The acquisition and creation of technological knowledge could be treated as a means to strengthen the innovative capabilities of SMEs. Knowledge management, therefore, plays an important role in company¡¦s performance and innovation. But knowledge transfer and sharing are the most difficult issues when implementing knowledge management. Many companies often encounter setbacks due to neglecting human nature and knowledge trading mechanism within organizations while implementing knowledge sharing. This paper is aimed to propose an integrated knowledge sharing and transfer model by applying network embeddedness, game theory, co-opetition and agent contest to solve the employee¡¦s dilemma and free-rider behavioral problems. This paper exploits the knowledge network to transfer knowledge across organizations, and discusses game theory in depth for knowledge sharing within organization. Based on knowledge sharing mechanism, we categorize high-tech firms into four types of knowledge sharing such as job guarantee, individual performance, team performance, and team learning. Empirical results showed that the type of team learning firm with agent contest and reward systems designed for both team and individual could build a co-opetitive knowledge-sharing environment. Based on knowledge transfer mechanism, the results show that IT, organizational culture, reward system and governmental policies have positive effects on enhancing knowledge network linkages. Steady and robust network linkages can benefit knowledge transfer and learning. The major sources of obtaining external knowledge are frorm academic research and international knowledge network for Taiwanese SMES. This paper suggest that overemphasize on domestic network and ignore the academic research and international networks may impede SMEs to acquire heterogeneous knowledge and innovation. The reward system and governmental policies have positive effects on corporate innovation. High levels of knowledge sharing and knowledge transfer capabilities are the major factors of improving innovation and organizational performance.

This dissertation examines the creation of innovative scholarly environments, publications, and resources in the context of a social knowledge creation affordances engendered by digital technologies. It draws on theoretical and praxis-oriented work undertaken as part of the Electronic Textual Cultures Laboratory (ETCL), work that sought to model how a socially aware and interconnected domain of scholarly inquiry might operate. It examines and includes two digital projects that provide a way to interrogate the meaning of social knowledge creation as it relates to early modern studies. These digital projects – A Social Edition of the Devonshire Manuscript (BL Add. 17,492) and the Renaissance Knowledge Network – approach the social in three primary ways: they approach the social as a quality of material textuality, deriving from the editorial theories of D. F. McKenzie and Jerome McGann; as a type of knowledge work that digital technologies can facilitate; and as a function of consciously designed platforms and tools emerging from the digital humanities. In other words, digital humanities practitioners are uniquely placed to move what has until now been customarily an analytical category and enact or embed it in a practical, applied way. The social is simultaneously a theoretical orientation and a way of designing and making digital tools — an act which in turn embeds such a theoretical framework in the material conditions of knowledge production. Digital humanists have sought to explain and often re-contextualise how knowledge work occurs in the humanities; as such, they form a body of scholarship that undergirds and enriches the present discussion around how the basic tasks of humanities work—research, discovery, analysis, publication, editing—might alter in the age of Web 2.0 and 3.0. Through sustained analysis of A Social Edition of the Devonshire Manuscript (BL Add 17,492) and the Renaissance Knowledge Network, this dissertation argues argues that scholarly communication is shifting from a largely individualistic, single-author system of traditional peer-reviewed publication to a broadly collaborative, socially-invested ecosystem of peer production and public facing digital production. Further, it puts forward the idea that the insights gained from these long-term digital humanities projects – the importance of community investment and maintenance in social knowledge projects, building resources consonant with disciplinary expectations and norms, and the necessity of transparency and consultation in project development – are applicable more widely to shifting norms in scholarly communications. These insights and specific examples may change patters of behaviour that govern how humanities scholars act within a densely interwoven digital humanities. This dissertation is situated at the intersection of digital humanities, early modern studies, and to discussions of humanities knowledge infrastructure. In content it reports on and discusses two major digital humanities projects, putting a number of previous peer-reviewed, collaboratively authored publications in conversation with each other and the field at large. As the introduction discusses, each chapter other than the introduction and conclusion originally stood on its own. Incorporating previously published, peer-reviewed materials from respected journals, as well as grants, white papers, and working group documents, this project represents a departure from the proto-monograph model of dissertation work prevalent in the humanities in the United States and Canada. Each component chapter notes my role as author; for the majority of the included material, I acted as lead author or project manager, coordinating small teams of makers and writers. In form this means that the following intervenes in discussions surrounding graduate training and professionalization. Instead of taking the form of a cohesive monograph, this project is grounded in four years of theory and practice that closely resemble dissertations produced in the natural sciences. / Graduate

[pt] O ambiente atual, instável e competitivo, obriga as organizações a mudanças e adaptações constantes. Os estudos em redes, unindo recursos e conhecimentos, agregando potencial de crescimento e amadurecimento em determinado campo, são ferramentas de destaque nesse ambiente que requer gestão de informação eficiente e formação de base de conhecimento organizacional, constituída pela aprendizagem organizacional. O objetivo desta pesquisa é verificar a relação entre os conceitos de aprendizagem organizacional e organização de aprendizagem com a prática dos centros de excelência na Petrobras, empresa brasileira no setor de energia. Pretende-se entender se os centros de excelência visam, funcionando como ferramenta de aprendizagem organizacional, transformar -ou sustentar- a Petrobras como uma organização de aprendizagem. O método de pesquisa utilizado é o estudo de caso na Petrobras, com dados obtidos por meio de entrevistas semi-estruturadas e pesquisa documental. A análise de dados foi realizada de maneira descritiva-analítica, o que proporcionou uma visão dos valores e as relações existentes à luz dos referenciais da aprendizagem organizacional. Os resultados do presente estudo permitiram verificar a ligação entre esses conceitos, relacionando, portanto, esses centros às questões requeridas pelas organizações de aprendizagem e aprendizagem organizacional. Contudo, foi observado que não há o mesmo foco de aprendizado em assuntos corporativos, como acontece em temas técnicos e tecnológicos. Esta lacuna é um motivo de preocupação, visto que o intuito é de envolver todos os setores da organização, resultando na sugestão de aumentar a abrangência de implantação. / [en] The current environment, unstable and competitive, forcing the organizations to constant changes and adaptations. The network studies, linking resources and expertise, aggregate growth potential and maturity in a particular field, are highlighted tools in this environment what requires efficient information management and also organizational knowledge formation basis, made up through organizational learning. This survey aims at investigate the relation between the learning organization concept as well as the organizational learning concept with the Centers of Excellence practice in Petrobras, a Brazilian national company in the energy sector. It intend to understand whether the centers of excellence aim at, working as an organizational learning tool, turn into or keep up Petrobras as a learning organization. The research method used is the case study in Petrobras, with the recorded data gathered by means of semi-structured interviews and documental survey. The data analysis was performed in a descriptive-analitical way, which leads to a view of values and the relation present in view of the organization learning referentials. The outcomes of this current study disclosed and allowed to come to the conclusion that there is a linkage between these concepts, relating, therefore, these centers to the required issues by learning organizations and organizational learning. Nevertheless, it was realized that the focus on learning is not the same concerning on corporate issues, as it happens with technical and technological subjects. This gap is a cause for concern about, since the idea of such concepts is to involve all organization sectors, resulting on the criticism and suggestion of increasing the scope of deployment.

O presente trabalho discute o potencial da narrativa no processo de construção do conhecimento, sobretudo do conhecimento histórico. O caráter narrativista da História demonstra que desde sua origem o conhecimento histórico já estava associado à ideia de narrativa e os desdobramentos dessa associação são aqui discutidos. Tendo como princípio que o processo de construção do conhecimento se efetiva dentro de uma rede de relações, a presente dissertação analisa de que modo o saber narrativo pode contribuir para redimensionar o conhecimento sobre o passado a fim de que esse conhecimento possa fazer sentido na vida dos sujeitos. Ancorado na teoria da complexidade, no paradigma indiciário e na ideia de rede do conhecimento, busca-se discutir as relações entre o saber narrativo e a educação, destacando alguns estudos realizados nessa área, sobretudo, os do psicólogo norte-americano Jerome Bruner, que analisa a narrativa sob o aspecto do desenvolvimento cognitivo e discute o papel que ela assumiu na evolução da cultura humana. Como exercício de reflexão sobre o papel da narrativa na construção do conhecimento, o filme Narradores de Javé (2003) é aqui utilizado. / This paper discusses the potential of narrative in the process of knowledge construction, especially of historical knowledge. The narrativist character of history shows that from its origin the historical knowledge was already associated with the idea of narrative and the consequences of this association are discussed here. Based on the principle that the process of knowledge construction is effective within a network of relationships, this dissertation examines how narrative knowledge can contribute to resize the knowledge about the past so that this knowledge may make sense in peoples lives. Anchored on complexity theory, on the evidential paradigm and on the idea of knowledge network we seek to understand the relationships between narrative knowledge and education, highlighting some studies in this area, especially those of the American psychologist Jerome Bruner, who analyzes the narrative from the standpoint of cognitive development and discusses the role it has assumed in the evolution of human culture. As an exercise of reflection on the role of narrative in the construction of knowledge the movie Narradores de Javé (2003) is used here.

Economia e Gestão Internacional / Master in International Economics and Management / Os estudos que se debruçam sobre a influência e o impacto de organizações geradores de conhecimento (e.g., universidades ou instituições de I&D) têm sido, normalmente, abordados por meio da análise estritamente económica, enfatizando o seu impacto económico no âmbito local, regional ou nacional. No presente estudo, avança-se com uma metodologia alternativa de modo a avaliar a influência e o impacto científico internacional de uma instituição geradora e difusora de conhecimento. São assim estudados dois ramos da literatura que tratam, por um lado, da mensurabilidade do impacto económico de organizações de I&D, e por outro lado, dos fluxos de conhecimento: nomeadamente, estudos económicos tradicionais e análises cienciométricas e bibliométricas. Consequentemente, apresentamos aqui uma metodologia complementar, baseada na cienciometria e bibliometria, por considerar a influência de uma instituição de I&D através da análise da produção científica desenvolvida e por via do reconhecimento da sua relevância pela comunidade científica internacional. Concretamente, tendo como caso de estudo o INESC Porto, analisamos a dinâmica da sua produção científica durante os últimos doze anos, dando especial relevo à evolução das suas co-autorias científicas internacionais, delineando a arquitectura da sua network de conhecimento, bem como da sua estrutura (provavelmente) mutável. Adicionalmente, dando um enfoque especial às suas áreas científicas mais prolíficas, e atendendo ao trabalho científico registado no Science Citation Index (SCI), mapeamos as citações e inferimos sobre a sua influência e o seu impacto científico internacional. Desta forma, somos capazes de quantificar e mapear a rede científica internacional de uma organização produtora de conhecimento, através do uso de métodos estatísticos descritivos e geográficos, bem como por meio de modelos logit, que permitem a visualização do âmbito e a avaliação da importância da estrutura de influência internacional do INESC Porto. Os resultados demonstram que o INESC Porto tem vindo a expandir a sua rede científica internacional. De facto, a sua rede de influência ao nível do conhecimento chega aos cinco continentes. Para além disso, as estimações econométricas levam-nos a concluir que a influência geográfica alargada da investigação científica do INESC Porto não é resultado do seu posicionamento internacional em termos de co-autorias, mas antes sim da qualidade intrínseca da sua produção científica.

O presente trabalho discute o potencial da narrativa no processo de construção do conhecimento, sobretudo do conhecimento histórico. O caráter narrativista da História demonstra que desde sua origem o conhecimento histórico já estava associado à ideia de narrativa e os desdobramentos dessa associação são aqui discutidos. Tendo como princípio que o processo de construção do conhecimento se efetiva dentro de uma rede de relações, a presente dissertação analisa de que modo o saber narrativo pode contribuir para redimensionar o conhecimento sobre o passado a fim de que esse conhecimento possa fazer sentido na vida dos sujeitos. Ancorado na teoria da complexidade, no paradigma indiciário e na ideia de rede do conhecimento, busca-se discutir as relações entre o saber narrativo e a educação, destacando alguns estudos realizados nessa área, sobretudo, os do psicólogo norte-americano Jerome Bruner, que analisa a narrativa sob o aspecto do desenvolvimento cognitivo e discute o papel que ela assumiu na evolução da cultura humana. Como exercício de reflexão sobre o papel da narrativa na construção do conhecimento, o filme Narradores de Javé (2003) é aqui utilizado. / This paper discusses the potential of narrative in the process of knowledge construction, especially of historical knowledge. The narrativist character of history shows that from its origin the historical knowledge was already associated with the idea of narrative and the consequences of this association are discussed here. Based on the principle that the process of knowledge construction is effective within a network of relationships, this dissertation examines how narrative knowledge can contribute to resize the knowledge about the past so that this knowledge may make sense in peoples lives. Anchored on complexity theory, on the evidential paradigm and on the idea of knowledge network we seek to understand the relationships between narrative knowledge and education, highlighting some studies in this area, especially those of the American psychologist Jerome Bruner, who analyzes the narrative from the standpoint of cognitive development and discusses the role it has assumed in the evolution of human culture. As an exercise of reflection on the role of narrative in the construction of knowledge the movie Narradores de Javé (2003) is used here.

My master’s thesis is focused on knowledge management. The main point is one of the most important topics now, the knowledge and its management. The introduction of my master’s thesis provides basic definitions from the field of knowledge management, namely data, information and knowledge, and gives definitions of most important factors that influences knowledge management. Thesis gives a survey of current development in information systems and products supporting knowledge management.

O surgimento das tecnologias da informação e da comunicação na sociedade moderna, faz emergir também novas formas e possibilidades de comunicação e educação, em um processo de inter-relação. A mediação tecnológica presente nos espaços educativos altera a maneira de pensar e intervir, produzindo novas educações e modificando de fato as relações sociais. Os grupos de estudo instalados dentro de universidades são, na atualidade, diretamente influenciados pelo avanço tecnológico e permitem, com o advento da Internet, a comunicação e a interação com outros espaços educativos, possibilitando a criação de uma rede de conhecimento. O Grupo de Estudo Cibernética Pedagógica Laboratório de Linguagens Digitais LLD, reforçando seu histórico na relação entre comunicação e educação por meio das novas tecnologias, propõe ampliar essa discussão, contribuindo para o desenvolvimento de pesquisas na área. / The emergence of information technology and communication in modern society, bring out new forms and possibilities of communication and education, in a process of interrelationship. The technological mediation present in the educational spaces, changes the way of think, producing \"new educations\" and changing the social relations. The study groups are installed in universities, in currently, are influenced by technology advanced and allow, with the advent of Internet communication and interaction with other educational spaces enabling the creation of a knowledge network. The Study Group Pedagogical Cybernetics - Digital Language Lab - LLD, increasing its history in the interrelationship communication and education through new technologies proposes to extend this discussion by contributing to the development of research in the area.

Este estudo analisa as demandas recebidas pela Chamada Pública Universal, que pode ser definida como uma fonte de fomento à ciência e tecnologia, desenvolvida pelo Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq). Essa Chamada foi escolhida para o estudo em razão de suas características peculiares de capilaridade, grande relevância no sistema de ciência e tecnologia brasileiros e demanda não induzida, ou seja, permite-se o apoio a todo e qualquer tema de pesquisa científica e tecnológica no país. Por ser não induzida, a análise dos atores por metadados extraídos das propostas de submissão da chamada permitiu a aplicação do estudo de Análise de Redes Sociais (ARS), a discussão dos aspectos da gestão e da estrutura da ação de fomento. O estudo limitou-se aos metadados contidos nas palavras-chave das propostas alinhadas ao Programa Básico de Biociências, mais especificamente, nas áreas do conhecimento da Biofísica, Bioquímica, Farmacologia, Fisiologia e Neurociências. Nesse sentido, este trabalho apresenta um panorama das redes formadas pelas relações das palavras-chave e as respectivas áreas do conhecimento, região e instituição, associadas às propostas submetidas nas edições dos anos de 2009 a 2014. A análise das redes desenvolvidas propiciou refletir quanto às edições da Chamada Universal, bem como relacioná-las à distribuição do fomento no âmbito federal na grande área da ciência biológica. / This study analyzes the requests received by the Public Call Universal, which can be defined as a source of fomentation to science and technology, developed by the National Council for Scientific and Technological Development (CNPq). The Call was chosen for this study by its peculiar characteristics of coverage, great relevance into the system of the science and Brazilian technology and not induced demand, that is, it allows the support of each and every matter of scientific and technological research in the country. Because it is not induced, the analysis of the actors by metadata extracted from the call submission of proposals allowed the application of the study of Social Network Analysis (SNA), to discuss aspects of the management structure and the promotion of action. The study was limited to metadata contained on these keywords proposals aligned to the Biosciences Basic Programme, specifically in the areas of knowledge of Biophysics, Biochemistry, Pharmacology, Physiology and Neuroscience. In this sense, this paper presents an overview of the networks formed by the relationships of keywords and their areas of knowledge, and region institution, associated with the proposals submitted on the issues of the years 2009 to 2014. The analysis of developed networks allow a reflection of issues Call Universal and relate them to the distribution of development at the federal level in the area of biological science.

Thesis (MScEng)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Can one measure the value of knowledge sharing? How does one assess the effectiveness of a knowledge network with regard to supporting knowledge sharing? These are pertinent questions that knowledge managers are faced with, because geographically dispersed organizations rely on knowledge networks to integrate its dispersed knowledge. These questions must be understood in the context of a knowledge management approach, for the approach determines how one navigates the complex landscape of knowledge sharing. This complexity is driven by the social dynamics that exist between organizational members. If the intricacies of these social dynamics can be highlighted, it will assist management in deciding which interventions to implement to increase a knowledge network’s effectiveness. Firstly, a pragmatic approach to knowledge management proposes that management can switch between a bottom-up and top-down view of knowledge sharing in a knowledge network. Secondly, management requires a vehicle to implement the pragmatic approach. The proposed vehicle is the knowledge network framework, for it plays a central role in the design, implementation and maintenance of a knowledge network. Finally, the embeddedness-measuring framework is developed to analyze the social dynamics between knowledge network members and the content they share amongst one another. The implementation of this framework allows for the analysis of interviews that were conducted in a case study at A Chemicals Company (ACC). Five communities of ACC’s knowledge network are investigated and the results emphasize the dynamics of knowledge sharing between network members. The implications of the results are as follows: • A navigation system is proposed that enables the implementation of the pragmatic approach. • A schedule for the evaluation of a knowledge network enables management to assess the effects of interventions. / AFRIKAANSE OPSOMMING: Kan die waarde van die proses om kennis te deel, gemeet word? Hoe word ‘n kennis-netwerk se doeltreffendheid gemeet met betrekking tot die ondersteuning wat dit bied vir netwerk-lede om hul kennis te deel? Dit is die tipe vrae wat kennis-bestuurders mee gekonfronteer word, want organisasies wat geografies versprei is maak staat op kennis-netwerke om verspreide kennis te integreer. Om hierdie vrae te verstaan, moet dit gesien word in die konteks van 'n kennisbestuur-strategie. Die kennisbestuur-strategie bepaal hoe ‘n mens die kompleksiteit van kennis-skepping en -uitruiling benader. ‘n Groot faktor wat dié kompleksiteit beïnvloed, is die sosiale dinamika tussen netwerk-lede. Daar word dus geredeneer, dat as sin gemaak kan word van dié dinamika, bestuur se vermoë om in te gryp in die kennis-netwerk verbeter sal word. Gevolglik kan die doeltreffendheid van ‘n kennis-netwerk verbeter word. Eerstens word die pragmatiese benadering tot kennisbestuur voorgestel. Dié strategie gee bestuur die vermoë om te wissel tussen ‘n top-down benadering en ‘n bottom-up benadering tot kennisbestuur. Tweedens word die kennis-netwerk raamwerk bespreek. Hierdie raamwerk beskryf die ontwerp, implimentering en instandhouding van ‘n kennis-netwerk. Dit bied bestuur die vermoë om die pragmatiese benadering te volg. Ten slotte word die geïntegreerde metings raamwerk ontwikkel. Hierdie raamwerk stel mens instaat om ‘n analise te doen van die sosiale dinamika tussen netwerk-lede en die inhoud wat hulle met mekaar deel. Die geïntegreerde metings raamwerk word gebruik om onderhoude te analiseer van die lede van ‘n kennis-netwerk gevallestudie. Hierdie gevallestudie is gesentreer rondom die bedryf A Chemical Company (ACC) se kennisnetwerk. Vyf kennis-uitruil gemeenskappe van ACC se kennis-netwerk word ondersoek. Die resultate beklemtoon die dinamika tussen netwerk-lede in die proses om kennis uit te ruil. Die gevolgtrekking van die navorsing is soos volg: • ‘n Strategie word ontwikkel wat die implimentering van die pragmatiese benadering tot kennis-bestuur beskryf. • ‘n Skedule vir die evaluering van ‘n kennis-netwerk word voorgestel wat bestuur die vermoë bied om die gevolge van veranderinge in ‘n kennisnetwerk te assesseer.