Absorptive capacity,learning, and performance in international joint ventures

This paper proposes and tests a model of IJV learning and performance that segments absorptive capacity into the three components originally proposed by Cohen and Levinthal (1990). First, trust between an IJV's parents and the IJV's relative absorptive capacity with its foreign parent are suggested to influence its ability to understand new knowledge held by foreign parents. Second, an IJV's learning structures and processes are proposed to influence its ability to assimilate new knowledge from those parents. Third, the IJV's strategy and training competence are suggested to shape its ability to apply the assimilated knowledge. Revisiting the Hungarian IJVs studied by Lyles and Salk (1996) 3 years later, we find support for the knowledge understanding and application predictions, and partial support for the knowledge assimilation prediction. Unexpectedly, our results suggest that trust and management support from foreign parents are associated with IJV performance but not learning. Our model and results offer a new perspective on IJV learning and performance as well as initial insights into how those relationships change over time. Copyright © 2001 John Wiley & Sons, Ltd.     

Issues of Learning and Knowledge in Technology Education

This article examines issues that arise from learning and knowledge in technology education. The issues examined are, first, the definition of technological knowledge and what the nature of that knowledge should be, where the concern is with how we define and think about that knowledge, especially in the context of how students learn and use knowledge in technology education. Second, the relationship between learning and knowledge in particular the inter-relationship between learning and knowledge, focusing on a situated view of learning. The third issue sees learning related to the context within which the learning takes place.This paper will explore these three inter-related issues in four sections. First, an outline of a view of learning that privileges context. Second, there will be a consideration of types of knowledge, namely, procedural and conceptual knowledge. These two types will be elaborated upon through research done at the Open University, particularly on problem solving and design. In discussing conceptual knowledge empirical work in mathematics and science education will be drawn on, along with work on the use of mathematics and science in technology education. Third, it will be argued that qualitative knowledge should become a part of teaching and learning in technology education because it both reflects a view of knowledge stemming from situated learning, and the tasks of technology. The article will end with a research agenda for what we have yet to understand, drawing on the earlier arguments.     

Perspectives of authenticity: implementation in technology education

To meet the intentions of the New Zealand Curriculum 2007 teachers must critically reflect on their role and their idea of what defines ‘best practice’ for teaching and learning in the twenty-first century. The teacher’s role has changed considerably over time. There is now, more than ever, a need for much greater transparency, accountability and collaborative practice within education. Famous philosophers and theorists including Plato, Rousseau and Dewey have expounded ideals of authenticity and authentic engagement, but it is only with the spread of constructivism that authenticity has gained more favour. The authors will investigate perspectives of authenticity, authentic learning, and authentic activities (Kreber et al. in Adult Educ Q Am Assoc Adult Contin Educ 58(1):22–43, 2007; Newmann in Authentic achievement: restructuring schools for intellectual quality, Jossey-Bass Publishers, San Fransisco, 1996; Newmann and Wehlage in Educ Leadersh 50(7):8–12, 1993; Reeves et al. in Quality conversations. Paper presented at the 25th HERDSA annual conference, 2002; Splitter in Stud Philos Educ 28(2):135–151, 2008). Through qualitative investigation they identify and summarise key viewpoints and demonstrate how these can be successfully implemented through programmes of technology education. A model of authentic technology for producing quality technological outcomes is presented. The authors show how an activity from an initial teacher education course in technology education uses identified aspects of authentic technological practice through the various dimensions of authenticity to develop enduring learning for students. They consider the role of context in developing learning and introduce some new ideas on successful student engagement in the field of conation (Riggs and Gholar in Strategies that promote student engagement, Corwin Press, California, 2009). Conation is defined as the will, drive and effort behind students’ engagement in learning and is increasingly seen as an integral part of authentic education.     

Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology

This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented. This revised version was published online in July 2006 with corrections to the Cover Date.     

Kitchen confidential? Norms for the use of transferred knowledge in gourmet cuisine

When will knowledge holders share their knowledge with peers? Several studies suggest that norms of knowledge disclosure encourage knowledge transfer. More recently, scholars have hypothesized that norms of knowledge use may indirectly promote it. In this article, we synthesize a theoretical framework of the effect of norms of knowledge use and test its predictions by means of a field experiment involving more than 500 Italian chefs. For the literature on knowledge transfer, we confirm the importance of norms, but we also show that they are not complete substitutes for other means of protecting private knowledge. For the literature on social norms, we provide evidence of how actors assess others' propensity to conform and how this influences the intention to participate in the norm‐regulated exchange. Copyright © 2013 John Wiley & Sons, Ltd.     

Beyond boundary spanners: The ‘collective bridge’ as an efficient interunit structure for transferring collective knowledge

This research introduces a framework for selecting efficient interunit structures in facilitating the transfer of knowledge with different levels of complexity. We argue that while the boundary spanner structure is efficient for transferring discrete knowledge, it is inadequate for transferring collectively held complex knowledge. We propose that the transfer of such knowledge requires a more decentralized interunit structure—collective bridge, which is a set of direct interunit ties connecting the members of the source and the recipient units, with the configuration of the interunit ties matching the complexity of knowledge to be transferred. We suggest that while a collective bridge is inefficient in transferring discrete knowledge relative to a boundary spanner structure, it is more efficient for transferring collective knowledge. Copyright © 2013 John Wiley & Sons, Ltd.     

Acquiring knowledge by foreign partners from international joint ventures in a transition economy: learning‐by‐doing and learning myopia

This paper proposes and tests a model of how firms acquire knowledge from their international joint venturing experience. Based on survey responses from 73 Singapore and 89 Hong Kong firms with respect to their joint ventures set up in China, the results indicate that both overseeing effort and management involvement are significant channels of knowledge acquisition. The former channel is more important for firms with a great deal of operational experience in China and for parents of older joint ventures. This finding indicates that firms improve their skills of knowledge acquisition through learning‐by‐doing. Moreover, the strategic importance of the venture concerned, instead of the learning intent of the parent, is the driving force behind the allocation of resources to the two channels. This implies that firms mainly learn through managing their key joint ventures. Since a venture that provides novel and fruitful learning experience may not, and need not, be an operation of great strategic importance, this finding suggests the existence of learning myopia. Copyright © 2002 John Wiley & Sons, Ltd.     

Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age

This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g., engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky’s thesis [(2001a) Digital natives, digital immigrants. On the Horizon 9, 5. NCB University Press Retrieved Oct 2006 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf; (2001b) Digital natives digital immigrants, Part 2: Do they really think differently? On the Horizon 9, 6. NCB University Press retrieved Oct 2006 from http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf] of digital natives, the study reported in this paper indicates that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment.     

Nurturing the designerly thinking and design capabilities of five-year-olds: technology in the new entrant classroom

Technology is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in programmes in which the practice of technological development is experienced, as is knowledge informing practice, and students gain an understanding of technology as a domain in its own right. In New Zealand children begin school at 5 years of age and this paper describes a classroom research project during which these students design and then construct a photo frame. The inducement for this development arose from students needing to safely transport home and then display a class photograph. This provided the opportunity for developing technological knowledge and skills within a real and relevant context—two key drivers when working with young students (Ministry of Education 2007) [MoE]. The results of this project suggest that teaching technology to five-year-old students is achievable and a valuable addition to other learning opportunities provided in the new entrant classroom. Strategies are suggested that will enable students to successfully achieve their goals whilst gaining a simple understanding of the technological process. By making good use of these it is possible to create a worthwhile and imaginatively challenging activity that reflects the essence of the technology education curriculum.     

Role of search for domain knowledge and architectural knowledge in alliance partner selection

Research Summary: The literature on technological alliances emphasizes that search for knowledge drives alliance formation. However, in conceptualizing technological knowledge, prior work on alliances has not made a distinction between domain knowledge—knowledge that firms possess in distinct technological domains—and architectural knowledge—knowledge that firms possess about how to combine elements from different technological domains. We argue that firms seek partners that are similar in domain knowledge to deepen their knowledge, and partners that are dissimilar in architectural knowledge to broaden their knowledge. Our results indicate that the likelihood of alliance formation increases when two firms are similar in domain knowledge and dissimilar in architectural knowledge. Further, our results show that these effects are positively moderated by the degree of decomposability of a firm's knowledge base. Managerial Summary: In dynamic environments, companies need to continually deepen and broaden their technological knowledge, and they often look for alliance partners who can provide them that knowledge. For knowledge deepening, companies are more likely to form alliances with those companies that have expertise in similar technological fields. For knowledge broadening, they are more likely to form alliances with those companies that have expertise in the same technological fields, but have different recipes for combining knowledge from those fields. Furthermore, a company with a modular knowledge base is more likely to seek a partner that has expertise in similar technological fields or whose recipes for combining knowledge from different technological fields are different from the recipes it has.     

Strategic supply chain management: Improving performance through a culture of competitiveness and knowledge development

For many firms, using their supply chains as competitive weapons has become a central element of the strategic management process in recent years. Drawing on the resource‐based view and theory from the organizational learning and information‐processing literatures, this study uses a sample of 201 firms to examine the influence of a culture of competitiveness and knowledge development on supply chain performance in varied market turbulence conditions. We found that synergies exist between a culture of competitiveness and knowledge development: their interaction has a positive association with performance. In addition, based on behavioral and contingency theories, we found that market turbulence moderates these relationships, having a positive influence on the knowledge development–performance link and a negative influence on the culture of competitiveness–performance link. Managers who are confident about the level of market turbulence they will face can use this sense to decide whether to emphasize developing either a culture of competitiveness or knowledge development in their supply chains. For those firms whose managers are unlikely to be able to predict the degree of turbulence they will face over time, a focus on both a culture of competitiveness and knowledge development is critical to ensuring success. Copyright © 2007 John Wiley & Sons, Ltd.     

Ambiguity and the process of knowledge transfer in strategic alliances

This research examines the role played by the ‘causally ambiguous’ nature of knowledge in the process of knowledge transfer between strategic alliance partners. Based on a cross‐sectional sample of 147 multinationals and a structural equation methodology, this study empirically investigates the simultaneous effects of knowledge ambiguity and its antecedents—tacitness, asset specificity, prior experience, complexity, partner protectiveness, cultural distance, and organizational distance—on technological knowledge transfer. In contrast to past research that generally assumed a direct relation between these explanatory variables and transfer outcomes, this study’s findings highlight the critical role played by knowledge ambiguity as a full mediator of tacitness, prior experience, complexity, cultural distance, and organizational distance on knowledge transfer. These significant effects are further found to be moderated by the firm’s level of collaborative know‐how, its learning capacity, and the duration of the alliance. Copyright © 1999 John Wiley & Sons, Ltd.     

Complementarity,capabilities, and the boundaries of the firm: the impact of within‐firm and interfirm expertise on concurrent sourcing of complementary components

Theories of the firm raise conflicting arguments about how complementarities between two or more components affect firms' knowledge and production boundaries. Traditional arguments in the boundaries of the firm literature suggest that firms will tend to produce sets of complementary components internally, while more recent modularity studies argue that firms can outsource to gain flexibility. We resolve these views by examining concurrent sourcing, which arises when firms both make and buy the same components. We argue that concurrent sourcing of complementary components becomes more common in two cases: when firms have relevant knowledge about the components in conjunction with suppliers (interfirm expertise) and, perhaps more surprisingly, within the firm (within‐firm shared expertise). The results suggest that firms often need to make in order to know, but can partially outsource if they possess sufficient expertise. Copyright © 2009 John Wiley & Sons, Ltd.     

基于UG的闸阀CAE

利用UG软件强大的CAD/CAE功能进行闸阀的建模、装配、关键部分的运动仿真及阀体的有限元分析,对阀体尺寸和结构进行优化。建模所得的实体模型直接用于运动仿真分析和有限元分析,缩短了设计所需的时间,减少了软件间的数据交换。闸阀从建模、装配到运动仿真,再到优化设计,将在同一个软件中进行,可以减少物理样机的制造、试验等过程,提高工作效率,缩短产品的设计周期。     

Emerging Assessment Practices in an Emergent Curriculum: Implications for Technology

This paper reports on detailed case studies into emerging assessment practices in technology in two New Zealand primary schools (Years 1–6) with nine teachers. This research is part of the two year Research in Assessment of Primary Technology (RAPT) project and formed the basis for the one year New Zealand Ministry of Education funded Learning in Technology Education (Assessment) project.Emerging classroom assessment practices in technology, a new subject area in the national curriculum, are discussed. It was found that the existing subcultures in schools, teachers' subject expertise and the school wide policies impacted on the teachers' assessment practices. Assessment was often seen in terms of social and managerial aspects such as team work, turn taking and information skills, rather than procedural and conceptual aspects. Therefore teachers' formative interactions with students distorted the learning away from procedural and conceptual aspects of the subject, and the learning and the formative assessment interactions focused on generic skills rather than student technological understanding.The importance of developing teacher expertise in three dimensions of knowledge about the subject, knowledge in the subject and general pedagogical knowledge is highlighted. Thus the findings from this research have implications for thinking about teaching, learning and assessment in technology.     

Conceptual and Procedural Knowledge

The ideas that underlie the title of this chapter have been part of a familiar debate in education, namely that of the contrast of content and process. In both science and mathematics similar arguments have taken place, and these debates represent a healthy examination of, not only the aims of science and mathematics education, but the teaching and learning issues, and as such they reflect the relative maturity of these subject areas. Even in technology education, which is still in its infancy as a subject, echoes of these debates exist and there are contrasts of approaches to the balance of process and content across the world. The 'debate' in technology is evangelical in nature, with for example, proponents making claims for problem-solving approaches as a basis for teaching with few accounts and almost no empirical research of what actually happens in classrooms. There is insufficient consideration of the learning issues behind this, or other proposals, and it is timely to turn our attention to student learning. This article examines the nature of technological knowledge and what we know about learning related to it. The article argues that learning procedural and conceptual knowledge associated with technological activity poses challenges for both technology educators and those concerned with research on learning.     

Metaphor and pedagogy in the design practicum

This paper discusses the ways in which the long-established tradition of the design ‘practicum’ continues to structure teaching and learning in undergraduate programmes. It draws on an in-depth empirical study of one degree course in graphic design and accompanying research in a small number of professional graphic design studios; this dual focus enables identification of shared practices and discourses across the two contexts. Examination of its distinctive modes of teaching and learning indicates the effectiveness of practicum pedagogy in promoting design understanding and the professional preparation of students. The study’s insights into the design classroom are illuminated by situated theories of learning, particularly the idea that knowing equates to participation in the specialist knowledge community of graphic design. A key feature of the learning situation is identified as the practicum discourse shared by tutors and learners, which is characterized as metaphor-based rather than analytical and abstract. The strengths and limitations of this practice-oriented discourse are discussed in the light of the recognized difficulties in articulating art and design knowledge, and its consequent problematic status in the academy. The paper’s focus on metaphorical discourse offers a different view of design pedagogy, and suggests a means of researching it that may also be relevant to other practice-oriented domains.     

Enhancing mental models,analogical transfer,and performance in strategic decision making

Recent research suggests that managers often make strategic decisions in novel situations by utilizing past experiences to reason by analogy. However, there is substantial evidence that decision makers often fail to identify and apply knowledge about one situation to a similarly structured situation. Two experimental studies investigated the mechanisms impacting knowledge transfer from one managerial situation (the source) to an analogous situation. The results show that exposure to variation in the source situation improves transfer performance. Variation decreases performance in the short term but improves learning and increases analogical transfer. Higher performance on and systematic search of the source situation also increase transfer performance. These results yield important implications for enhancing analogical transfer in strategic decision making and for future research on reasoning by analogy. Copyright © 2012 John Wiley & Sons, Ltd.     

Cross-functional integration as a knowledge transformation mechanism: Implications for new product development

The importance of cross-functional integration (CFI) teams involving workers with multiple forms of functional expertise to work on new product development cannot be overemphasized. CFI is an organic structure and it allows the team members' tacit knowledge embedded in individuals to be realized in the new product development team's collective knowledge - a holistic appreciation and understanding about how to achieve new product development goals. Specifically, despite the pivotal role of CFI and knowledge appreciation in new product development teams, scholars appear to have overlooked the integration of individual level factors, team level factors, individual tacit knowledge, and group collective knowledge within the context of achieving the new product development objectives. Adopting knowledge, CFI, and socialization theories, we propose a conceptual framework that stipulates that the factors at the team level (goal congruence, task cohesion, interpersonal cohesion, and transformational leadership) and the qualification of team members (common knowledge, functional expertise, and their positions in the network) influence the effectiveness of tacit-to-collective knowledge transformation.     

Knowledge refinement for aircraft design and other processes with long cycle time

This paper is concerned with possible technical processes for collecting and refining knowledge and expertise within the Research and Development and Production and Support functions in the aircraft industry. It is also concerned with processes for facilitating the use of stored knowledge and expertise in providing for example continuity of good practice. Features of humans as processors of information, which will influence the collection and use of relevant knowledge and experience, are considered. The feasibility of 'solving' information processing problems with currently available techniques and hardware and software products is assessed. Indications are given of the kinds of developments that seem to be needed in the context of aircraft design and other activities considered in this paper. Human privacy considerations are identified as a possible problem and are discussed briefly.