Healthcare is a knowledge-intensive field. A significant quantum of extremely vital and viable healthcare knowledge exists in a tacit form, yet due to various operational and technical reasons such healthcare knowledge is not entirely utilized and put into professional practice. The strong increase in expert work and knowledge-intensive fields make examining the topic timely and hypothetically interesting.The most significant contribution of this study is the increase in understanding, as well as, tacit healthcare knowledge sharing amongst physicians and clinicians with the type of collaborative tools and technologies they have at their disposal. Collaborative tools and technologies help employees of an organization work closely with their colleagues, partner organization and other volunteers as tacit healthcare knowledge sharing among clinicians such as sharing of best practices, tips and tricks, inter professional collaborative networking, clinical experiences and skills are known to have a significant impact on the quality of medical diagnosis and decisions.This paper posits that collaboration tools and technologies can provide new opportunities for tacit healthcare knowledge sharing amongst health-experts, and demonstrates this by presenting findings from a review of relevant literature and a survey conducted with Medical Doctors who have moderate to high interaction with collaborative tools and technologies in the healthcare industry. Semi-structure interviews were conducted with health-experts (Medical Doctors and clinicians) of Akademiska Hospital, Uppsala, Sweden. Final thematic analysis unveiled six themes as potential contributors of collaborative tools and technologies in facilitating tacit healthcare knowledge sharing among clinicians. The newly developed themes are described and interpreted briefly; extensive literature review has been carried out to relate the emerged themes with the literatures and part of interview participant responses are supported as well. Finally this research suggests further empirical studies shall be conducted to acknowledge this study.

Thesis (MPhil (Information Science))--University of Stellenbosch, 2008. / Rural multi-grade schools are faced with many challenges when it comes to teaching and learning. Educators at these schools are required to teach more than one grade at a time with several learning areas. This research suggests that this problem can partly be resolved by engaging educators in a kind of learning network where they will assist each other when it comes to curriculum development and planning. The researcher understands the conditions and the problems associated with these schools. Hence an online collaboration process was put to the test. It is argued in the literature review that the nature of the curriculum requires that the educators should collaborate at a certain level. This has led the researcher to believe that there is a need to provide an overview of collaborative software available in the market. To this effect a decision was taken to test the suitability of Share Point (SP) as collaboration software as well as the attitude of educators towards collaboration. Emerging from the research is a visible absence and silence on collaboration in schools. Although educators embrace the process of online collaboration there are some problems that need to be taken care of first. Some of these relate to the availability of computers, both at home and at work and the fact that some educators are not computer literate enough to face the challenges of online collaboration. Other shortcomings to the success of the research are also highlighted. The research concluded by recommending the use of SP in schools to alleviate the plight of rural school educators. The use of SP should also be accompanied by an extensive training programme to ensure the optimum utilisation of the system. On the whole the researcher is also of the opinion that online collaboration can work provided that it is monitored very thoroughly.

No description available.

As ferramentas mais comuns da internet, tais como correio eletrônico, chat, fórum estão sendo rapidamente incorporadas nas atividades diárias das escolas, nos cursos presenciais. De modo especial isso acontece também nas instituições que fazem uso de sistemas de gerenciamento de cursos, que oferece um ambiente de aprendizagem colaborativa, de modo a provocar uma maior interação entre os alunos e uma aprendizagem com mais qualidade. O objetivo desta dissertação foi identificar quão as tecnologias de comunicação de um ambiente de aprendizagem colaborativa estão sendo utilizadas e agregando valor a formação dos alunos. Dados foram coletados de 102 alunos de disciplinas semi-presenciais do primeiro semestre de 2004, que responderam perguntas versando sobre o domínio sobre a tecnologia, a importância dada as ferramentas de colaboração na condução da disciplina, a identificação de algumas características dessas tecnologias em sua formação discente. Também foi elaborado um estudo de caso a partir de entrevistas com professores de uma Instituição de ensino superior. As ferramentas mais utilizadas foram o correio eletrônico e o fórum. O chat foi considerado uma ferramenta pouco utilizada, embora tenha sido considerada importante para o \"sentimento de grupo\". A videoconferência, considerada inviável pelo seu alto custo de operacionalização, foi raramente utilizada, muito embora suas características para simular a sala de aula tenham sido evidenciadas. Recomendações foram dadas em relação a treinamentos de instrutores e de futuras pesquisas considerando a visão dos professores. / The most common tools of internet, such as electronic mail, chat and forum, are being rapidly incorporated in daily school activities. In a especial way, it also happens in institutions that make use of management courses systems, which offer a collaborative learning environment, in order to provoke a better integration between the students and a more qualified apprenticeship. The objective of this paper was to identify what communication technologies in a collaborative learning environment have being utilized and the value aggregated to the students background. Some data were collected from 102 students of school subjects in the first semester in the year of 2004. These students answered questions concerning the domain of technology, the importance given to the tools that collaborates on teaching the subject, the identification of technologies features for their background. It was also elaborated a study starting from interviews with professors of an upper teaching institution (college). The most utilized tools were the e-mail and forum. The chat wasn\'t considered a very utilized tool, although it has been considered important for the \"group sense\". The videoconference, considered impracticable by its high functional cost, was rarely utilized, although its characteristics to simulate the classroom have been highlighted. Some recommendations were made in relation to the training of instructors and of the future researches considering the professors point of view.

Dans un marché mondial, de nombreuses sociétés sont passées d’une stratégie d’entreprise centralisée où les produits sont conçus dans un lieu central et fabriqués dans les centres régionaux à une entreprise décentralisée, puis à une organisation répartie sur les régions. Le contexte Industriel de la thèse est GE Renewable Energy – Hydro solutions qui conçoit et fabrique des centrales d’énergie hydraulique. L’organisation GE hydro est dispersée sur 5 régions (Amérique du Nord, Amérique Latine, Europe, Chine et Inde). Chaque région est devenue une partie de cette organisation distribuée où sont conçues et fabriquées des turbines hydrauliques / générateurs. Cependant, de nouveaux défis ont surgis dans ce processus de développement de produits distribués : les besoins spécifiques à un marché, les différentes pratiques de travail, des différentes méthodes de conception, en plus des différences culturelles entre les régions.Afin de rationaliser ces différences, le développement de produits distribués comportait plusieurs objectifs. Par exemple, la standardisation des processus d'ingénierie, le développement des guides de conception commune pour les outils d'ingénierie, l'harmonisation des procédures de qualité et de résolution des problèmes. L’organisation Hydro a confié ces objectifs aux collectifs d'ingénierie virtuels qui sont dispersés dans toutes les régions.Notre recherche vise à étudier et à soutenir les collectifs d'ingénierie virtuels dans la co-création des standards techniques propres à l'entreprise. Les collectifs d'ingénierie virtuels impliquent des concepteurs, des ingénieurs industriels, des techniciens ainsi que les utilisateurs finaux. Ils devaient collaborer à distance afin de co-développer les standards techniques et plus tard de les adopter dans les projets des clients.Les collectifs d'ingénierie virtuels ont été au cœur de notre démarche de standardisation, la thèse a abordé les questions de recherche suivantes :1."Quel processus et plateforme collaboratifs de standardisation pourront permettre aux collectifs d'ingénierie de co-développer leurs standards à distance ?"2."Quelles sont les caractéristiques des différents types de collectifs virtuels qui conviennent respectivement au processus collaboratif de standardisation ?"3."Quel processus opérationnel doit être défini pour faciliter le travail des collectifs d'ingénierie virtuels dans une organisation gérée par projets ?"De la littérature, nous avons défini et différencié les types des collectifs d'ingénierie virtuels en tant que communautés de pratiques ou d'intérêt virtuelles, des équipes virtuelles et des réseaux d'apprentissage. Grâce à des observations et des réflexions autour de la pratique, nous avons développé et testé nos propositions. Les contributions principales de la thèse sont résumées telles que :1.Un modèle de processus collaboratif de standardisation pour co-développer les standards techniques à distance.2.HySPeC - une plateforme collaboratif de standardisation - pour répondre aux différentes exigences du processus collaboratif de standardisation.3.Un modèle dynamique pour caractériser les collectifs virtuels en fonction de leurs phases de développement.4.Un cadre des collectifs virtuels pour sélectionner, différencier et adapter les collectifs virtuels en fonction des objectifs du projet.5.Un processus opérationnel des collectifs virtuels pour faciliter l'adoption et la mise en œuvre des standards d'ingénierie dans les projets.La direction chez GE Hydro a considéré les propositions comme un facteur de succès pour co-développer les standards d'ingénierie à distance. Les différents types des collectifs virtuels peuvent s’adapter au processus de standardisation collaboratif et utiliser intuitivement les fonctionnalités de la plateforme collaborative. L'approche a également fourni un processus opérationnel pour faciliter l'intégration et le travail des collectifs d'ingénierie virtuels au sein de l'organisation hydro. / In a global economy, the conquest of exploring and acquiring new markets has led many companies to expand their business around the globe. Many companies adopted a strategy of shifting from a centralized company where products were designed and manufactured in one region to a decentralized company, and then to a distributed organization over the regions. Our thesis context is GE Renewable Energy – Hydro solutions that designs and manufactures hydraulic power plants. GE hydro organization is scattered over 5 regions (North America, Latin America, Europe, China and India). Each region became part of this distributed organization where they participated in the designing and the manufacturing of the hydraulic turbines/ generators. However, new challenges arose in this distributed product development process: specific market needs, different working practices, various design methods, multitude of design tools in addition to the cultural differences among the regions.In order to rationalize the regional differences, the distributed development of hydraulic turbines and generators entailed several objectives. For example, standardization of engineering processes, development of common design guides for engineering tools, harmonization of quality sheets and troubleshooting procedures. Hydro organization has entrusted these objectives to the virtual engineering collectives who are dispersed in all the regions.Our research aimed at studying and supporting the virtual engineering collectives in the co-creation of corporate engineering standards and guidelines. The virtual engineering collectives involved the designers, industrial engineers, technicians as well as the end-users. They had to remotely collaborate in order to co-develop the engineering standards and later on to adopt them in customer projects.Since the virtual engineering collectives were at the core of our standardization approach, the thesis addressed the following research questions:1- “which collaborative standardization process and platform could enable the engineering collectives to co-develop their standards at distance?”2- “what are the characteristics of the different virtual collectives’ types which suit respectively the collaborative standardization process?”3- “which operational process has to be defined to ease the work of the virtual engineering collectives within a project based management style?”From the literature, we defined and differentiated the virtual engineering collectives’ types as virtual communities of practice and/or interest, virtual teams and networks of learning. Through observations and reflections from the practice, we have developed and tested our propositions. The main thesis’ contributions are summarized as follows:1- The collaborative standardization process to co-develop the engineering standards at distance.2- HySPeC templates – the collaborative standardization platform - to respond to the different requirements of the collaborative standardization process.3- The virtual collectives’ dynamics (VCD) model to characterize the virtual collectives in function of their development phases.4- The virtual collectives’ framework (VCF) to select, differentiate and fit the virtual collectives in function of the project’s objectives.5- The virtual collectives’ operational process to facilitate the adoption and the implementation of the engineering standards in the customers’ projects.The top management at GE Hydro found the proposed collaborative standardization approach able to co-develop the engineering standards at distance. The different virtual collectives’ types can fit and adapt to the collaborative standardization process and intuitively use the collaborative platform’ functionalities. The approach also provided an operational process to facilitate the integration and the work of the virtual engineering collectives within the distributed hydro organization.

La thèse se propose de documenter les domaines du développement de la compréhension écrite en L2 chez des publics de non-spécialistes et de l’intégration des technologies de l’information et de la communication pour l’enseignement en contexte vénézuélien. Pour ce faire, la recherche s’appuie sur la conception, la mise en œuvre et l’analyse de deux dispositifs d’apprentissage de l’anglais comme langue étrangère, distanciels, intégrant des outils collaboratifs dans le contexte de la faculté d’ingénierie de l’université de Carabobo au Vénézuéla. Ces deux dispositifs permettent le recueil de données de recherche et de données écologiques, qui sont structurées en corpus puis traitées. A partir de ces données hétérogènes, sont étudiés particulièrement les processus de collaboration entre élèves-ingénieurs dans des tâches de lecture en anglais L2, le développement des compétences en compréhension écrite et l’utilisation des dispositifs électroniques mobiles pendant ces tâches collaboratives. / This thesis proposes to document the fields of the development of the writing comprehension in L2 among non-specialist publics and the integration of the information and communication technologies for the teaching in Venezuelan context. In order to do this, this research is based on the design, implementation and analysis of two devices of learning English as a foreign language, distant, integrating collaborative tools in the context of the faculty of engineering of the University of Carabobo in Venezuela. These two devices allow the collection of researching data and ecological data, which are structured in corpus and then processed. From these heterogeneous data, the collaborative processes between student-engineers in L2 reading tasks, the development of written comprehension skills and the use of mobile electronic devices during these collaborative tasks

As ferramentas mais comuns da internet, tais como correio eletrônico, chat, fórum estão sendo rapidamente incorporadas nas atividades diárias das escolas, nos cursos presenciais. De modo especial isso acontece também nas instituições que fazem uso de sistemas de gerenciamento de cursos, que oferece um ambiente de aprendizagem colaborativa, de modo a provocar uma maior interação entre os alunos e uma aprendizagem com mais qualidade. O objetivo desta dissertação foi identificar quão as tecnologias de comunicação de um ambiente de aprendizagem colaborativa estão sendo utilizadas e agregando valor a formação dos alunos. Dados foram coletados de 102 alunos de disciplinas semi-presenciais do primeiro semestre de 2004, que responderam perguntas versando sobre o domínio sobre a tecnologia, a importância dada as ferramentas de colaboração na condução da disciplina, a identificação de algumas características dessas tecnologias em sua formação discente. Também foi elaborado um estudo de caso a partir de entrevistas com professores de uma Instituição de ensino superior. As ferramentas mais utilizadas foram o correio eletrônico e o fórum. O chat foi considerado uma ferramenta pouco utilizada, embora tenha sido considerada importante para o \"sentimento de grupo\". A videoconferência, considerada inviável pelo seu alto custo de operacionalização, foi raramente utilizada, muito embora suas características para simular a sala de aula tenham sido evidenciadas. Recomendações foram dadas em relação a treinamentos de instrutores e de futuras pesquisas considerando a visão dos professores. / The most common tools of internet, such as electronic mail, chat and forum, are being rapidly incorporated in daily school activities. In a especial way, it also happens in institutions that make use of management courses systems, which offer a collaborative learning environment, in order to provoke a better integration between the students and a more qualified apprenticeship. The objective of this paper was to identify what communication technologies in a collaborative learning environment have being utilized and the value aggregated to the students background. Some data were collected from 102 students of school subjects in the first semester in the year of 2004. These students answered questions concerning the domain of technology, the importance given to the tools that collaborates on teaching the subject, the identification of technologies features for their background. It was also elaborated a study starting from interviews with professors of an upper teaching institution (college). The most utilized tools were the e-mail and forum. The chat wasn\'t considered a very utilized tool, although it has been considered important for the \"group sense\". The videoconference, considered impracticable by its high functional cost, was rarely utilized, although its characteristics to simulate the classroom have been highlighted. Some recommendations were made in relation to the training of instructors and of the future researches considering the professors point of view.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-08-04T17:20:25Z No. of bitstreams: 1 Miriam Naomi Ikemoto.pdf: 2455275 bytes, checksum: d511c89b58b5b9d13ca36c635db32c00 (MD5) / Made available in DSpace on 2017-08-04T17:20:25Z (GMT). No. of bitstreams: 1 Miriam Naomi Ikemoto.pdf: 2455275 bytes, checksum: d511c89b58b5b9d13ca36c635db32c00 (MD5) Previous issue date: 2017-02-23 / O atual ambiente competitivo leva as empresas a procurarem soluções para melhorar o desempenho de seus projetos. Nesse contexto, a adoção de ferramentas para suportar a gestão desses projetos é essencial. Mídias sociais como wikis, blogues e microblogues, surgiram para apresentar novas formas de facilitar as atividades de gerenciamento de projetos (GP), para que possam contribuir para o sucesso do projeto. No entanto, as empresas subexploram o efetivo uso integrado de tais ferramentas como suporte no GP. Os gerentes de projeto enfrentam alguns desafios, tais como falta de conhecimento das ferramentas e, onde e como armazenar dados para a utilização eficaz destas tecnologias. O objetivo desta pesquisa é desenvolver um framework prescritivo para orientar o uso integrado de mídias sociais para apoiar o GP. Esta pesquisa exploratória e qualitativa foi conduzida sob a epistemologia construtivista social e hermenêutica. Primeiro, eu realizei uma revisão de literatura utilizando uma abordagem hermenêutica. Como o uso de mídias sociais no GP ainda é um tema emergente, existem poucos estudos empíricos sobre o assunto. Para superar esse problema, entrevistei gerentes de projetos e realizei um grupo focal exploratório com participantes que usavam mídias sociais em sua profissão. Analisei os dados usando Grounded Theory Methodology (GTM) da Escola Charmaz, versão construtivista e mais recente do Grounded Theory. Finalmente, realizei um grupo focal confirmatório para validar o framework. Os resultados mostram que o entendimento dos recursos de cada mídia social, juntamente com ações de conscientização do uso de um conjunto comum de ferramentas, representa um instrumento poderoso para a condução de projetos nas organizações. Foram identificadas quatro categorias de uso das mídias sociais: comunicação, controle, disseminação e repositório. Considerando que a maioria das pesquisas explora o uso de uma única ferramenta ou seu uso isolado, esta pesquisa adiciona à literatura o SOME4PM - um framework prescritivo de uso integrado de mídias sociais para GP. Como contribuição prática, apresenta uma visão do framework contendo exemplos de mídias sociais atuais para ajudar as organizações na escolha do conjunto dessas mídias que melhor se encaixa em suas necessidades. Além disso, fornece cenários e recomendações para o uso efetivo do SOME4PM nas organizações. Assim, os gerentes de projeto têm uma visão ampla sobre como as mídias sociais estão sendo usadas e como elas podem ser integradas para apoiar o GP. / The current competitive environment drives companies to seek solutions to improve the performance of their projects. In this context, the adoption of tools to support the management of these projects is essential. Social media such as wikis, blogs and microblogs, have emerged to present innovative ways to facilitate project management (PM) activities so that they can contribute to the success of the projects. However, companies underexplore the effective integrated use of such tools as a support in PM. Project managers face some challenges, such as lack of knowledge of the tools and, where and how to store data for the effective use of these technologies. The objective of this research is to develop a prescriptive framework to guide the integrated use of social media to support PM. This exploratory and qualitative research was conducted under the social constructivist epistemology and hermeneutics. First, I performed a literature review using a hermeneutic approach. As the use of social media in PM is still an emerging theme, there are few empirical studies on the subject. To overcome this problem, I interviewed project managers and I led an exploratory focus group with participants who use social media in their profession. I analyzed the data using Grounded Theory Methodology (GTM) of the Charmaz, a constructivist and the later version of Grounded Theory. Finally, I led a confirmatory focus group to validate the framework. Findings show the understanding of the resources of each social media, along with actions to raise awareness of the use of a common set of tools, represent a powerful instrument for conducting projects in organizations. Four categories of the use of social media were identified: communication, control, dissemination and repository. Considering that most research explores the use of a single tool or their use isolated, this research adds to the literature SOME4PM - a prescriptive framework of integrated use of social media in PM. As a practical contribution, it presents a view of framework contains examples of currently social media to help organizations choice the set of social media that better fit in their needs. Furthermore, it provides scenarios and recommendations for the effective use of SOME4PM in organizations. Hence, project managers have a broad vision on how social media are being used and how they can be integrated to support PM.

Purpose – The unexpected yet drastic influence of the COVID-19 pandemic resulted in a rapid transition of education to be conducted in digital environments. Replacing face-to-face classrooms with synchronous online learning requires a number of appropriate adjustments which were heavily restricted by the urgency of this global change taking place. With theobserved issues of student participation and involvement in online learning, the purpose ofthis research was to investigate the potential that digital collaborative tools have and if theycan improve the quality of online group discussions among students aged 12 to 16 years old. Method – This study employs a quantitative data collection approach and makes use of the Community of Inquiry framework. A close-ended questionnaire based on the Community of Inquiry survey tool was used to collect students’ impressions and attitudes after they hadparticipated in the experimental study. The experiment consisted of control and experimental groups that partook in online group discussions as part of a regularly scheduled lesson. Findings – Digital collaborative tools were found to change the way in which students experience online group discussions. The attained rates of the Community of Inquiry were overall higher among students in the experimental group. Our findings tested to be statistically significant together with the effect size falling between medium to large extent. This further supports the notion that digital collaborative tools bring in a positive difference into online group discussions and have a potential to increase the quality of online learning when implemented carefully and thoughtfully. Implications – This study emphasizes the importance of developing a clear strategy of how to implement suitable digital collaborative tools into online learning in the most optimal manner that would increase the quality of online learning. This paper can be considered as a startingpoint for future research that could construct further knowledge within the field and extend our findings by investigating other aspects that have an influence on and can have beneficial effects for younger students in online education.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-07-01T21:32:07Z No. of bitstreams: 1 Roberto Antonio Winter.pdf: 2306529 bytes, checksum: a8d1cdc9ad22f45147be60e7a42ca592 (MD5) / Made available in DSpace on 2016-07-01T21:32:07Z (GMT). No. of bitstreams: 1 Roberto Antonio Winter.pdf: 2306529 bytes, checksum: a8d1cdc9ad22f45147be60e7a42ca592 (MD5) Previous issue date: 2016-02-22 / Organizational learning process is part of the quest for competitiveness and it is also present on the project’s results, summing up together with several organization projects in order to make up its result. The learned lessons support managers in their projects with the successful and unsuccessful experiences through the registry stored and provided in a centralized and organized way. The learned lessons registry in any project stage helps the project members to meditate about the process, achievements, stimulating the sharing of tacit and explicit knowledge created. On this process of storing and retrieving learned lessons, the web’s 2.0 collaborative tools are present, and in this context the wiki platform is one of the most cited when storing and retrieving learned lessons. Add up the fact that there are no process on the most used references (PMBOK-PMI and ICB-IPMA) to these factors and it is identified a gap on the studies. This scenario motivates the quest for a model that helps the learned lessons management in Information Technology projects and Information Systems. This dissertation aims to evaluate a learned lesson management model on IT/IS project utilizing web 2.0 tools. This model supports the management of learned lessons: gathering, verification, dissemination and reusing. This study has an explanatory and prescriptive approach using an abductive, inductive and deductive method. The Design Science Research is the research’s approach. This study looks for contributing towards the project’s practice and its results and creating academic knowledge with the accuracy that the study requires in its method. The Target 2.0 was instantiated in the implementation phase of an IT project, demonstrating that the model achieved its expected results, solving while searching the company's problem with the GLA. The result emerged evidence of the sociomaterial relations, the quality of relations between people and the model, under present social theory. The research contributes to the GLA practice in projects, helps with project managers in GLA, besides contributing to the Administration allowing expand the use of the organization's knowledge management model. The research contributes to the theory and use of GLA model in the implementation phase of an IT project, in a small business, with improvements in GLA. / O resultado dos diversos projetos de uma empresa contribui para o resultado estratégico do negócio, para a aprendizagem nos projetos, e para o processo de aprendizagem organizacional. Em adição a aprendizagem em projetos, com as lições aprendidas, apoiam os gestores em seus projetos, com o registro das experiências bem sucedidas e de fracassos, coletando e reutilizando as experiências de forma organizada e centralizada. Esta pesquisa explora a gestão de lições aprendidas (GLA), com apoio de uma plataforma wiki, em uma empresa de médio porte, no ramo de TI, especializada em sistemas de logística e transporte. Na relevância do tema, encontram-se as necessidades das empresas, a pouca atenção ao tema nos guias mais utilizados em projetos (PMBOK-PMI e ICB-IPMA). Esse cenário motiva a busca de um modelo que auxilie a GLA em projetos de Tecnologia da Informação e Sistemas de Informação (TI/SI). Essa dissertação tem como objetivo avaliar a instanciação de um modelo de gestão de lições aprendidas em projetos de TI/SI, utilizando uma wiki. Este modelo suporta os processos de GLA: conscientização; coleta; verificação; armazenamento; disseminação e reuso. Este estudo adota o paradigma Design Science Research e o método Technical Action Research, têm uma abordagem exploratória e prescritiva, com uso dos métodos abdutivo, indutivo e dedutivo. A pesquisa instanciou o modelo Target 2.0 na fase de execução de um projeto de TI, demonstrando que o modelo atingiu seus resultados, contribuindo durante a pesquisa para a solução do problema da empresa com a GLA. No resultado emergiu evidências da relação sócio material, na qualidade das relações entre as pessoas e o modelo, sob uma presente teoria social. A pesquisa contribui para a prática de GLA em projetos, contribui com gestores de projetos na GLA, além de contribuir com a Administração permitindo expandir o uso do modelo gestão do conhecimento da empresa. A pesquisa contribui na teoria com uso do modelo na GLA da fase de execução de um projeto de TI, apresentando melhorias na GLA. As seis proposições elaboradas pelo pesquisador, foram confirmadas pela análise dos resultados da pesquisa de campo, sendo que uma possui ressalva que sugere melhorias na elaboração das páginas wiki.