<p>Date: 2008-06-04</p><p>Course: EIK 034 Masters Thesis</p><p>Authors: Laxmi Rao & Zarina Osmonalieva</p><p>Tutor: Ole Liljefors</p><p>Title: Which factors facilitate the management of external knowledge?</p><p>Introduction: Today more and more organisations are realising that handling internal and external knowledge is a key issue for successful performance. Different theories describe the importance of this topic, for instance, Porter’s Five Forces model and Hedman & Kalling’s General Business Model demonstrate how organizations are strongly influenced by external forces. Hedman & Kalling’s model particularly demonstrates that organizations need to have the competence, capability and resources to effectively manage external knowledge in order to increase their competitiveness and develop and improve their long term survival.</p><p>Purpose: Nicholas Carr highlights that for the past decade organizational investment in IT and IS has reached nearly 50% of capital expenditure, while the organizations see little or no performance improvement as a result of this investment. While IT systems are good at storing and retrieving information, the success of the systems heavily relies on the quality of the external and internal knowledge used both during development and usage. A deeper awareness of factors which facilitate the management of external knowledge is relevant to IT managers (indeed all managers) as it will help to facilitate the development and implementation of information systems and technology which are designed to facilitate knowledge management in organisations.</p><p>Methodology: In the thesis factors related to effective management of external knowledge are identified and described. The General Business Model was used as a tool to identify and categorize the literature review into key themes.</p><p>Conclusions One of the findings is that most published research focuses on factors internal to organizations such as activities and resources and there are few papers dealing with external factors for knowledge management. It was also found that literature which focussed on external factors mainly focused on the role of individuals as resources who cross the boundary of the organization in order to acquire and diffuse the external knowledge. In general the topic of external knowledge management is not studied in a holistic way. The acquisition and diffusion processes have been investigated as separate, but not as the whole process.</p>

This study investigated the 9th grade students&#039 / achievement regarding diffusion and osmosis in relation to reasoning ability, prior knowledge and gender. A total of 397 ninth grade students participated in the study. The Test of logical thinking (TOLT) and the Diffusion and Osmosis Diagnostic Test (DODT) were administered to determine students&#039 / reasoning ability and achievement in diffusion and osmosis, respectively. DODT results showed that the range of correct answers for the first tier was 41 % to 91%. When both tiers were combined, the correct responses were reduced to a range of 21% to 61%. This result reveals that students have enough content knowledge but they don&rsquo / t know the underlying reason of their choice in diffusion and osmosis concepts. Pearson Product Moment correlations showed a statistically significant positive correlation between achievement and students&#039 / prior knowledge &amp / reasoning ability. MRC Analysis was conducted to determine the contribution of prior knowledge, reasoning ability and gender to the achievement. Prior knowledge and reasoning ability, but not gender, made a statistically significant contribution to the variation on achievement. Prior knowledge and reasoning ability together predicted 37 % of the variation on achievement. Stepwise multiple regression analysis was computed to determine the variables were best predicting students&rsquo / achievement. While prior knowledge explains 33 % of the variation in achievement, reasoning ability explains only 4 % of the variation in achievement. Results indicate that prior knowledge is a better predictor than reasoning ability in students&rsquo / achievement.

Orientadores: Sergio Robles Reis de Queiroz, Ionara da Costa / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-05T05:23:11Z (GMT). No. of bitstreams: 1 Carvalho_FlaviaPereirade_M.pdf: 610006 bytes, checksum: 894bd6020abdf7c46e94513971a72d7e (MD5) Previous issue date: 2005 / Resumo: O objetivo do trabalho é discutir os fatores determinantes dos transbordamentos tecnológicos - os chamados spillovers - oriundos do investimento direto estrangeiro (IDE). Num primeiro momento, faz-se uma síntese do conceito, com base nas visões, nem sempre convergentes, apresentadas pela literatura consultada. A partir dessa conceitualização inicial, são analisados de forma detalhada os mecanismos por meio dos quais o fenômeno se manifesta na economia receptora do IDE. Num segundo momento, o trabalho procura levantar os fatores que determinam a ocorrência e a magnitude do spillover, considerando a particularidade de cada caso. Tais fatores estão relacionados ora com características específicas do IDE, ora com aspectos inerentes ao ambiente onde o investimento se instala. A importância dessa diferenciação reside na necessidade de compreender porque os transbordamentos tecnológicos não se manifestam de maneira uniforme em todas as localidades. Esse debate permanece em aberto na literatura, pois os métodos de análise, em sua maioria quantitativos, não esclarecem a questão. Por fim, estabelece-se uma discussão sobre a efetividade de políticas e ações governamentais de atração IDEs com maiores probabilidades de ocorrência de spillovers, partindo das evidências obtidas na análise dos fatores determinantes do fenômeno em estudo. A conclusão do trabalho é que a ocorrência de spillovers tecnológicos não é automática, predeterminada pela presença das EMNs. As capacidades acumuladas pela economia local são determinantes para que o conhecimento disponibilizado seja efetivamente absorvido pelos agentes; além disso, o IDE intensivo em atividades tecnológicas tende a criar maiores possibilidades de geração de spillovers. Em decorrência disso, políticas que queiram gerar maiores benefícios sob a forma de transbordamentos devem considerar esses aspectos, agindo em busca da ampliação de capacidades e focando na atração de investimentos com atividade inovadora interna / Abstract: The aim of this dissertation is to discuss the determinants of technological spillovers generated by foreign direct investment (FDI). There are many, and often opposing, definitions and views concerning the concept of technological spillovers in the literature. For this reason, the first objective is to review the literature and to strive to synthesize the plurality of views available. Having done that, the work proceeds to discuss in depth the mechanisms through which spillovers take place in the host economy of the FDI. In particular, the determining factors of the occurrence and the extent of technological spillovers in specific situations. These factors are closely related to the characteristics of the FDI and also to peculiar aspects of the host economy. The discussion of the determinants is of utmost importance to help the comprehension of why spillovers happen in certain situations and not in others. The traditional approaches to the matter (most of the time econometric models) fail to shed light on such issues. In conclusion, we summarize the previous questions and analyze if government policies are capable of influencing and facilitating the incidence of technological spillovers / Mestrado / Politica Cientifica e Tecnologica / Mestre em Política Científica e Tecnológica

Date: 2008-06-04 Course: EIK 034 Masters Thesis Authors: Laxmi Rao &amp; Zarina Osmonalieva Tutor: Ole Liljefors Title: Which factors facilitate the management of external knowledge? Introduction: Today more and more organisations are realising that handling internal and external knowledge is a key issue for successful performance. Different theories describe the importance of this topic, for instance, Porter’s Five Forces model and Hedman &amp; Kalling’s General Business Model demonstrate how organizations are strongly influenced by external forces. Hedman &amp; Kalling’s model particularly demonstrates that organizations need to have the competence, capability and resources to effectively manage external knowledge in order to increase their competitiveness and develop and improve their long term survival. Purpose: Nicholas Carr highlights that for the past decade organizational investment in IT and IS has reached nearly 50% of capital expenditure, while the organizations see little or no performance improvement as a result of this investment. While IT systems are good at storing and retrieving information, the success of the systems heavily relies on the quality of the external and internal knowledge used both during development and usage. A deeper awareness of factors which facilitate the management of external knowledge is relevant to IT managers (indeed all managers) as it will help to facilitate the development and implementation of information systems and technology which are designed to facilitate knowledge management in organisations. Methodology: In the thesis factors related to effective management of external knowledge are identified and described. The General Business Model was used as a tool to identify and categorize the literature review into key themes. Conclusions One of the findings is that most published research focuses on factors internal to organizations such as activities and resources and there are few papers dealing with external factors for knowledge management. It was also found that literature which focussed on external factors mainly focused on the role of individuals as resources who cross the boundary of the organization in order to acquire and diffuse the external knowledge. In general the topic of external knowledge management is not studied in a holistic way. The acquisition and diffusion processes have been investigated as separate, but not as the whole process.

Dans cette thèse, nous analysons les différents aspects des externalités de connaissance et la façon dont les citations de brevet peuvent être utilisées comme un indicateur de ces flux. La première partie de cette thèse examine la littérature traditionnelle sur les externalités de connaissance, et cela d'un point de vue à la fois qualitatif et quantitatif (la forme quantitative est réalisée grâce à une méta-analyse). Nous insistons sur les conséquences résultant de l'utilisation de différents canaux de mesure de ces externalités, précisément nous nous attardons sur les hypothèses sous-jacentes et sur leurs implications en termes d'estimations empiriques. Ce point est important car ces canaux sont la principale source d'hétérogénéité des résultats empiriques. Dans la seconde partie, nous explorons des données de brevets et de citations de brevet encore peu étudiées (ces données sont extraites de la base de données Patstat pour les offices de brevets du G5, de l'OEB et de l'OMPI). Cette analyse est à nouveau réalisée à la fois en termes qualitatifs et quantitatifs. La troisième partie, dans un premier temps, examine de façon empirique les caractéristiques des flux de connaissance entre et au sein des inventeurs des pays du G5 et cela pour 13 secteurs industriels. Dans un deuxième temps, cette partie propose et valide la création d'un indicateur de stocks de connaissance qui prend en compte les externalités de connaissance internationales. Cet indicateur se révèle particulièrement utile puisque les indicateurs traditionnels ne sont pas toujours disponibles (comme les indicateurs basés sur les dépenses de R&D). Enfin, l'indicateur précédemment créé sera appliqué à une étude de cas consacrée à l'analyse des déterminants de l'innovation pour les technologies énergétiques efficientes. / In this dissertation, we analyze the different aspects of knowledge spillovers with special emphasis on the use of patent citations as an indicator of knowledge flows. The first part of the thesis reviews the traditional knowledge spillovers literature both with a qualitative and a quantitative view (the quantitative form is done through a meta-analysis). A particular focus is placed on the consequences of using the different channels reflecting different weighted functions, i.e. about the underlying assumptions and the implications in terms of estimates. This point is important since these channels are the main source of heterogeneity in the analysis of knowledge spillovers. In the second part, we shed some light on patent and patent citation data that have not been much studied (taken from the Patstat database for the G5 patent offices plus the EPO and the WIPO). Once again this analysis is conducted both in qualitative and quantitative terms. The third part, in a first time, investigates empirically the diffusion pattern of knowledge between and within the G5 inventors for 13 manufacturing sectors. In a second time, it proposes and validates the creation of an input-based indicator of knowledge that takes into account international knowledge spillovers. This indicator can be very helpful since traditional indicators are not always available (such as R&D indicators). Finally, the previously created indicator will be applied in a case study dedicated to analyze the determinants of innovation for energy efficient technologies.

Esta tese trata das interações e práticas de letramento mediadas pelo uso da revista Ciência Hoje das Crianças (CHC) em sala de aula. Para tanto, teve-se como orientação fundamental para o trabalho as seguintes perguntas: quais práticas de letramento são privilegiadas no uso da revista em sala de aula? Quais os aspectos do texto de divulgação científica são apropriados pelas crianças na leitura dos artigos da CHC nas aulas de Ciências? Como as tensões provocadas pela presença de uma revista de divulgação científica são absorvidas pela professora na condução de suas aulas? O foco do trabalho está nas interações e práticas de letramento mediadas pela revista CHC em aulas de Ciências de uma turma de início de 2º ciclo. A perspectiva teórico-metodológica de análise inspirase nas concepções de Bakhtin acerca da interação verbal e na análise microgenética (GÓES, 2000). As proposições relativas ao letramento como prática sociocultural baseiam-se, principalmente nos estudos de Kleiman, 1995; Soares, 1998; Marcuschi, 2001; Bunzen, 2009; Rojo, 2009 e Marinho, 2010. E as discussões sobre o discurso de divulgação científica ancoram-se, principalmente, nas investigações de Gouvea, 2005; Massarani, 2007; Grillo, 2007; Rojo, 2008 e Cunha, 2009. Os procedimentos metodológicos incluíram a aplicação de questionários às famílias das crianças e os alunos a fim de mapear o perfil de leitura e o conhecimento das crianças acerca da revista. Foi, também, realizada uma análise documental sobre alguns impressos infantis para o conhecimento algumas características de textos de divulgação científica para crianças. Na escola, foram registradas cenas de trabalho com a revista, em aulas de Ciências, com crianças do 2º ciclo, em uma escola pública municipal da cidade de Belo Horizonte, durante três meses outubro a dezembro de 2009. Após esse registro, foram construídos mapas de ações a partir dos quais foram selecionadas sequências discursivas para a compreensão dos eventos de letramento com a revista CHC em sala de aula. Desta feita, partiu-se do debate sobre o discurso de divulgação científica e a polifonia do termo letramento para o entendimento das interações e práticas desse discurso, em uma sala de aula de Ciências com crianças do 2º ciclo. No cotidiano da sala de aula, as práticas 9 mediadas pela revista foram marcadas por um hibridismo de velhas e novas escolhas pedagógicas e foram acompanhadas por tensões. Um primeiro aspecto desse movimento de tensões é que o ensino a partir da revista, no contexto escolar, não é um processo espontâneo, ao contrário, ele é controlado e guiado pelos objetivos estabelecidos e pelo tempo escolar. Outra tensão evidenciada no uso da CHC, na sala de aula, é o fechamento, do discurso que se pretende a aula e o artigo e a abertura, a dialogia que os artigos da revista promovem. Assim, se por um lado, a presença da revista evoca práticas já consolidadas na sala de aula por outro, indicam tensões e conflitos que vão permitindo a emergência de novas práticas, outros espaços de interlocução e possibilidades do dizer da professora e das crianças nas relações que vão travando com a revista. Esse movimento de tensão também está na revista que apresenta uma ambiguidade de trazer, de um lado, a voz da ciência e de outro, fomentar a curiosidade das crianças trazendo outras vozes para a sala de aula. Aliás, os textos das CHC permitem dialogicidade e uma atitude responsiva das crianças porque ao longo dos textos pode-se encontrar perguntas, imagens, um texto aberto, mais temático, um texto narrativo que convida o leitor para entrar na história. As crianças e a professora constroem uma relação cognitiva e afetiva com o material e demonstram um (re) conhecimento da CHC como um material em que a aprendizagem e o ensino são possíveis. / This thesis presents and discusses the literacy interactions and practices mediated by the use of Ciência Hoje das Crianças CHC Magazine in the classroom. In order to do so, the primary orientation was to use questions such as What are the literacy practices eligible in the use of the magazine in the classroom? What aspects of a scientific knowledge diffusion text are appropriated by children reading the CHC articles in science classes? How is the tension provoked by the presence of a scientific knowledge diffusion magazine absorbed by the teacher during classes? The emphasis of this work lies on the interaction and practices of literacy mediated by the CHC Magazine in science classes of a fresh second cycle class. The theoretic-methodological perspective of analysis is based on Bakhtins concepts about verbal interaction, and in the microgenetic analysis (GÓES, 2000). The propositions related to literacy as socio-cultural practices emphasized in this work were based mainly in the studies by Kleiman, 1995; Soares, 1998; Bunzen, 2009; Rojo, 2009; Marinho, 2010 and Marcuschi, 2001. The discussions about the discourse on science knowledge diffusion are mainly based in the investigations by Cunha, 2009; Rojo, 2008; Grillo, 2007; Massarani, 2007 and Gouvea, 2005. The methodological proceedings included the application of questionnaire forms answered by the childrens families and students, in order to map a reading profile and the childrens knowledge about the Magazine. A documentary analysis of childrens magazines and newspapers was also made with the objective of knowing some characteristics of the texts of scientific knowledge diffusion for children. At school, during three months, scenes of children working with the Magazine were recorded, in science classes, with second cycle children, in a public school from the Municipality of Belo Horizonte. After this recording, action maps were built, from which some discursive sequences were selected. The chosen sequences showed to be helpful in the understanding of events of scientific literacy using CHC Magazine in the classroom. Thenceforward, a debate is raised about the scientific knowledge diffusion and the polyphony of the term literacy for the interactions and practices of this speech in a second cycle science classroom.

Esta tese trata das interações e práticas de letramento mediadas pelo uso da revista Ciência Hoje das Crianças (CHC) em sala de aula. Para tanto, teve-se como orientação fundamental para o trabalho as seguintes perguntas: quais práticas de letramento são privilegiadas no uso da revista em sala de aula? Quais os aspectos do texto de divulgação científica são apropriados pelas crianças na leitura dos artigos da CHC nas aulas de Ciências? Como as tensões provocadas pela presença de uma revista de divulgação científica são absorvidas pela professora na condução de suas aulas? O foco do trabalho está nas interações e práticas de letramento mediadas pela revista CHC em aulas de Ciências de uma turma de início de 2º ciclo. A perspectiva teórico-metodológica de análise inspirase nas concepções de Bakhtin acerca da interação verbal e na análise microgenética (GÓES, 2000). As proposições relativas ao letramento como prática sociocultural baseiam-se, principalmente nos estudos de Kleiman, 1995; Soares, 1998; Marcuschi, 2001; Bunzen, 2009; Rojo, 2009 e Marinho, 2010. E as discussões sobre o discurso de divulgação científica ancoram-se, principalmente, nas investigações de Gouvea, 2005; Massarani, 2007; Grillo, 2007; Rojo, 2008 e Cunha, 2009. Os procedimentos metodológicos incluíram a aplicação de questionários às famílias das crianças e os alunos a fim de mapear o perfil de leitura e o conhecimento das crianças acerca da revista. Foi, também, realizada uma análise documental sobre alguns impressos infantis para o conhecimento algumas características de textos de divulgação científica para crianças. Na escola, foram registradas cenas de trabalho com a revista, em aulas de Ciências, com crianças do 2º ciclo, em uma escola pública municipal da cidade de Belo Horizonte, durante três meses outubro a dezembro de 2009. Após esse registro, foram construídos mapas de ações a partir dos quais foram selecionadas sequências discursivas para a compreensão dos eventos de letramento com a revista CHC em sala de aula. Desta feita, partiu-se do debate sobre o discurso de divulgação científica e a polifonia do termo letramento para o entendimento das interações e práticas desse discurso, em uma sala de aula de Ciências com crianças do 2º ciclo. No cotidiano da sala de aula, as práticas 9 mediadas pela revista foram marcadas por um hibridismo de velhas e novas escolhas pedagógicas e foram acompanhadas por tensões. Um primeiro aspecto desse movimento de tensões é que o ensino a partir da revista, no contexto escolar, não é um processo espontâneo, ao contrário, ele é controlado e guiado pelos objetivos estabelecidos e pelo tempo escolar. Outra tensão evidenciada no uso da CHC, na sala de aula, é o fechamento, do discurso que se pretende a aula e o artigo e a abertura, a dialogia que os artigos da revista promovem. Assim, se por um lado, a presença da revista evoca práticas já consolidadas na sala de aula por outro, indicam tensões e conflitos que vão permitindo a emergência de novas práticas, outros espaços de interlocução e possibilidades do dizer da professora e das crianças nas relações que vão travando com a revista. Esse movimento de tensão também está na revista que apresenta uma ambiguidade de trazer, de um lado, a voz da ciência e de outro, fomentar a curiosidade das crianças trazendo outras vozes para a sala de aula. Aliás, os textos das CHC permitem dialogicidade e uma atitude responsiva das crianças porque ao longo dos textos pode-se encontrar perguntas, imagens, um texto aberto, mais temático, um texto narrativo que convida o leitor para entrar na história. As crianças e a professora constroem uma relação cognitiva e afetiva com o material e demonstram um (re) conhecimento da CHC como um material em que a aprendizagem e o ensino são possíveis. / This thesis presents and discusses the literacy interactions and practices mediated by the use of Ciência Hoje das Crianças CHC Magazine in the classroom. In order to do so, the primary orientation was to use questions such as What are the literacy practices eligible in the use of the magazine in the classroom? What aspects of a scientific knowledge diffusion text are appropriated by children reading the CHC articles in science classes? How is the tension provoked by the presence of a scientific knowledge diffusion magazine absorbed by the teacher during classes? The emphasis of this work lies on the interaction and practices of literacy mediated by the CHC Magazine in science classes of a fresh second cycle class. The theoretic-methodological perspective of analysis is based on Bakhtins concepts about verbal interaction, and in the microgenetic analysis (GÓES, 2000). The propositions related to literacy as socio-cultural practices emphasized in this work were based mainly in the studies by Kleiman, 1995; Soares, 1998; Bunzen, 2009; Rojo, 2009; Marinho, 2010 and Marcuschi, 2001. The discussions about the discourse on science knowledge diffusion are mainly based in the investigations by Cunha, 2009; Rojo, 2008; Grillo, 2007; Massarani, 2007 and Gouvea, 2005. The methodological proceedings included the application of questionnaire forms answered by the childrens families and students, in order to map a reading profile and the childrens knowledge about the Magazine. A documentary analysis of childrens magazines and newspapers was also made with the objective of knowing some characteristics of the texts of scientific knowledge diffusion for children. At school, during three months, scenes of children working with the Magazine were recorded, in science classes, with second cycle children, in a public school from the Municipality of Belo Horizonte. After this recording, action maps were built, from which some discursive sequences were selected. The chosen sequences showed to be helpful in the understanding of events of scientific literacy using CHC Magazine in the classroom. Thenceforward, a debate is raised about the scientific knowledge diffusion and the polyphony of the term literacy for the interactions and practices of this speech in a second cycle science classroom.

Abstract Facing the advent of the knowledge-based economy, enterprises realization that the continuous competitive advantages are no longer land, labor and capital, but have been replaced by knowledge capital such as intellectual and innovation. Knowledge has become the critical core capital in the age of a knowledge economy flowing from information technology. The sole source of competitive advantage today is an organization¡¦s capability to learn through value cognition to create innovation value. Knowledge management has become the primary focus for enterprises in the 21st century. Enterprises shall review the informative degrees of production and working process for the implementation of knowledge management. China Steel already has all production and working process data digitalized and acts as an e-business pioneer among domestic peers in the implementation of knowledge management. This study establishes knowledge management documentation as the basis for questionnaire design. The relationships among knowledge management, engineering professionals¡¦ core competence and job performance for engineers at China Steel were studied through quantitative analysis and case study with moderating variables such as personal initiative and contextual factor. After analyzing the data, the results of the study indicate that: 1.Variations from different educational levels: For the task performance, personal performance is higher when the educational level of the engineering professionals¡¦ is lower. For the operation consciousness, although all are willing to take action for the benefit of the organization, the engineering professionals¡¦ with a lower educational level is the more enthusiastic. 2.Variations from different seniority: For the control cognition, people of higher seniority are more capable of forecasting the relationship between effort and performance, are more confident in judging an event, and are under less stress to carry out a task. While people of lower seniority are the opposite. 3.Variations from different age: In the task performance, the personal performance of older staff is superior. In control cognition, older staff is more capable of forecasting the relationship between effort and performance, are more confident in judging an event, and are under less stress to carry out a task. 4.Variations from different positions: Staff holding managerial positions above superintendent typically shows the leadership ability to influence job performance and motivate the changing. 5.A significant positive correlation was identified among knowledge management, engineering professionals¡¦core competence and job performance. 6.Knowledge management and engineering professionals¡¦core competence was positively significant to job performance. 7.Engineering professionals¡¦core competence was found to have a significant mediating effect between knowledge transfer and job performance. 8.Personal initiative and contextual factor were found to have a significant moderating effect among relationships of knowledge management, engineering professionals¡¦core competence and job performance.

Knowledge diffusion networks consist of individuals who exchange knowledge and knowledge flows connecting the individuals. By studying knowledge diffusion in a network perspective, it helps us understand how the connections between individuals affect the knowledge diffusion processes. Existing research on knowledge diffusion networks mostly adopts a uni-dimensional perspective, where all the individuals in the networks are assumed to be of the same type. It also assumes that there is only one type of knowledge flow in the network. This dissertation proposes a multi-dimensional perspective of knowledge diffusion networks and examines the patterns of knowledge diffusion with Exponential Random Graph Model (ERGM) based approaches. The objective of this dissertation is to propose a framework that effectively addresses the multi-dimensionality of knowledge diffusion networks, to enable researchers and practitioners to conceptualize the multi-dimensional knowledge diffusion networks in various domains, and to provide implications on how to stimulate and control the knowledge diffusion process. The dissertation consists of three essays, all of which examine the multi-dimensional knowledge diffusion networks in a specific context, but each focuses on a different aspect of knowledge diffusion. Chapter 2 focuses on how structural properties of networks affect various types of knowledge diffusion processes in the domain of commercial technology. The study uses ERGM to simultaneously model multiple types of knowledge flows and examine their interactions. The objective is to understand the impacts of network structures on knowledge diffusion processes. Chapter 3 focuses on examining the impact of individual attributes and the attributes of knowledge on knowledge diffusion in the context of scientific innovation. Based on social capital theory, the study also utilizes ERGM to examine how knowledge transfer and knowledge co-creation can be affected by the attributes of individual researchers and the attributes of scientific knowledge. Chapter 4 considers the dynamic aspect of knowledge diffusion and proposes a novel network model extending ERGM to identify dynamic patterns of knowledge diffusion in social media. In the proposed model, dynamic patterns in social media networks are modeled based on the nodal attributes of individuals and the temporal information of network ties.

This paper presents a theoretical neoclassical growth model with two kinds of capital, and technological interdependence among regions. Technological interdependence is assumed to operate through spatial externalities caused by disembodied knowledge diffusion between technologically similar regions. The transition from theory to econometrics yields a reduced-form empirical model that in the spatial econometrics literature is known as spatial Durbin model. Technological dependence between regions is formulated by a connectivity matrix that measures closeness of regions in a technological space spanned by 120 distinct technological fields. We use a system of 158 regions across 14 European countries over the period from 1995 to 2004 to empirically test the model. The paper illustrates the importance of an impact-based model interpretation, in terms of the LeSage and Pace (2009) approach, to correctly quantify the magnitude of spillover effects that avoid incorrect inferences about the presence or absence of significant capital externalities among technologically similar regions. (author's abstract)