Confianza e intercambio de conocimiento en una comunidad de práctica transdisciplinar: un caso de estudio convergente paralelo
DOI:
https://doi.org/10.17398/1695-288X.19.2.47Palabras clave:
Comunidades de práctica, Gestión del conocimiento, Confianza, Educación Superior, Investigación con métodos mixtosResumen
Las Comunidades de Práctica (COPs) transdisciplinares reúnen a miembros con diferente cosmovisión y repertorio teórico. Son contextos con un gran potencial para creación de conocimiento a partir de la colaboración entre personas con distintas perspectivas de la realidad. Sin embargo, la transdiciplinariedad supone un reto en el desarrollo de la comunidad y en los mecanismos de participación y colaboración. Por ello, el estudio de los factores que intervienen en estos procesos es especialmente relevante en este tipo de comunidades. Esta investigación se centra en la influencia de la confianza en el intercambio de conocimiento en una COP tecnológico-educativa surgida en el seno de un grupo de investigación de una universidad española. En el estudio se ha utilizado un modelo mixto materializado en un diseño convergente paralelo. Los resultados avalan que la confianza basada en la benevolencia, integridad y competencia de los miembros de la COP influyen positivamente en el intercambio de conocimiento en una COP transdisciplinar. Además, los hallazgos revelan la importancia de la relación personal y de la satisfacción con los intercambios pasados para sustentar la confianza en los miembros de cara al intercambio de conocimiento en el futuro. La convergencia de datos cualitativos y cuantitativos se ha revelado como una aproximación adecuada para mejorar la comprensión de fenómenos y contextos complejos y multidisciplinares.
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Referencias
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http://psasir.upm.edu.my/id/eprint/7735
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Fang, Y. H., y Chiu, C. M. (2010). In justice we trust: Exploring knowledge-sharing continuance intentions in virtual communities of practice. Computers in Human Behavior, 26(2), 235–246, https://doi.org/10.1016/j.chb.2009.09.005
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Gammelgaard, J. (2010). Knowledge retrieval through virtual communities of practice. Behaviour and Information Technology, 29(4), 349–362, https://doi.org/10.1080/01449290903548406
Gottschalk, P. (2008) Knowledge Management. En M. E. Jennex, (Ed.) Knowledge Management: Concepts, Methodologies, Tools, and Applications. London: IGI GLOBAL.
Grant, R. M. (1996). Toward a knowledge-based theory of the firm. Strategic Management Journal, 17, 109–122. http://dx.doi.org/10.1002/smj.4250171110
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Hernández-Soto, R., Gutiérrez-Ortega, M., & Rubia-Avi, B. (2021). Key factors in knowledge sharing behavior in virtual communities of practice: a systematic review. Education in the Knowledge Society, 22, https://doi.org/10.14201/eks.22715
Hislop, D., Bosua, R., y Helms, R. (2018). Knowledge management in organizations: A critical introduction. New York: Oxford university press.
Hou, H. (2015). What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning.Teaching and Teacher Education, 46, 6-16. https://doi.org/10.1016/j.tate.2014.10.005
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Jeon, S.H, Kim, Y.G., y Koh, J. (2011b). An integrative model for knowledge sharing in communities-of-practice. Journal of Knowledge Management, 15(2), 251–269, https://doi.org/10.1108/13673271111119682
Jeon, S.H., Kim, Y.G., y Koh, J. (2011a). Individual, social, and organizational contexts for active knowledge sharing in communities of practice. Expert Systems with Applications, 38(10), 12423–12431, https://doi.org/10.1016/j.eswa.2011.04.023
Kramer, R., y Tyler, T. (1996). Trust in organisations: Frontiers of theory and research. Thousand Oaks: Sage.
Kukko, M. (2013). Knowledge sharing barriers in organic growth: A case study from a software company. The Journal of High Technology Management Research, 24(1), 18–29. https://doi.org/10.1016/j.hitech.2013.02.006.
Lave, J., y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lee, Y. J., y Greene, J. (2007). The predictive validity of an ESL placement test: A mixed methods approach. Journal of Mixed Methods Research, 1(4), 366-389. https://doi.org/10.1177/1558689807306148
Lee-Kelley, L., y Turner, N. (2017). PMO managers' self-determined participation in a purposeful virtual community-of-practice. International Journal of Project Management, 35(1), 64-77. https://doi.org/10.1016/j.ijproman.2016.09.014
Liedtka, J. (1999) Linking competitive advantage with communities of practice, Journal of Management Inquiry, 8(1), 5-16. https://doi.org/10.1177/105649269981002
Lin, H.F. (2007a). Knowledge sharing and firm innovation capability: An empirical study. International Journal of Manpower, 28(3–4), 315–332. https://doi.org/10.1108/01437720710755272
Lin, H. F. (2007b). Effects of extrinsic and intrinsic motivation on employee knowledge sharing intentions. Journal of information science, 33(2), 135-149. https://doi.org/10.1177/0165551506068174
Mason, C., Castleman, T., y Parker, C. M. (2008). Socio-technical factors influencing channel use for knowledge-sharing in regional SME networks. International Journal of Knowledge Management Studies, 2(3),303–319, https://doi.org/10.1504/IJKMS.2008.018794
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Muñoz, S. R., y Bangdiwala, S. (1997). Interpretation of kappa and B statistics measures of agreement. Journal of
Applied Statistics, 24(1), 105-112. https://doi.org/10.1080/02664769723918
Nahapiet, J. y Ghoshal, S. (2002). Social Capital, Intellectual Capital, and the Organisational Advantage. En C. W. Choo y N. Bontis (Eds.), The Strategic Management of Intellectual Capital and Organisational Knowledge (pp. 673-693). Oxford: Oxford University Press.
Nistor, N., Baltes, B., Dascălu, M., Mihăilă, D., Smeaton, G., y Trăuşan-Matu, Ş. (2014). Participation in virtual academic communities of practice under the influence of technology acceptance and community factors. A learning analytics application. Computers in Human Behavior,34, 339–344, https://doi.org/10.1016/j.chb.2013.10.051
Nonaka, I (1994). A dynamic theory of organisational knowledge creation. Organization Science, 5, 14–37. https://doi.org/10.1287/orsc.5.1.14
Nonaka, I. y Takeuchi, H. (1995). The Knowledge Creating Company. New York: Oxford University Press.
Pan, Y., Xu, Y. C., Wang, X., Zhang, C., Ling, H., y Lin, J. (2015). Integrating social networking support for dyadic knowledge exchange: a study in a virtual community of practice. Information y Management, 52(1), 61-70. https://doi.org/10.1016/j.im.2014.10.001
Paxton, P. (2002). Social capital and democracy: An interdependent relationship. American sociological review, 254-277. https://www.jstor.org/stable/3088895
Polanyi, M. (2009). The tacit dimension. Chicago: University of Chicago press
Ramayah, T., Yeap, J. A., y Ignatius, J. (2014). Assessing knowledge sharing among academics: A validation of the knowledge sharing behavior scale (KSS). Evaluation review, 38(2), 160-187. https://doi.org/10.1177/0193841X14539685
Retna, K. S., y Tee, P. N. (2011). Communities of practice: Dynamics and success factors. Leadership and Organization Development Journal, 32(1), 41–59, https://doi.org/10.1108/01437731111099274
Seba, I., Rowley, J., y Lambert, S. (2012). Factors affecting attitudes and intentions towards knowledge sharing in the Dubai Police Force. International Journal of Information Management,32(4), 372–380, https://doi.org/10.1016/j.ijinfomgt.2011.12.003
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Publicado
2020-12-13
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Monográfico «Investigación en Tecnología Educativa apoyada en métodos mixtos»
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Cómo citar
Confianza e intercambio de conocimiento en una comunidad de práctica transdisciplinar: un caso de estudio convergente paralelo. (2020). Revista Latinoamericana De Tecnología Educativa - RELATEC, 19(2), 47-63. https://doi.org/10.17398/1695-288X.19.2.47
