Thesis (Ph. D.)--University of Hong Kong, 2007. / Also available online.

Thesis (Ph.D.)--University of Adelaide, Adelaide Graduate School of Business, 2004. / "June 2004" Title from t.p. on PDF file; viewed 29 June 2005. Includes bibliographical references. Also available in a print form.

Thesis (Ph.D.)--University of Adelaide, Adelaide Graduate School of Business, 2004. / "June 2004" Includes bibliographical references (p. 223-237). Also available online.

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Organizational transformations, such as mergers and acquisitions, disrupt the steady state of organizational daily life. Under some conditions, these kinds of disruptions may actually alter the organizational and occupational structure of everyday work. However, current theories of organizational learning and knowledge governance, such as the so-called ‘knowledge- or capability-based view of the firm’, are inadequate when it comes to the potential number of structural variations inherent in an organizational transformation taking place in non-commercial organizational settings such as higher education institutions. In an exploratory case study of a university merger, this dissertation inductively examines how governance structures in universities impact the creation and exploitation of knowledge, both in core academic activities (research and teaching) and in related and supporting administrative tasks. This setting provides an institutional configuration that differs considerably from that which has informed most previous research on the creation, sharing and exploitation of knowledge, but in which there are prominent institutional locales for the governance of knowledge processes. Taking a practice lens, this study proposes a finer-grained picture of those structural variations by depicting the recursive relationship between changes in knowledge content (ostensive aspects) and knowledge-use practices (performative aspects) in the academic merger. Similarities and differences in relation to knowledge governance in firms are also identified. The findings suggest a classification of the micro-processes by which organizational and competence-based capabilities are recreated, improving our understanding of knowledge-based capabilities (re)creation at different levels of organization and through different stages of merger implementation.

Becoming a Learning Organization (LO) is widely recognized as a process through which organizations can develop characteristics that enable them to be competitive in an increasingly competitive business environment. While there is an assumption that LOs have the ability to manage change, few empirical studies are available to prove whether an organization with strong LO characteristics also has a high level of change readiness. In developing itself into an LO, an organization seems to gain possession of relevant characteristics through knowledge acquisition, knowledge sharing and knowledge utilization. There is, however, a lack of clarity on what LO characteristics are developed at each of the three stages. The relationship among these stages is also confusing. The purpose of this research is to confirm whether organizations with a high level of LO characteristics also have a high level of readiness-to-change. It also attempts to verify the relationship among the LO development stages of knowledge acquisition, knowledge sharing and knowledge utilization. A questionnaire has been designed following an extensive review. It incorporates "an Inventory of LO Characteristics" to measure the level of LO characteristics formed in an organization. There are also questionnaire to gauge the level readiness-to-change. The questionnaire has been distributed to employees in two leading mobile phone service companies in Thailand. The industry is selected because of its changing business environment. Thailand has been chosen for as the location for the research because few studies in LO have been conducted outside the more developed economies. The findings demonstrate two major insights. Firstly, the correlation coefficient between the six categories of LO characteristics - cultural values, leadership commitment and empowerment, communication, knowledge transfer, employee characteristics and performance upgrading - and readiness-to-change confirms that if an organization has a high level of LO characteristics, it will also have a high level of readiness-to-change. Secondly, the correlation coefficient between the three LO development stages - of knowledge acquisition, knowledge sharing and knowledge utilization - and readiness-to-change, support the hypothesis that they follow a sequential order. Results of the research are analysed and discussed, providing valuable contributions to both research and practice in the area. / Thesis (Ph.D.)--Adelaide Graduate School of Business, 2004.

Becoming a Learning Organization (LO) is widely recognized as a process through which organizations can develop characteristics that enable them to be competitive in an increasingly competitive business environment. While there is an assumption that LOs have the ability to manage change, few empirical studies are available to prove whether an organization with strong LO characteristics also has a high level of change readiness. In developing itself into an LO, an organization seems to gain possession of relevant characteristics through knowledge acquisition, knowledge sharing and knowledge utilization. There is, however, a lack of clarity on what LO characteristics are developed at each of the three stages. The relationship among these stages is also confusing. The purpose of this research is to confirm whether organizations with a high level of LO characteristics also have a high level of readiness-to-change. It also attempts to verify the relationship among the LO development stages of knowledge acquisition, knowledge sharing and knowledge utilization. A questionnaire has been designed following an extensive review. It incorporates "an Inventory of LO Characteristics" to measure the level of LO characteristics formed in an organization. There are also questionnaire to gauge the level readiness-to-change. The questionnaire has been distributed to employees in two leading mobile phone service companies in Thailand. The industry is selected because of its changing business environment. Thailand has been chosen for as the location for the research because few studies in LO have been conducted outside the more developed economies. The findings demonstrate two major insights. Firstly, the correlation coefficient between the six categories of LO characteristics - cultural values, leadership commitment and empowerment, communication, knowledge transfer, employee characteristics and performance upgrading - and readiness-to-change confirms that if an organization has a high level of LO characteristics, it will also have a high level of readiness-to-change. Secondly, the correlation coefficient between the three LO development stages - of knowledge acquisition, knowledge sharing and knowledge utilization - and readiness-to-change, support the hypothesis that they follow a sequential order. Results of the research are analysed and discussed, providing valuable contributions to both research and practice in the area. / Thesis (Ph.D.)--Adelaide Graduate School of Business, 2004.

Thesis (MPhil)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

With the global environment changed rapidly, traditional sources of competitive advantage can no longer provide a sustainable strength for business, the approach to global business strategy point to core competencies, invisible assets, and organizational capabilities as key factors influencing MNC¡¦s long-term success in global markets. Benefited by resource-based view (RBV), strategic human resource management (SHRM), and organization behavior (OB) theories as theoretical groundwork, and our contributions include of (1) We built up a theoretical framework from the perspective of human capital to investigate how learning organizational capital facilites firm¡¦s innovative capabilities through human capital flexibility as a mediator. (2) Define human capital flexibility and its seven dimentions. (3) Define learning organizational capital with three dimensions derived from human capital perspective of knowledge-based literatures. Using sample of 184 subsidiaries of Taiwanese MNCs with SEM technique, our empirical result further indicates that human capital flexibility and learning organizational capital has positive effects on firm¡¦s innovative capabilities. Also, human capital flexibility plays a key role as a strong mediator that enhanced organizational capital to exert firm¡¦s innovative capabilities

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 595-601).