Incentive for Peer-to-Peer Knowledge Sharing among Farmers in Developing Economies

2015 ◽  
pp. n/a-n/a ◽  
Author(s):  
Ying-Ju Chen ◽  
J. George Shanthikumar ◽  
Zuo-Jun Max Shen
Keyword(s):  
Knowledge Sharing ◽  
Developing Economies ◽  
Peer To Peer

Cognition and knowledge sharing in post-acquisition integration: insights from Indian IT acquiring firms

2014 ◽  
Vol 8 (2) ◽  
pp. 146-167 ◽  
Author(s):  
Manya Jaura ◽  
Snejina Michailova
Keyword(s):  
Knowledge Sharing ◽  
Developing Economies ◽  
Human Beings ◽  
It Industry ◽  
Content Type ◽  
Organisational Identity ◽  
Or Groups ◽  
Acquisition Integration ◽  
The Creation ◽  
Cognition And Knowledge

Purpose – The purpose of this paper is to examine the influence of cognition on knowledge sharing between members of the acquiring and acquired organisations in the post-acquisition integration process. It specifically analyses differentiation between in-groups and out-groups, the perception of organisational identity and interaction among members of the acquired and acquiring organisations and how these three factors affect knowledge sharing. Design/methodology/approach – The authors develop theoretical propositions and conduct an explorative pilot study on the basis of original interview data conducted with ten respondents in four Indian IT companies that have acquired firms abroad. Findings – The authors find evidence for supporting the negative effect of in- and out-groups differentiation and the positive effect of interpersonal interaction on knowledge sharing among employees of the acquired and acquiring organisations. There was indicative, but less compelling, evidence for the negative influence of inter-group competition and the positive influence of perceived shared organisational identity on knowledge sharing. Different from the established view, the authors find that when Indian firms acquire firms abroad, they immediately initiate knowledge flows from the targets rather than going through a long period of integration prior to acquiring knowledge from the targets. Research limitations/implications – The paper contributes to the scholarly conversation on cognition and knowledge sharing and argues that firms that are located in developing economies and that acquire firms abroad behave in a way somewhat different from what Western literature postulates. This invites for further studies, both theoretical and empirical, to shed light on this phenomenon. The present paper is focused only on one country, India, and on a single industry, the IT industry. It is limited in its empirical part, mainly due to enormous difficulties in getting access to the field. Practical implications – The study demonstrates how central individuals are to the process of knowledge sharing and the accomplishment of organisational objectives in a post-acquisition context. Managers should understand that the knowledge their employees possess is a strategic asset, and therefore how they use it is influential in attaining organisational goals in general, and acquisition integration objectives in particular. The creation of task- and project-related communities or groups can help in establishing a shared organisational identity, especially after the turbulent event of one company acquiring another one. The creation of communities or groups where socialisation is encouraged can lead to employees interacting with one another and developing a sense of belongingness with the community or group. Over time, this belongingness can translate into a shared organisational identity, which is beneficial for the organisation. The findings suggest that the creation of task- or project-oriented communities and groups is a powerful way to achieve that. Originality/value – The contribution of the paper is fourfold. First, while macro orientation dominates literature on the growth of the Indian IT industry, this study is conducted at the individual level of analysis, by focusing on managers in acquiring Indian IT firms. Second, whereas studies that have examined cognition and knowledge sharing have done so mainly through social capital lenses, this paper focuses on factors that are based on the inherent tendency of human beings to categorise themselves and other individuals. Third, the paper examines the links between cognition and knowledge sharing in an exciting context, namely, post-acquisition integration. Finally, while research on both post-acquisition integration and knowledge sharing is biased towards a Western context, this study investigates knowledge sharing and post-acquisition integration in the context of a major non-Western emerging economy.

scholarly journals Going Behind the Scenes at Teacher Colleges: Online Student Knowledge Sharing through Social Network Technologies

10.28945/3863 ◽  
2017 ◽  
Vol 13 ◽  
pp. 167-184 ◽  
Author(s):  
Smadar Bar-Tal ◽  
Christa S. C. Asterhan
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Adult Students ◽  
Knowledge Sharing ◽  
Peer To Peer ◽  
Future Research ◽  
Teaching Staff ◽  
Central Feature ◽  
College Life ◽  
Teacher Colleges

Aim/Purpose: The present study aims to describe existing peer-to-peer, social network-based sharing practices among adult students in teacher colleges. Background: Ubiquitous social network sites open up a wide array of possibilities for peer-to-peer information and knowledge sharing. College instructors are often unaware of such practices that happen behind the scenes. Methodology: An interpretative, qualitative research methodology was used. Thirty-seven Israeli students at a teacher college in Israel participated in either focus group discussions of (N = 29) or in-depth interviews (N = 8). Contribution: Whereas knowledge sharing has been a main focus of research in organizational and information sciences, its relevance to educational settings has thus far been underscored. Recent research shows that peer–to-peer knowledge sharing is wide-spread among teenage students. The current study extends that work to an adult student population. Findings: The findings show that knowledge sharing of this type is a common and even central feature of students’ college life and study behavior. It takes place through a variety of small and larger social network-based peer groups of different formations, including mostly college students but at time also practicing, experienced teachers. Sharing groups are formed on the spot for short term purposes or are stable, continuous over longer time periods. The contents shared are predominantly lesson summaries, material for exams, reading summaries, and lesson plans. They are used immediately or stored for future use, as students have access to vast data bases of stored materials that have been compiled throughout the years by students of previous cohorts. Teacher students mentioned a range of reasons for sharing, and overall regard it very positive. However, some downsides were also acknowledged (i.e., superficial learning, exclusion, attentional overload, and interruptions). Recommendations for Practitioners: College faculty and teaching staff should be cognizant and informed about these widespread peer-based knowledge sharing practices and consider whether perhaps changes in teaching formats and task assignments are required as a result. Future Research: Future research should extend this work to other higher education settings, cultures and countries, and should map the perceptions of higher education teaching staff about peer-to-peer, online knowledge sharing.

Chain Reaction

2019 ◽  
pp. 144-156
Author(s):  
Anwar Batikhi ◽  
Zeid Al-Bashaireh ◽  
Oraib Nawash
Keyword(s):  
Science Education ◽  
Data Collection ◽  
Knowledge Sharing ◽  
Nature Of Science ◽  
Peer To Peer ◽  
Scientific Data ◽  
Science Attitudes ◽  
High Quality ◽  
Academic Leaders ◽  
Key Skills

Due to the huge development in the communication sector, science education has become very challenging. Inquiry-based science education (IBSE) has been proposed by academic leaders and policymakers as having the potential to increase student involvement and provide opportunities for the development of the key skills desired by employers in the future. Thirty teachers from 15 schools participated in the project and disseminated the knowledge obtained to their colleagues through peer-to-peer knowledge sharing. Most teachers expressed an increase in their understanding of IBSE, and 66% agreed that they received high-quality IBSE/EUPRB briefings. Students showed motivation to learn science and obtained scientific approaches and steps of answering their inquiries in order understand their surroundings, improve their achievement of scientific knowledge, build positive science attitudes, improve their understanding of the nature of science, and develop IBSE skills such as scientific data collection analyses, interpretation, and how to provide evidence to test ideas and develop theories.

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