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11.
This paper provides an overview of the knowledge management systems (KMSs) adopted by small and medium enterprises (SMEs). KMSs are divided into two categories: knowledge management tools (KM-Tools) and knowledge management practices (KM-Practices). On the basis of the analysis of the literature, two research questions (RQs) were identified and addressed through semi-structured interviews carried out in a sample of 35 SMEs operating in high-tech industries. The first RQ concerns the degree of adoption of KMSs by SMEs. The second RQ regards the relationship between KM-Tools and KM-Practices. As far as the degree of adoption of KMSs, the paper highlights that SMEs are not a homogeneous world but there are a variety of approaches and behaviours. As far as the relationship between the degree of adoption of KM-Tools and KM-Practices, the paper identifies three groups of SMEs that seem to point out the stages of the process of adoption of KMSs: Introduction, SMEs that deal with the process of knowledge management exploiting practices and tools that are already known; Growth, SMEs that adopt specialist practices of knowledge management acquiring new organisational and managerial competence in the field of knowledge management; Maturity, SMEs that invest in new technology and that acquire new technological competence in the field of knowledge management. This categorisation paves the way for further theoretical and practical implications for both managers and policy makers. 相似文献
12.
Castro Gregorio Martín-de Delgado-Verde Miriam Amores-Salvadó Javier Navas-López José Emilio 《知识管理研究与实践》2013,11(2):123-132
In a knowledge-based economy, firms' technological innovations represent one of the best ways in order to survive and to achieve firm success. Nonaka and Takeuchi stated that technological innovation is close to firms' intellectual or knowledge asset management, and additional efforts are needed to understand these complex causal relationships. If we can assume that technological innovation causation rarely has a single cause, and that these causes rarely operate in isolation from each other, empirical research needs a new configurational perspective, where the integrity of firms' technological innovations as complex configurations of causal factors are preserved. This way, using a configurational approach, and primary data of 251 technology-based firms based in Spain, this paper explores firms' human, technological, and relational assets configurations and product innovations.
相似文献13.
Giuseppe Bruno Emilio Esposito Andrea Genovese Kholekile L. Gwebu 《The Information Society》2013,29(1):16-28
Several composite indexes grouping several variables into a single figure have been proposed for measuring the digital divide. In this article, the authors analyze shortcomings of extant indexes. Using multivariate analysis tools, they show that in the definition of composite indexes it is possible to individuate a limited set of more influencing and significant variables. This finding suggests the possibility of replacing some redundant variables with other dimensions that include other aspects of the digital divide that are not considered in extant measures. 相似文献
14.
Emilio Sánchez 《Infancia y Aprendizaje》2013,36(44):35-57
ResumenEn este trabajo se revisa la literatura para describir las características de los sujetos con una baja capacidad de comprensión, entendida aquí como capacidad para aprender mediante la lectura. Las características son agrupadas en tomo a estos dos aspeaos: qué es lo que obtienen de la lettura y cómo operan para obtener esa limitada representación. En la parte empírica del trabajo, se comparan dos muestras seleccionadas de sujetos de buena y pobre comprensión (6.°, 7.° y 8.° de EGB) en sus perfiles de recuerdo, su capacidad para apoyar su recuerdo en la organization lógica de los textos, su capacidad para reconocer el tema de párrafos y en su capacidad para resumir, demostrándose que en todos esos capítulos aparecen claras diferencias (p<.001) en los dos niveles seleccionados. 相似文献
15.
Teachers' written reflections on their work, which report on a change in their practice, were the object of this research. Taking teachers' articulation of their plans and actions in teacher journals as our source, this study's aim is twofold: (1) to describe how teacher reflect in a self‐initiated and non‐framed way on their own practice, and (2) to review teacher self generated reflections in reference to models of reflection. In this way, we tried to disclose what precisely teachers write (said) when reflecting on their work (did) in order to appreciate their way of describing what matters in their work; and position this in reference to models that conceptualise (“talk”) on how to actualise (‘walk’) reflection. This ‘double’ articulation of reflection is gauged in two ways, i.e., on: a) completeness, that is, whether it includes relevant components of reflection (models) to be found in the literature, and on b) recursiveness, that is, whether the written account gives evidence of an integrated cyclical, i.e., recursive process of re‐view, which appraises and looks back on what has been accomplished. The results show that teachers do not work along the lines identified in current reflection models (i.e. providing clear problem definition, searching for evidence, planning for change, and reviewing plans). Instead, many teachers use a narrative and valuing appraisal of their accomplishments; not so much cautiously reviewing their actions but prospectively commenting on plans and solutions for future action. The data lead us to be cautious about the prominence of reflection models as advocated in the literature to be applied to teachers' written accounts of their practice. 相似文献
16.
Jacob N. Burgoon Mandy L. Heddle Emilio Duran 《Journal of Science Teacher Education》2010,21(7):859-872
There is a large body of research that has explored students’ misconceptions about science phenomena. Less research, however,
has been devoted to identifying teachers’ misconceptions, but the results of the few existing studies demonstrate that teachers
and students possess similar misconceptions. This study explored the physical science conceptions of 103 elementary science
teachers to determine whether, after three decades of misconception research, teachers still possess conceptions similar to
those held by students. We found that our teachers expressed misconceptions regarding gravity, magnetism, gases, and temperature
that were similar to common student misconceptions. Suggestions for improving science professional development programs are
discussed. 相似文献
17.
The role of team behavioral integration and cohesion in shaping individual improvisation 总被引：2，自引：0，他引：2
The notion of improvisation has recently emerged in managerial studies as a viable answer to flexibly dealing with unexpected occurrences. Nonetheless, research on improvisation has essentially approached the issue through a metaphorical framework, and has regularly relied on conceptual frameworks residing either at the individual or the team-level. We investigate how team-level processes affect individual improvisation in complex project domains. Using data from 138 team leaders and members belonging to 38 information systems development teams, we test cross-level hypotheses through hierarchical linear modeling. Team behavioral integration and team cohesion positively affect individual improvisation. Moreover, cohesion positively moderates the influence of team behavioral integration on individual improvisation. In concluding this paper we offer theoretical and practical implications. 相似文献
18.
Do Parents Foster Self‐Esteem? Testing the Prospective Impact of Parent Closeness on Adolescent Self‐Esteem 
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下载免费PDF全文 Michelle A. Harris Andrea E. Gruenenfelder‐Steiger Emilio Ferrer M. Brent Donnellan Mathias Allemand Helmut Fend Rand D. Conger Kali H. Trzesniewski 《Child development》2015,86(4):995-1013
Close parent–child relationships are viewed as important for the development of global self‐esteem. Cross‐sectional research supports this hypothesis, but longitudinal studies provide inconsistent prospective effects. The current study uses data from Germany (N = 982) and the United States (N = 451) to test longitudinal relations between parent–child closeness and adolescent self‐esteem. The authors used self‐, parent‐, and observer‐reported parent–child closeness and self‐reported self‐esteem from ages 12 to 16. Results replicated concurrent correlations found in the literature, but six longitudinal models failed to show prospective relations. Thus, the longitudinal effect of parent–child closeness and self‐esteem is difficult to detect with adolescent samples. These findings suggest the need for additional theorizing about influences on adolescent self‐esteem development and longitudinal research with younger samples. 相似文献
19.
This study is focused on the relationship between the development of segmental awareness and dyslexia. More specifically we have tried to address the question, is it possible to learn to segment well and yet continue to read and write poorly? For this purpose, 14 second and third grade dyslexic children were assigned to three different training programs. Those who participated in the first two programs were taught the skills required to use the phonemes, while those in the third program, who served as a pseudo-control group, were given the exercises in perceptual and psychomotor activities. After the training program, children who had received the first two training programs reached a level of performance similar to that of normal readers in different tasks of segmentation of phonemes. The improvements observed in these tasks were correlated in dictation but not in reading, where there was no difference after training. 相似文献
20.
Luca Magni 《Interactive Learning Environments》2016,24(1):68-84
Many concurrent variables appear to influence people when they interact anonymously, either face-to-face (F2F) or in computer-mediated communications (CMC).This paper presents the results of a small exploratory research, conducted in a medical company in Italy, to investigate how the use of pseudonyms influences CMC behaviours.The study involved 32 newly hired or about-to-be hired graduates. Outcomes from this study show that, in the given organizational context, the use of pseudonyms in CMC produced more exchanges, higher verbosity and greater group collaboration. 相似文献