Während Wissenschaft, Literatur, Bildung und Lehren den intellektuellen Kosmos repräsentierten und die Buchproduktion den materiellen und kommerziellen Pol konstituierte, übernahmen die Kataloge und Bibliographien die Aufgabe, kognitive Instrumente für beide Realitäten anzubieten, Karten des Zugangs, der Erforschung und des Nachweises zur Verfügung zu stellen. Es kam zur Herausbildung von drei Realitäten, deren jede sich in einem eigenen System verkörperte und zugleich mit den anderen in Korrespondenz stand: Weil jede von ihnen auf der Ebene der schriftlichen Kommunikation, des wissenschaftlichen Fortschritts und des Buchhandels notwendigerweise die jeweils anderen implizierten. In der Folge kam es dazu, dass zwischen den drei Systemen begriffliche und andere Isomorphismen zur Geltung kamen, sowohl im Reich der Literatur als auch in dem der Kultur und der Systematik.

Knowledge management is considered a necessary precursor to organizational success. This view is increasingly prevalent in the case of the health care sector. Two main knowledge management strategies are recognized: codification and personalization strategies. An organizations choice of knowledge management strategy depends on its objectives and the dominant form of knowledge informing its decision-making processes.<p>Health care decision-makers have access to a wealth of knowledge with which to inform their decisions. Little is known, however, about how the various types of knowledge are managed to optimize their use in decision-making. This study examines the knowledge management strategies of health care decision-makers working in the context of a regionalized health care system. The potential of communities of practice as a conceptual means for understanding health care knowledge management is also explored.<p>Members of Regional health authorities (RHAs) in the province of Saskatchewan constitute the unit of analysis for the study, which is guided by a qualitative research design. Interviews were used as the main data collection technique. For data analysis, open and axial coding methods based on the inductive and deductive approaches were adopted.<p>The study concludes that regional health authority (RHA) members utilize more fully explicit rather than tacit forms of knowledge. One of the main knowledge management practices adopted by the RHA members is the use of professional reports. This indicates that RHA members pursue a codification strategy more strongly than a personalization strategy. Moreover, it was found that the practices and strategies associated with managing knowledge were in place, despite the absence of a stated knowledge management policy. Finally, RHAs cannot be regarded as communities of practice, even though they exhibit many of their features.<p>Recommendations include the following: (1) the need for RHAs to institutionalize a knowledge management policy to guide their knowledge management processes and strategies, and (2) the cultivation of online communities of practice to marshal the tacit knowledge of RHA members, and that of the public, as an intervention to complement the use of explicit knowledge.

Knowledge management is considered a necessary precursor to organizational success. This view is increasingly prevalent in the case of the health care sector. Two main knowledge management strategies are recognized: codification and personalization strategies. An organizations choice of knowledge management strategy depends on its objectives and the dominant form of knowledge informing its decision-making processes.<p>Health care decision-makers have access to a wealth of knowledge with which to inform their decisions. Little is known, however, about how the various types of knowledge are managed to optimize their use in decision-making. This study examines the knowledge management strategies of health care decision-makers working in the context of a regionalized health care system. The potential of communities of practice as a conceptual means for understanding health care knowledge management is also explored.<p>Members of Regional health authorities (RHAs) in the province of Saskatchewan constitute the unit of analysis for the study, which is guided by a qualitative research design. Interviews were used as the main data collection technique. For data analysis, open and axial coding methods based on the inductive and deductive approaches were adopted.<p>The study concludes that regional health authority (RHA) members utilize more fully explicit rather than tacit forms of knowledge. One of the main knowledge management practices adopted by the RHA members is the use of professional reports. This indicates that RHA members pursue a codification strategy more strongly than a personalization strategy. Moreover, it was found that the practices and strategies associated with managing knowledge were in place, despite the absence of a stated knowledge management policy. Finally, RHAs cannot be regarded as communities of practice, even though they exhibit many of their features.<p>Recommendations include the following: (1) the need for RHAs to institutionalize a knowledge management policy to guide their knowledge management processes and strategies, and (2) the cultivation of online communities of practice to marshal the tacit knowledge of RHA members, and that of the public, as an intervention to complement the use of explicit knowledge.

This project presents an investigation into the viability of alternative knowl- edge acquisition strategies in knowledge management systems. The goal of this project is to illustrate that alternative means of knowledge acquisition can have a significant effect on the quality of the knowledge base. To accomplish this a modification of a wiki system, dubbed Prometheus, is proposed that uses a threshold based user vote acquisition mechanism. A simulation approach is used to compare a model of the Prometheus system against a model of a standard wiki system. A simulation framework is described that facilitates comparison between models of knowledge systems. The simu- lation framework is used to compare the knowledge systems in three different scenarios in an attempt to determine the conditions in which the Prometheus system may produce a higher quality knowledge base. The results of these ex- periments are presented along with some discussion and areas for future work.

The literature on the financing of innovative projects follows two trends: one contemplates that either the prospective fundees or the potential funders use their preferences to choose the other party out of a range of theoretical possibilities; the other refers to project owners or investors that actively look for an “opportunity” and try to talk the other party into entering the funding relationship. These views, however, cannot explain several facts such as: why projects rejected by some funders are accepted by others, why IPOs and markets are not attractive to all players or why that changes over time and across settings, how can State funds support a sector across regions, or how players’ and setting features and time affect funding criteria. A critique of these explanations sees three main shortcomings: lack of balance (i.e.,one party’s initiative prevails), bias (i.e., criteria of the domineering party prevail), and disembeddedness (i.e., milieu factors and changes over time are ignored). We think that an analysis supported by a sectoral approach may contribute to build a more articulate, integral insight about the funding of innovation. The bio-pharmaceutical sector was chosen because it exhibits amazing complexity related to the heterogeneity embodied by a multifaceted network of players (e.g., universities, companies, potential financiers, regulation bodies), to the nature and development path of innovative projects, and to the competitive/collaborative interactions framed in a particular setting. Hence, a qualitative approach based on the case study of the sector is the choice for this study. Case data are collected through semi-structured interviews with thirty participants that have played different roles in organisations of the bio-pharmaceutical sector or are highly experienced VC practitioners. Our findings allow us to propose an enhanced characterisation of innovation financing by showing that: i) Investors’ understanding of a sector is essential for funding decisions and can be updated through networking; ii) Networks facilitate firms-funders contact, coordination among funders, enhancement of financiers’ knowledge about the sector, and venture owners’ knowledge of track record and potential benefits of investors; iii) Interactions involve other actors in different roles and support network-based learning; iv) Funding decisions are impacted by the geographic availability of sources/mechanisms of finance and by their readiness to fund specific venture stages; v) Investors’ specificities matter; vi) Trends of change impact the availability of funding sources/mechanisms since they imply a reorganisation of the relations and interactions among players in the sector. Therefore, we propose a systemic analytic explanation where the strategy of funders (generalist or dedicated), therefore their role in a particular setting, is essentially defined in relation to the structure and dynamics of their knowledge consolidation system; then, we derive a number of implications for firm managers, investors, and policy-makers. Finally, the main limitations of this work and some further questions for future research are stated.

Benefiting from the process of globalisation and becoming an information and knowledge society, has become the vision for many governments throughout the world. However, as it has been demonstrated in this thesis, becoming an information and knowledge society is much easier for developed countries that already possess some of the prerequisite criteria, such as an efficient and effective ICT infrastructure. By investing in such an infrastructure, the interaction and exchange of data, information, and knowledge from a local knowledge system with the global knowledge system is enabled. Through this two-way flow of information, the other criteria these countries have to comply with are stimulated, making it much easier and faster for these countries to achieve their goal. However, for the developing countries that are still in the grip of the digital divide, the goal of becoming information and knowledge societies seem nearly unattainable. Owing to this digital divide that is experienced by developing countries, combined with other barriers such as the social barriers that include the overall health and education level of citizens, the citizens of these countries cannot take part in the interaction and exchange process. Thus, this interaction and exchange process cannot aid these countries in complying with the other criteria needed to become information and knowledge societies, and in this way, the progress of developing countries towards becoming information and knowledge societies are seriously hampered. How does the interaction and exchange of data, information, and knowledge between developing countries’ local knowledge systems and the global knowledge system contribute to their development and positive participation in the global information and knowledge society? This is the research question that has guided this thesis. To get an answer to this question the author addressed the following issues:<ul> <li>The author sketched the theoretical foundation of this thesis by providing a brief historical perspective of the Information Science domain. This provided a better understanding of concepts such as data, information, knowledge, global-, western-, and scientific knowledge as well as indigenous-, traditional-, and local knowledge as applied in this thesis. The underlying relationship between these concepts were also explored. Furthermore, the phenomenon of the global information and knowledge society was discussed as one of the opportunities presented by globalisation.</li> <li>The author then analysed the criteria of the information and knowledge society as discussed in Chapter 3, and identified indicators that the stated criteria are constructed from. To investigate whether developed countries are information and knowledge societies, these indicators were applied to Norway and the USA. It was concluded that both countries comply with the stated criteria and are thus information and knowledge societies. </li> <li>The author followed the same method of investigation and applied the indicators identified in Chapter 4 to two developing countries, namely Niger and South Africa. It was concluded that both these countries do not comply with the stated criteria and, thus, are not information and knowledge societies. Furthermore, barriers were identified by the author that inhibit these countries from becoming information and knowledge societies.</li> <li>Lastly, the author discussed proposed solutions and recommendations that can be used to overcome the various barriers that inhibit the progress of developing countries becoming information and knowledge societies. </li></ul> / Thesis (DPhil)--University of Pretoria, 2008. / Information Science / DPhil / unrestricted

<p>Background: Many authors consider knowledge to be a significant source for competitive advantage. Replicating companies found their competitiveness on an ability to leverage its knowledge base by replicating its business model in new contexts, a process often referred to as the McDonalds approach. Several authors emphasize that an efficient method for knowledge transfer may increase the risk for imitation. </p><p>Purpose: The purpose of this study is to examine in an explorative manner how strategies for replicating complex knowledge systems are employed and developed. Furthermore, our ambition is to explore the notion of replication strategy. </p><p>Research method: The study was initiated by a literature study, creating a theoretical conception of replication. This was followed by an empirical study based on interviews with seven companies in diverse industries, following the explorative nature of the study. The companies studied are Indiska, Sandys, 7- Eleven, Arkitektkopia, First Hotels, Ernst&Young and KPMG. </p><p>Result: The study has generated a model for analyzing replication of complex knowledge systems. Replication is conceived as the integration of generic capabilities, which are managed by what the authors refer to as integration tools, tools that are based on organizational knowledge. This viewpoint contributes to perception of replicating companies as one knowledge system. The study indicates that methods for knowledge transfer has limited effect on the risk for imitation, instead factors such as the complexity of the business and its ability to continuously develop are of greater importance. Replication strategies can be viewed from a lifecycle perspective, where the balance between exploration and exploitation varies over time. It has been suggested that replication can be viewed upon as an expansion strategy aiming to create a critical mass.</p>

Background: Many authors consider knowledge to be a significant source for competitive advantage. Replicating companies found their competitiveness on an ability to leverage its knowledge base by replicating its business model in new contexts, a process often referred to as the McDonalds approach. Several authors emphasize that an efficient method for knowledge transfer may increase the risk for imitation. Purpose: The purpose of this study is to examine in an explorative manner how strategies for replicating complex knowledge systems are employed and developed. Furthermore, our ambition is to explore the notion of replication strategy. Research method: The study was initiated by a literature study, creating a theoretical conception of replication. This was followed by an empirical study based on interviews with seven companies in diverse industries, following the explorative nature of the study. The companies studied are Indiska, Sandys, 7- Eleven, Arkitektkopia, First Hotels, Ernst&amp;Young and KPMG. Result: The study has generated a model for analyzing replication of complex knowledge systems. Replication is conceived as the integration of generic capabilities, which are managed by what the authors refer to as integration tools, tools that are based on organizational knowledge. This viewpoint contributes to perception of replicating companies as one knowledge system. The study indicates that methods for knowledge transfer has limited effect on the risk for imitation, instead factors such as the complexity of the business and its ability to continuously develop are of greater importance. Replication strategies can be viewed from a lifecycle perspective, where the balance between exploration and exploitation varies over time. It has been suggested that replication can be viewed upon as an expansion strategy aiming to create a critical mass.

<p>This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo / ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo / ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo / s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo / thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.</p>

<p>This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo / ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo / ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo / s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo / thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.</p>