Thesis (Ph.D.)--Capella University, 2005. / Includes bibliographical references (leaves 83-91).

Thesis (Ph.D.)--Alliant International University, San Francisco, 2003. / Includes bibliographical references (leaves 125-131).

Thesis (Ph.D.)--Capella University, 2001. / Includes bibliographical references (leaves 109-115).

<p>U radu se proučava uticaj pojedninih organizacionih varijabli preko<br />teorije razumne akcije na proces prenošenja znanja. Istražuje se kako<br />i u kojoj meri organizaciona klima određena dimenzijama pripadnosti,<br />pravednosti i inovativnosti i delegirajući stil liderstva utiču na<br />prenošenje znanja između zaposlenih u organizaciji. U tu svrhu su<br />kreirani i validirani upitnici i dizajniran je strukturalni model.<br />Primarni cilj ovog rada je bolje i jasnije razumevanje faktora koji<br />utiču na proces prenošenja znanja između zaposlenih u organizaciji.</p> / <p>This thesis examines the impact of certain organizational variables through<br />the theory of reasoned action on knowledge sharing behavior. It explores<br />how and to what extent organizational climate determined by its dimensions<br />of cohesion, innovativeness and fairness, and empowering leadership affect<br />knowledge sharing behavior of employees in organizations. For this purpose,<br />questionnaires were created and validated and a structural model was<br />designed. The primary objective of this paper is better understanding of<br />factors affecting knowledge sharing behavior of employees in organizations.</p>

This dissertation explores the types of professional communities that are built when teachers work in initiatives that, in various forms, link them to teachers from other countries. In doing so it explores the types of knowledge that may be exchanged by the building of these communities and the value that teachers put upon these different forms of knowledge. Therefore, this study is situated in the broad theoretical context of discussions related to the building of professional communities but explores this within a specifically international context. The most significant findings that this dissertation identifies are: that the teachers involved built the professional communities that are most important to them in more exploratory ways and with more agency than is suggested by other related research, and in connection to this that those professional communities that the participants attached most significance to were consistently alternative to the immediate workplace. It was also found that whilst the teachers involved in this study problematised the possibility of directly transferring specific classroom strategies, stories about teaching were seen by all to be useful vehicles for exchanging other forms of knowledge, for enabling affirmation and for co-constructing moral purpose. These findings have potential implications for policy and practice as they indicate that structures that focus exclusively on developing communities within schools may need to be enriched by those that provide teachers with the flexibility to discover and build communities in alternative ways too. The primary data collection method used when conducting this research was interview. The participants who were interviewed came from two countries, namely England and Macedonia. This entirely qualitative approach is positioned within an interpretivist paradigm. However, it is argued that contributions to theoretical debates regarding the nature of professional communities can still be made.

Rollen som CIO är komplicerad och i ständig förändring. Rollinnehavaren ska förändra och förbättra organisationen samtidigt som CIO-rollen skapades utifrån ett behov av att erhålla en överblick och kunskap om vilka effekter beslut får. I dagsläget ligger mycket fokus på att CIO-rollen ska bidra med ökat värde till organisationen. Det finns dock ingen tydlig definition av vad CIO-rollen närmare innebär, grundat i specifik organisation kan rollens syfte variera. Avsaknad av en generell definition och konsensus av vad CIO-rollen innebär leder till att det är problematiskt att utvärdera rollen och hur väl den fungerar inom en organisation. Med denna studie ämnar vi påbörja arbetet med att tydliggöra CIO-rollen genom att identifiera kunskapsområden som är knutna till rollen. Dessa identifieras teoretiskt och studeras sedan empiriskt för att sättas i ett verklighetsperspektiv. Vi identifierar även utmaningar, saker att vidare studera som avser att underlätta det praktiska arbetet alternativt områden som kan bidra till att rollen blir tydligare. Vår kvalitativa fallstudie kring CIO-rollen består empiriskt av tre intervjuer. I vår analys studerar vi respektive kunskapsområden, det genom att studera den teoretiska CIO:n gentemot insamlad empirisk data. Vårt resultat är sex teoretiska kunskapsområden kopplade till CIO-rollen. Av de sex teoretiska kunskapsområdena har vi valt exkludera ett kunskapsområde. Det då vi empiriskt har identifierat att kunskapsområdet konkurrensfördelskunnande inte är relevant, då i huvudsak baserat på att våra intervjuobjekt verkar inom offentlig sektor. Vi kan utifrån vår analys dra slutsatsen att kunskapsområdet konkurrensfördelskunnande inte är ett viktigt område för CIO:er inom offentlig sektor. De områden som bekräftas relevanta är; ledarskapskunnande, verksamhetskunnande, strategiskt kunnande, kommunikativt kunnande samt IT-kunnande. Utmaningar vi har identifierat som är i behov av vidare studier är exempelvis vilka effekter ger en uppdelning av CIO-rollen samt hur påverkar uttalade förväntningar CIO-rollen. De utmaningar vi identifierat i studien anser vi behöver studeras mer för att bidra till att tydliggöra rollen. / The CIO role is complicated and constantly changing. The role holder must transform and improve the organization whilst the CIO-role was created out of a need to obtain an overview and understanding of the effects decisions gets. The CIO-role is today very focused on how the role will provide increased value to the organization. However, there is no clear definition of what the CIO-role is designed to aim for resulting in variance between the goal with and reason behind CIO:s in today’s organizations. The lack of a general definition and a consensus of what the CIO-role mean leads to a problematic task to evaluate the role and how well it functions within an organization. This study intends to begin the work on clarifying the CIO-role, this by identifying knowledge areas related to the role. These are identified theoretically and then studied empirically to be viewed in a reality perspective. We do also identify challenges, which is areas that need further research, designed to facilitate the practical work or alternately areas that can contribute to the role becoming more clear. Our qualitative case study about the CIO-role consists of three empirical interviews. We study respective knowledge areas in our analysis, this by studying the theoretical CIO against the collected empirical data. Our result is six theoretical knowledge areas related to the CIO-role. Of the six theoretical knowledge areas, we have chosen to exclude one. This when we empirically identified that the knowledge area competitive advantages is irrelevant, mainly based on that our respondents is working in the public sector. We can based on our analysis conclude that the knowledge area competitive advantages is not a key area for CIO:s in the public sector. The areas that we confirm as relevant are: leadership knowledge, business knowledge, strategic knowledge, communicative knowledge and IT knowledge. Challenges we have identified as in need of further research includes for example, the effects of giving a breakdown of the CIO-role and the impact of articulated expectations on the CIO-role. The challenges we have identified in the study are in need of further research in order to help clarify the role.