Confiança e troca de conhecimento em uma comunidade transdisciplinar de prática: um estudo de caso convergente paralelo
DOI:
https://doi.org/10.17398/1695-288X.19.2.47Palavras-chave:
Comunidades de prática, Gestão do conhecimento, Confiança, Educação superior, Pesquisa de Método MistoResumo
As Comunidades de Prática transdisciplinares (COPs) reúnem membros com diferentes visões de mundo e repertório teórico. São contextos com grande potencial de criação de conhecimento a partir da colaboração entre pessoas com diferentes perspectivas da realidade. No entanto, o caráter transdisciplinar representa um desafio no desenvolvimento da comunidade e nos mecanismos de participação e colaboração. Por este motivo, o estudo dos fatores que intervêm nestes processos é especialmente relevante neste tipo de comunidades. Esta pesquisa enfoca a influência da confiança na troca de conhecimentos em um COP tecnológico-educacional surgido em um grupo de pesquisa de uma universidade espanhola. O estudo utilizou um modelo misto materializado em um projeto convergente paralelo. Os resultados evidenciam que a confiança alicerçada na benevolência, integridade e competência dos integrantes do COP influenciam positivamente na troca de conhecimentos em um COP transdisciplinar. Além disso, os resultados revelam a importância das relações pessoais e da satisfação com as trocas anteriores para manter a confiança nos membros para a troca de conhecimento no futuro. A convergência de dados qualitativos e quantitativos revelou-se uma abordagem adequada para melhorar a compreensão de fenômenos e contextos complexos e multidisciplinares.
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http://psasir.upm.edu.my/id/eprint/7735
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Assegaff, S., Kurniabudi, K. y Fernando, E. (2016). Impact of Extrinsic and Intrinsic Motivation Element to People Knowledge Sharing Behavior at Virtual Communities of Practices in Indonesia. Indonesian Journal of Electrical Engineering and Computer Science, 1(3), 619-626. http://doi.org/10.11591/ijeecs.v1.i3.pp619-626
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Bock, G. W., Zmud, R. W., Kim, Y. G., y Lee, J. N. (2005). Behavioral intention formation in knowledge sharing: Examining the roles of extrinsic motivators, social-psychological forces, and organizational climate. MIS Quarterly, 29(1), 87–111. https://www.jstor.org/stable/25148669
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Chiu, C.-M., Hsu, M.-H., y Wang, E. T. G. (2006). Understanding knowledge sharing in virtual communities: An integration of social capital and social cognitive theories. Decision Support Systems, 42(3), 1872–1888. https://doi.org/https://doi.org/10.1016/j.dss.2006.04.00
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Donate, M. J., y Guadamillas, F. (2015). An empirical study on the relationships between knowledge management, knowledge-oriented human resource practices and innovation. Knowledge Management Research and Practice, 13(2), 134-148. https://doi.org/10.1057/kmrp
Ensign, P., y Hebert, L. (2010). How reputation affects knowledge sharing among colleagues. MIT Sloan Management Review, 51(2), 79.
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
Fauzi, M.A., Nya-Ling, C.T., Thursamy, R., y Ojo, A.O. (2019). Knowledge sharing: Role of academics towards research productivity in higher learning institution. VINE. Journal of Information and Knowledge Management Systems, 49(1), 136-159. https://doi.org/10.1108/VJIKMS-09-2018-0074
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
Greene, J. C., Caracelli, V. J., y Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational evaluation and policy analysis,11(3), 255-274. https://doi.org/10.3102/01623737011003255
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Hau, Y. S., Kim, B., Lee, H., y Kim, Y. G. (2013). The effects of individual motivations and social capital on employees’ tacit and explicit knowledge sharing intentions. International Journal of Information Management, 33(2), 356–366. https://doi.org/10.1016/j.ijinfomgt.2012.10.009
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
Hsu, M.-H., Ju, T. L., Yen, C.-H., y Chang, C.-M. (2007). Knowledge sharing behavior in online communities: The relationship between trust, self-efficacy, and outcome expectations. International Journal of Human-Computer Studies, 65(2), 153–169. https://doi.org/10.1016/j.ijhcs.2006.09.003
Iqbal, M. J., Rasli, A., Heng, L. H., Ali, M. B. B., Hassan, I., y Jolaee, A. (2011). Academic staff knowledge sharing intentions and university innovation capability. African Journal of Business Management, 5(27), 11051-11059. https://doi.org/10.5897/AJBM11.576
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
Mayer, R. C., Davis, J. H. y Schoorman, F. D. (2006). An integrative model of organizational trust. En R. M. Kramer (Ed.), Organizational trust: A reader (pp. 82-108). New York: Oxford University Press.
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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2020-12-13
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Edição Especial "Pesquisa em Tecnologia Educacional baseada em métodos mistos"
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Confiança e troca de conhecimento em uma comunidade transdisciplinar de prática: um estudo de caso convergente paralelo. (2020). Revista Latinoamericana De Tecnología Educativa - RELATEC, 19(2), 47-63. https://doi.org/10.17398/1695-288X.19.2.47
