[German title: British Journal of Management, 18 (3), 2007 – interessante Artikel]
Chris J. Ivory, Neil Alderman, Alfred T. Thwaites, Ian P. McLoughlin, Roger Vaughan (2007)
Working around the Barriers to Creating and Sharing Knowledge in Capital Goods Projects: the Client’s Perspective
British Journal of Management 18 (3), 224–240.
Abstract: The article considers knowledge management issues from the client’s perspective. In the example presented, a sludge treatment centre procured by Northumbrian Water Ltd (NWL), the task faced by the client was to manage knowledge in a context where the core technology being procured was new and resulted in the need for new knowledge to be created and shared both pre- and post-delivery. In exploring these issues, the article reveals the problems of (and some solutions to) managing knowledge across the project life-cycle and between different groups, where the motivation for generating and sharing knowledge was not the same for all participants.
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Ayse Saka-Helmhout (2007)
Unravelling Learning within Multinational Corporations
British Journal of Management 18 (3), 294–310.
Abstract: This article explores the impact of institutional variation on the extent to which subsidiary firms learn from multinational corporations. Learning is conceptualized here as consisting of two aspects: knowledge flow and reinforcement of or change in routines to incorporate the behaviourist assumptions of learning into the international business field. The research is based on in-depth case studies that systematically compare the ways in which parent company knowledge diffuses to Polish, Turkish, Italian and German subsidiary firms in the chemical industry. The findings show that even though firms face the same global pressure to integrate and pursue the same international strategy, their learning outcomes are not the same. There is heterogeneous learning as a result of differences in the institutional context of home countries. Where institutional structures are not favourable to learning, the proactive or reactive orientation of actors to identifying future needs and modifying existing schemata – which highlight the importance of human agency – is significant in explaining learning.
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