

知识网络中的社会资本及其作用

知识网络的绩效,在一定程度上取决于网络伙伴间社会资本与信任关系的形成。社会资本在知识网络中起着不可忽视的重要作用,其积极作用主要有:促进组织间交互学习;减少交易费用;促进风险分担;形成知识网络的竞争优势,进而增强网络成员的竞争优势;有利于解决知识网络中产生的"囚徒困境"等问题。而其消极作用主要有:易帮派化;易冒进;易产生锁定。     

知识链中组织之间冲突的形成与演变过程

阐释了知识链中组织之间冲突的含义及二重性,探讨了知识链中组织之间冲突形成的原因,分析了知识链中组织之间冲突的演变过程。     

连锁企业组织学习概念界定及构成要素间关系分析

基于文献回顾和企业调研数据,界定了我国连锁企业组织学习的定义,提出连锁企业组织学习的3个构成维度——学习承诺、共同愿景、组织内外部知识共享,构建了3个构成维度的测量量表,并对量表进行了信度和效度检验。构建结构方程模型,探讨并验证了各构成维度之间的关系。结果表明:学习承诺分别正向影响共同愿景和组织内外部知识共享;共同愿景也正向影响组织内外部知识共享,且其影响程度比学习承诺显著。     

供应链流程管理中的知识集成研究

通过在供应链流程中的知识集成,不仅可以实现知识在供应链成员企业间的扩散与转移,而且可以增强供应链整体的知识竞争能力。分析了供应链流程管理中的知识类型,研究了供应链流程管理中的知识集成过程,提出了基于对等联网的知识集成机制。     

Sectoral Patterns of Interactive Learning: An Empirical Exploration of a Case in a Dutch Region

This paper pursues the development of a theoretical framework that explains interactive learning between innovator firms and external actors in both the knowledge infrastructure and the production chain. The research question is: What kinds of factors explain the interactive learning of innovator firms with distinct external actors? Our theoretical framework extends the resource-based perspective, which is predominant in network theory, with both an activity-based and a structural account of interactive learning. We contend basically that higher technological dynamics induce more complex innovative activities. But, more complex innovative activities increase the probability of internal resource deficits/shortages in the innovator firms. The lower the alignment of the innovative activities with the quality of the internal resource base, the higher the resource deficits/shortages and the more likely the search for complementary resources externally, which increases the likeliness of external relationships. In order to test the generality of our theoretical claims we analyse our models in four sectors with distinct technological dynamics as distinguished by Pavitt. For each sector we explore five models of the level of interactive learning of innovator firms with: (1) the public knowledge infrastructure (difficult to access, demands high internal competencies to utilize scientific knowledge), (2) the production chain (easy to access), (3) their users, (4) their suppliers, (5) their competitors. These analyses allow for a comparison between interactive learning with different external actors and give deeper insights into the differentiated interaction patterns involving innovation. Our findings show that patterns of interactive learning between sectors differ. Some are more resource based and others are more affected by the complexity of innovative activities. Particularly the patterns of interactive learning between, on the one hand, firms and the knowledge infrastructure, and on the other hand of firms with the production chain show important differences.     

Sectoral Patterns of Interactive Learning: An Empirical Exploration of a Case in a Dutch Region

This paper pursues the development of a theoretical framework that explains interactive learning between innovator firms and external actors in both the knowledge infrastructure and the production chain. The research question is: What kinds of factors explain the interactive learning of innovator firms with distinct external actors? Our theoretical framework extends the resource-based perspective, which is predominant in network theory, with both an activity-based and a structural account of interactive learning. We contend basically that higher technological dynamics induce more complex innovative activities. But, more complex innovative activities increase the probability of internal resource deficits/shortages in the innovator firms. The lower the alignment of the innovative activities with the quality of the internal resource base, the higher the resource deficits/shortages and the more likely the search for complementary resources externally, which increases the likeliness of external relationships. In order to test the generality of our theoretical claims we analyse our models in four sectors with distinct technological dynamics as distinguished by Pavitt. For each sector we explore five models of the level of interactive learning of innovator firms with: (1) the public knowledge infrastructure (difficult to access, demands high internal competencies to utilize scientific knowledge), (2) the production chain (easy to access), (3) their users, (4) their suppliers, (5) their competitors. These analyses allow for a comparison between interactive learning with different external actors and give deeper insights into the differentiated interaction patterns involving innovation. Our findings show that patterns of interactive learning between sectors differ. Some are more resource based and others are more affected by the complexity of innovative activities. Particularly the patterns of interactive learning between, on the one hand, firms and the knowledge infrastructure, and on the other hand of firms with the production chain show important differences.     

Gaining or losing? The social capital perspective on supply chain members’ knowledge sharing of green practices

To accelerate the reform of green management, organisations need to adopt new green practices to seek knowledge through inter-firm environmental collaboration. In order to promote knowledge sharing, it is important to know how organisations evaluate the logic behind their green practices, i.e. gaining or losing, by referring to crucial supply chain networks. We identified factors that were considered influential in adopting a new practice through the social capital perspective and also examined their impact on the green supply chain. This study used the partial least square method to analyse the green management performances of 160 Taiwanese firms. The results suggest that cognitive capital significantly affects knowledge sharing behaviours among supply chain members. Furthermore, while the structural capital had a significant effect on knowledge inflows, its influence on the outflows of knowledge was limited. Both the inflows and outflows of knowledge considerably influence green management performance. The findings indicated that supply chain social capital plays an important role in implementing the logic of adopting green practices and also aids network members in obtaining individually required resources.     

Contextualising capability development: configurations of knowledge governance mechanisms in project-based organizations

Given the project-based organization’s (PBO) strong focus on autonomy and temporary decentralisation, it faces unique challenges with regard to long-term organisational learning and capability development. To address how PBOs cope with these challenges, we address the role of knowledge governance (KG) mechanisms to foster capability development. The present paper reports on a multiple case study comprising 23 PBOs and demonstrates the importance of ‘configurations of KG mechanisms’ for facilitating learning and capability development. This paper develops four distinct configurations (balanced, formalistic, interactive, and fragile) that promote three principal organisational-level learning processes: shifting, leveraging and adapting. This research underscores the close relationship between knowledge governance mechanisms and capability development and the importance of designing the appropriate configuration of KG mechanisms to foster capability development.     

A model of the learning process with local knowledge externalities illustrated with an integrated graphical framework

We present a unified graphical framework accounting for the nature and impact of spillover effects. The dynamics of the learning process with a specific spillover transfer mechanism can be illustrated by referring to this four-quadrant picture. In particular, a whole cycle of technological learning is explained with the help of such a graphical representation of the basic learning process in the presence of knowledge spillovers.

We hypothesize two different functional specifications of spillover exchanges among firms within a local innovation system. Each conceivable shape for the knowledge transfer relationship among firms expresses a possible mode and intensity of information processing arising from technology spillovers. A general proposition regarding the relative efficiency of the two alternative formal models with spillover effects is derived. The basic models with spillover effects are then extended in several relevant directions.     

学习能力影响下供应链企业间知识交易的最优合约配置!

在知识买方——供应链中的供应商的学习能力为其私人信息的情况下,知识卖方——制造商通过设计将知识交易量与原材料产品折扣价格相结合的合约菜单来甄别供应商的学习能力类型。在此基础上,建立信息不对称情形下的知识交易模型,通过模型求解得出最优的合约配置,并结合信息对称情形下的基准情形对合约菜单的相关性质进行了分析。最后利用数值算例对上述相关性质进行了说明。     

新产品开发团队的异质性知识构成与学习机制

知识分工与合作是继劳动分工与合作之后适应知识经济时代要求的一个研究论题。开发团队在多样化成员的合作共事与外联中可以形成知识探索与知识利用"两能"的状态。团队成员之间长期的互动和企业整体的价值观取向共同影响着公平、互惠的合作规范的形成。信息技术平台有利于降低知识共享的障碍,扩大知识共享的范围,支持经理作为辅助研发人员的设置,使不同知识主体之间的知识共享具有更多样的方式。