This study investigates how knowledge is transferred in the Nigerian public service, the features of its bureaucratic culture, as well as, the effects that this culture has on knowledge transfer. The motivation to undertake this study is borne out of the identified gap in the literature, which bothers on the dearth of studies in the area of knowledge transfer, as well as, the specific features inherent in that of the Nigerian public service bureaucratic culture. Qualitative and quantitative research methods (i.e. semi-structured interviews and survey) are combined in gathering data for this study. Both the interviews and survey sample frames undertaken with key players of the public service covering the three cadres, (senior, and junior and management/directorate staff), were representative of all the aspects of the public service covered. Seven ministries out of a total of seventeen in the Bayelsa state public service forms the sample frame used for this research The overall empirical results indicate that there is knowledge transfer in the Nigerian public service in view of the available mechanisms used for the transfer of knowledge. In addition, the Nigerian bureaucratic culture has more negative effects than positive on knowledge transfer. The application of Hofstede’s theory reveals a high level of inequality, masculinity and autocracy as features of the Nigerian public service bureaucratic culture. The study also reveals that there is the use of very high sounding military fashion language in the public service, due to the long period of military rule. This research finds that there is reasonable awareness amongst public servants about knowledge and its sources that is needed to run the public service, but that access to knowledge, particularly tacit knowledge by authorised staff is difficult. Public servants agree that certain kind of knowledge transfer activities persist, although the terminology is relatively new to Nigeria. They agree that under the current democratic environment in which the public service operates, government should make concerted efforts to establish a knowledge transfer culture so as to make knowledge readily available. It recommends the entrenchment of a leaning, training and collaborative culture, as well as, the de-emphasising of hierarchy and creation of a more flexible public service. The contribution of this study to knowledge is in the area of putting in place a framework for the effective implementation of knowledge management practice (transfer) in the Nigerian public service.

Paper presented at the 15th LIASA Conference. 8-11 October 2013, Cape Town

This research investigates the theory of organisational knowledge creation as a viable model in the management of multi-practitioner arts-related practice-led research projects conducted at the North-West University, Potchefstroom Campus. In this regard Transgressions and Boundaries of the Page (2009-2012) (an interdisciplinary exploration of a practice-led research project by means of the artist’s book) is analysed according to the said theory in order to ascertain the compatibility of this theory and the projects outlined. It should be noted that the particular project is not discussed as an example of the application of the theory of organisational knowledge creation. Rather, the purpose of this research is to identify the appearance of salient aspects of the given theory in order to ascertain whether this could be an appropriate management model for future projects of this nature. Accordingly, the goal is to identify such a model that will facilitate and promote creative practice and accredited research within the History of Art, Graphic Design, and Creative Writing disciplines at the North-West Universities Potchefstroom campus. The proposed coupling of the theory of organisational knowledge creation and multi-practitioner arts-related projects by way of practice-led research is underpinned by the fact that both can be situated within the participatory paradigm due to a common conceptualisation of knowledge. This paradigm offers an extended epistemology consisting of practical, experiential, presentational, and propositional knowledge. This paradigm effectively integrates both the tacit and explicit knowledge modalities, which are fundamental to practice-led research and the theory of organisational knowledge creation. A further commonality is the fact that knowledge is considered as an interdisciplinary, subjective and socially constructed phenomenon. In the context of this research, practice-led research involves the self-reflective process, which involves the making, reading and interpretation of creative outputs in the academic milieu. This requires the utilisation of reflective practice to communicate both the tacit and explicit knowledge dimensions. Additionally the participatory paradigm, practice-led research and the theory of organisational knowledge creation advocate a knowledge process that moves through a tacit–explicit knowledge cycle. This knowledge creation cycle in the participatory paradigm and the theory of organisational knowledge creation occur in four levels. In consequence, the Transgressions and Boundaries of the Page project has been managed in four phases. It is against this background that the four knowledge conversion levels of this theory are linked with the extended epistemology of the participatory paradigm to analyse the four phases of the Transgressions and Boundaries of the Page project. The first phase of the Transgressions and Boundaries of the Page project entailed the conceptualisation, planning, and preparation during August 2008 to March 2009. This phase is analysed by means of level one of the theory of organisational knowledge creation (explicit to tacit knowledge conversion) and practical knowledge of the participatory paradigm. The second phase of the project, namely knowledge creation, took place from March 2009 to January 2010. The analysis of this phase is accomplished by means of level two of the theory of organisational knowledge creation (tacit to tacit knowledge conversion) and experiential knowledge of the participatory paradigm. The third phase of the project, namely knowledge presentation and communication, from February 2010 to July 2010 corresponds with, and is analysed by, level three of the theory of organisational knowledge creation (tacit to explicit knowledge conversion) and presentational knowledge of the participatory paradigm. The fourth knowledge formalisation and dissemination phase of the project occurred during July 2010 to December 2011. This phase is analysed by means of level four of the theory of organisational knowledge creation (explicit to explicit knowledge conversion) and propositional knowledge of the participatory paradigm. Consequently, I argued that each phase of the project correlates with the corresponding levels of the theory of organisational knowledge creation, knowledge conversion mechanisms and the knowledge modalities of the participatory paradigms. The four phases of the project and the four levels share common knowledge conversion and creation processes and goals that are attributed to the common conceptualisation of knowledge. Distinct correlations between the knowledge creation goals of the knowledge conversion levels and phases were identified. Therefore, the mechanisms used to achieve knowledge conversion and creation were applicable to the assigned management phases of the project. It was further argued that it is possible to adapt the current management approach to the more structured theory of organisational knowledge creation without negating either the tacit or explicit knowledge modalities. Consequently it is concluded that the theory of organisational knowledge creation, which is a management model normally used in the commercial business context, could be utilised to manage multi-practitioner arts related practice-led research projects more effectively in the academic context. / PhD (History of Art), North-West University, Potchefstroom Campus, 2015

This research investigates the theory of organisational knowledge creation as a viable model in the management of multi-practitioner arts-related practice-led research projects conducted at the North-West University, Potchefstroom Campus. In this regard Transgressions and Boundaries of the Page (2009-2012) (an interdisciplinary exploration of a practice-led research project by means of the artist’s book) is analysed according to the said theory in order to ascertain the compatibility of this theory and the projects outlined. It should be noted that the particular project is not discussed as an example of the application of the theory of organisational knowledge creation. Rather, the purpose of this research is to identify the appearance of salient aspects of the given theory in order to ascertain whether this could be an appropriate management model for future projects of this nature. Accordingly, the goal is to identify such a model that will facilitate and promote creative practice and accredited research within the History of Art, Graphic Design, and Creative Writing disciplines at the North-West Universities Potchefstroom campus. The proposed coupling of the theory of organisational knowledge creation and multi-practitioner arts-related projects by way of practice-led research is underpinned by the fact that both can be situated within the participatory paradigm due to a common conceptualisation of knowledge. This paradigm offers an extended epistemology consisting of practical, experiential, presentational, and propositional knowledge. This paradigm effectively integrates both the tacit and explicit knowledge modalities, which are fundamental to practice-led research and the theory of organisational knowledge creation. A further commonality is the fact that knowledge is considered as an interdisciplinary, subjective and socially constructed phenomenon. In the context of this research, practice-led research involves the self-reflective process, which involves the making, reading and interpretation of creative outputs in the academic milieu. This requires the utilisation of reflective practice to communicate both the tacit and explicit knowledge dimensions. Additionally the participatory paradigm, practice-led research and the theory of organisational knowledge creation advocate a knowledge process that moves through a tacit–explicit knowledge cycle. This knowledge creation cycle in the participatory paradigm and the theory of organisational knowledge creation occur in four levels. In consequence, the Transgressions and Boundaries of the Page project has been managed in four phases. It is against this background that the four knowledge conversion levels of this theory are linked with the extended epistemology of the participatory paradigm to analyse the four phases of the Transgressions and Boundaries of the Page project. The first phase of the Transgressions and Boundaries of the Page project entailed the conceptualisation, planning, and preparation during August 2008 to March 2009. This phase is analysed by means of level one of the theory of organisational knowledge creation (explicit to tacit knowledge conversion) and practical knowledge of the participatory paradigm. The second phase of the project, namely knowledge creation, took place from March 2009 to January 2010. The analysis of this phase is accomplished by means of level two of the theory of organisational knowledge creation (tacit to tacit knowledge conversion) and experiential knowledge of the participatory paradigm. The third phase of the project, namely knowledge presentation and communication, from February 2010 to July 2010 corresponds with, and is analysed by, level three of the theory of organisational knowledge creation (tacit to explicit knowledge conversion) and presentational knowledge of the participatory paradigm. The fourth knowledge formalisation and dissemination phase of the project occurred during July 2010 to December 2011. This phase is analysed by means of level four of the theory of organisational knowledge creation (explicit to explicit knowledge conversion) and propositional knowledge of the participatory paradigm. Consequently, I argued that each phase of the project correlates with the corresponding levels of the theory of organisational knowledge creation, knowledge conversion mechanisms and the knowledge modalities of the participatory paradigms. The four phases of the project and the four levels share common knowledge conversion and creation processes and goals that are attributed to the common conceptualisation of knowledge. Distinct correlations between the knowledge creation goals of the knowledge conversion levels and phases were identified. Therefore, the mechanisms used to achieve knowledge conversion and creation were applicable to the assigned management phases of the project. It was further argued that it is possible to adapt the current management approach to the more structured theory of organisational knowledge creation without negating either the tacit or explicit knowledge modalities. Consequently it is concluded that the theory of organisational knowledge creation, which is a management model normally used in the commercial business context, could be utilised to manage multi-practitioner arts related practice-led research projects more effectively in the academic context. / PhD (History of Art), North-West University, Potchefstroom Campus, 2015

Content removed from thesis due to copyright restrictions: Teo-Dixon, G. & Monin, N. (2007). Guru of gurus: Peter Drucker, logology, and the ultimate leader. Journal of Management Inquiry, 16(1), 6-17. doi:10.11777/1056492606294637 / Knowledge management (KM) is a topic of interest to local and national organisations on the potential of ‘knowledge’. In over a decade of theorising, the concept of knowledge as projected by theory seems to remain largely positive. My research probes these concepts of knowledge and asks if it was rhetoric that sustained these images of knowledge and, if so, what were the processes that enabled it to do so. In this thesis, I critically examine several academic texts in KM theory and find out that the concept of knowledge in KM as portrayed by these texts is rhetorically perfect but potentially corrupted. Concepts of knowledge which have been ignored or omitted in KM become apparent in a unique method of rhetorical analysis which I have developed and called ‘embedded cluster-agon’ analysis. Based on this analysis, I propose that in the ‘perfecting’ of knowledge a ‘dark side’ has developed. In the KM theory analysed, this emerges as a pattern of assumptions that regards individuals as: resources to be exploited, pawns in organisational strategies, victims of unbalanced power relationships and anonymous nodes on networks. This hints at a possible lack of moral or ethical consideration in managing knowledge. Therefore, KM needs to be theorised with care.

Content removed from thesis due to copyright restrictions: Teo-Dixon, G. & Monin, N. (2007). Guru of gurus: Peter Drucker, logology, and the ultimate leader. Journal of Management Inquiry, 16(1), 6-17. doi:10.11777/1056492606294637 / Knowledge management (KM) is a topic of interest to local and national organisations on the potential of ‘knowledge’. In over a decade of theorising, the concept of knowledge as projected by theory seems to remain largely positive. My research probes these concepts of knowledge and asks if it was rhetoric that sustained these images of knowledge and, if so, what were the processes that enabled it to do so. In this thesis, I critically examine several academic texts in KM theory and find out that the concept of knowledge in KM as portrayed by these texts is rhetorically perfect but potentially corrupted. Concepts of knowledge which have been ignored or omitted in KM become apparent in a unique method of rhetorical analysis which I have developed and called ‘embedded cluster-agon’ analysis. Based on this analysis, I propose that in the ‘perfecting’ of knowledge a ‘dark side’ has developed. In the KM theory analysed, this emerges as a pattern of assumptions that regards individuals as: resources to be exploited, pawns in organisational strategies, victims of unbalanced power relationships and anonymous nodes on networks. This hints at a possible lack of moral or ethical consideration in managing knowledge. Therefore, KM needs to be theorised with care.

Researchers and practitioners have linked the survivability of organization to their ability to manage their knowledge resource. This ability of the organizations depends on providing the technological support for the creation of knowledge, organizational structures (such as the organization reward systems) and the willingness of their employees to share their knowledge. Developments in information and communication technologies have facilitated organizations in developing the infrastructures that are required for the dissemination of knowledge. Organizations are thus left with the challenge of developing organizational structures that will motivate knowledge sharing among its employees. The knowledge sharing problem, which was once seen as an issue of capturing can codifying information, is now seen as a challenge of motivating individuals, the true owner of knowledge, to share their valuable resource. Behavioural scientists have taken interest in knowledge sharing as a form of helping behaviour which is directed at the organizations or member within the organizations. Although organizations have great desire that their managers engage in this behaviour, it is the discretion of their employees whether they want to share or withhold their knowledge. Organizational structural control mechanisms (such as the performance evaluation systems) have limited success in enforcing such behaviour as there are no means of measuring its outputs. Organizations depend on their incentive systems to motivate knowledge sharing. Research into motivation indicates that there is no easy fix to achieve this. Organizations have to balance the use extrinsic and intrinsic motivators, considering the specific motivational requirements of their employees. Motivational interventions, such as the use of incentives, are dependent on the level of trust the employees have in their managers and the organization in whole to deliver on those incentives in a fair and equitable manner. Where trust levels are not sufficient, employees tend to ignore such incentives and tend to further disinvest discretionary efforts. The current study used the psychological contract theory as a frame work for understanding the dynamics of the employee-employer exchange. The central premise of the theory is that employees tend to lose trust in the organization or the agent of the organization, when they perceive that their expectations have not been met. In addition to the lost of trust, psychological contract violation is also negatively associated with desirable organization behaviours and attitudes – such as commitment, in-role and extra-role effort – and is positively associated with undesirable organization behaviours and attitudes such as intention of turnover. The current study used a qualitative research design to investigate how the violation of the psychological contract can add to the ineffectiveness of the organization incentive system to motivate knowledge sharing. Using semistructured interviews the participants were provided with short scenarios (vignettes) which simulated occurrences of psychological contract violation. The participants, acting as informants, responded to question with regards to how the situations depicted in the vignettes would affect the vignette characters’ work behaviours, specifically their desire to share knowledge.

As organisations and managers start to realise the strategic value of knowledge within their organisation, several attempts have been made to implement Knowledge Management (KM) within these organisations. The standard approach, which leads to the failure of KM initiatives, is to view KM as a type of technological implementation while failing to realise that the organisation needs to facilitate a KM-friendly environment. Organisations that have successfully implemented KM within their boundaries, structure and scope have developed unique and organisation-specific KM implementations, making it difficult for the success factors associated with these implementations to be transferred to other organisations. As a result, researchers and authors have attempted to develop an ontological or taxonomical mechanism that would assist in the sharing of knowledge within and across organisational boundaries. Due to the organisational specialisation of these mechanisms, these attempts have for the most part been unsuccessful. This study presents foundational work that can be used within an organisation to develop KM initiatives. By focusing on the language used by KM researchers and KM practitioners working with and practising KM within organisations, the author identified multiple terms and concepts that represent the fundamental building blocks of KM. If these building blocks are applied appropriately between different organisations, they can assist in the development of a KM initiative. The identified fundamental building blocks offer a starting point for the development of a KM initiative. As the study focuses on organisational KM needs, these building blocks may be used to implement a KM initiative that would satisfy an organisation‘s KM needs. The goal of this study is therefore to identify the fundamental building blocks of KM that, when applied constructively, would assist the KM practitioner in satisfying an organisation‘s KM needs. In order to achieve this goal, the research focused on the following objectives (as reflected in the research question, subquestions and chapter division):  To identify why there is a need for KM within organisations, and how it has been addressed in research, KM initiatives and organisations.  To clearly delineate the concepts of Knowledge, Management and KM that can be applied in relationship with the process of organisational management.  To identify organisational KM needs as linked to a generic organisation that is associated with a system interacting with its environment (gaining or losing knowledge due to the system‘s nature).  To identify KM‘s fundamental building blocks associated with the language used by KM researchers and practitioners.  To represent the identified fundamental KM building blocks that can be applied to a generic organisation to satisfy organisational KM needs. As a result of the discussion, review and study conducted for this thesis, the author found specific dimensions pertaining to the fundamental building blocks of KM that satisfy organisational needs.  It was established that there is a clear need for organisational KM in an effort to retain and manage knowledge resources to the benefit of the organisation. This highlighted the need for organisational KM, outlining possible solutions plus concerns found in previous research. It was found that although there is a need for organisational KM, this need has been poorly addressed thus far. Based on the discussion and findings in this thesis, it was found that there is a clear distinction between the concepts of Knowledge, Management and KM and it was found that KM provides support for the day-to-day management processes to which it is aligned. This highlighted the nature of Knowledge, Management and KM by redefining the construct of KM based on core considerations related to the concepts of Knowledge and Management and the critical interaction between the two.  It was found that due to the systemic nature of an organisation, knowledge dissipates into the organisational environment. KM is essential to minimise this effect. Furthermore, organisational KM needs can be satisfied by applying the fundamental building blocks of KM during the implementation of an organisational KM initiative.  After analysing the lexicon used by KM practitioners, the building blocks of KM were clearly highlighted by comparing patterns presented within the results analysed for this study.  The final objective highlights and represents the fundamental building blocks of KM that satisfy organisational KM needs as clearly identified from the language used by KM practitioners. By extending this study to the language used by KM practitioners as formulated within communities of practice in describing KM, the results of this study link directly to not only what KM theoretically appears to be, but also to how KM is viewed by people who work within the KM and knowledge environment on a day-to-day basis. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Informatics / unrestricted

Inter-organisational knowledge sharing between airport security organisations has become increasingly vital to maintain the highest standards of security and public safety. Social networks are considered a significant space for knowledge sharing within and across organisations. The purpose of this research is to investigate inter-organisational knowledge sharing in social media between key organisations in policing and airport security. A cross-sectional case study strategy combining qualitative and quantitative methods was employed to investigate the use of social media in inter-organisational knowledge sharing in the context of airport security in the UAE. Findings showed that the structural characteristics within knowledge sharing were highly centralised and polarised with low intensity in knowledge sharing. Social capital was constrained at a relational level due to cultural factors of trust, risk aversion and power distance that influenced a closed culture and reduced the scope for tacit knowledge sharing practices as well as low level cognitive capital. Analysis of dimensions of the SECI model for knowledge creation revealed that knowledge and the process of knowing was impacted by cultural distinctions that constrained socialisation, externalisation, combination and internalisation processes. The key barriers to knowledge sharing were identified and associated with trust, risk aversion, organisational culture, resource constraints and interoperability factors. This study makes a contribution to theory and practice in terms of the relationship between social capital dimensions and knowledge creation processes and the characteristics of knowledge-sharing within social media. The study further adds to knowledge on the antecedents of inter-organisational knowledge sharing, particularly in the Arabic context. / UAE Government and Ministry of Interior

Dawson (2009) suggested a twelve step methodology for implementing knowledge management solutions following research which showed that implementing knowledge management solutions was not as successful as expected. This thesis investigates the third of this twelve step methodology which requires finding a knowledge management solution in the context of the problem. The aim of the research is to determine a methodology that will provide a systematic way for managers to select an appropriate knowledge management tool given a particular working environment. Two organisations are investigated to confirm that there is a need for a systematic methodology for selecting knowledge management tools and how a methodology may help in achieving selecting an appropriate tool. This investigation is carried out using case studies, action research and interviews and results in discovering that organisations do not have a systematic method for selecting tools which leads to tools being selected haphazardly and not always successfully. Two tools are developed to aid a manager in selecting a knowledge management tool: the House of Knowledge Management Tool Selection and the Knowledge Management Tool Classification Grid. The House tool helps to identify the knowledge problem being solved and evaluates all potential knowledge management tools against the problem. The barriers to the potential success of the tools are also examined. The grid identifies potential tools by classifying them against knowledge problems. The two tools are further refined and developed using the two organisations as case studies to demonstrate how and when the tools can be used. This leads to development of the Barrier House and the Evaluation Grid. A framework and associated methodology are then developed that can be used as a guide to using the tools, offering a systematic approach to selecting knowledge management tools given any environment and thus accomplishing the aim of the thesis.