Cognitive foundations of organizational learning: re-introducing the distinction between declarative and non-declarative knowledge

Disrupted Lessons in Engineering Robotics: Pivoting Knowledge Transfer From Physical to Virtual Learning Environments

This study examined the effects of an Arduino microrobot activity on college students' interest in robotics through three specific objectives: (1) determining how students' conceptual understanding regarding the basics of microcomputing and computer programming changes after engaging in an engineering robotics learning module, (2) assessing the impact of these changes on students' sense of competence in engineering robotics, and (3) explaining the role of students' perceived knowledge transferability in the relationship between their sense of competence and changes in their interest for pursuing engineering robotics. Participants (n = 58) were recruited from two Engineering Physics courses and surveyed before (Time 1) and after (Time 2) an Arduino microcomputing learning activity. First, significant increases were reported post-activity for interest in robotics, as well as conceptual understanding of microelectronics and computer programming. Second, changes in the understanding of computer programming significantly predicted students' sense of competence at Time 2. Finally, high and low levels of competence and perceived knowledge transferability were related to changes in students' interest in robotics. Moreover, high levels of perceived knowledge transferability alone played an important role in students' interest in robotics. Transferring complex engineering ideas to novel situations was beneficial regarding students' learning gains associated with computer programming and with the Arduino microcontroller platform. An overview of the virtual lab architecture used is provided with suggested novel directions for teaching college-level courses about engineering robotics.

Construct Validation of a New Instrument to Measure Declarative Tactical Knowledge in Basketball

Measuring basketball players' declarative tactical knowledge is relevant to the teaching and learning process. In this study we aimed to verify the construct validity and construct reliability of the Instrument for Measuring Declarative Tactical Knowledge in Basketball (IMDTK-Bb). We recruited 1,188 male basketball athletes aged 10-19 years old. We used confirmatory factor analysis with weighted least squares mean and variance estimator for construct validation and MacDonald´s omega for internal consistency. We established a final model with 17 scenes referring to the declarative tactical knowledge and type of action players used to solve game situations the scenes represented. The final model presented a good Comparative Fit Index (CFI = 1.000), Tucker-Lewis Index (TLI = 1.001) and Root Mean Square Error of Approximation (RMSEA = .000). The reliability index was .779. We conclude that the IMDTK-Bb has good construct validity and can be used in further research.

Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment

A study with K-9 Greek students was conducted in order to evaluate how the declarative knowledge acquisition was affected by incorporating Arduino experiments in secondary Chemistry Education. A Digital Application (DA) that blends the use of the Arduino sensors' experiments with digital educational material, including Virtual Labs (VLs), was constructed from scratch to be used through the Interactive Board (IB) as a learning tool by three different student groups (N = 154). In the first stage of the learning process, all groups used only the digital material of the DA. In the second stage, the three groups used different learning tools of the DA. Through the IB, the first group used Arduino experiments, the second one the VLs, and the third only static visualizations. A pre- to post-test statistical analysis demonstrated that the first two groups were equivalent in regard to achievement in declarative knowledge tests and of a higher level than the third group. Therefore, it can be concluded that conducting Arduino experiments in a mixed virtual-physical environment results in equivalent learning gains in declarative knowledge as those attained by using VL experimentation through the IB.

Mediating Role of Knowledge Management in the Relationship between Organizational Learning and Sustainable Organizational Performance

Organizations operating in the intensive knowledge-based sector seek efficient management approaches and sustainable development practices to perform efficiently in the dynamic business environment. Knowledge management practice and organizational learning are significant factors in order to achieve sustainable organizational performance in a rapidly changing business environment. Based on the scientific literature analysis, there is still a lack of evidence related to the mediating role of the whole knowledge management cycle, including the five knowledge management processes (knowledge acquisition, creation, storage, sharing, and application) in the relationship between organizational learning and sustainable organizational performance for organizations operating in intensive knowledge-based sectors. This study aimed to examine the impact of the whole knowledge management cycle on the relationship between organizational learning and sustainable organizational performance in intensive knowledge-based sectors, specifically the audit and consulting companies in the Middle East region. Systematic scientific literature analysis, expert evaluation (structured questionnaire), and structural equation modeling (SEM) technique were used to develop and verify the research model. Data was collected through a structured questionnaire distributed among auditing experts working in a knowledge-based sector—audit and consulting companies in the Middle East region. The research results supported the hypotheses stating that organizational learning positively affects knowledge acquisition, storage, sharing, application processes, and sustainable organizational performance. However, the results verified that organizational learning has an insignificant impact on the Middle Eastern audit and consulting companies’ knowledge creation process.

Vicarious Learning: How Entrepreneurs Enhance a Firm's International Competitiveness Through Learning From Interlocking Director Network Partners

Applying the lens of entrepreneurial psychology, this paper examines vicarious learning as an approach that entrepreneurs can use to overcome external uncertainty of overseas investments by accumulating international know-how and experience through interlocking director connections with other experienced companies. Through the analysis of a sample of Chinese companies, our findings suggest that entrepreneurs obtaining foreign experience from interlocking partners can significantly promote their firm's international growth when investing in the same country, and that this positive effect is significant in relation to both first-degree and second-degree connections. We further find that, if an entrepreneur makes a connection with an interlocking partner in the same industry, it enhances their knowledge absorption, thereby providing a positive moderating effect, while investing in a country with a strong degree of openness weakens the effect of knowledge application, and thus plays a negative moderating role. This study makes practical and theoretical contributions by exploring specific vicarious learning means for entrepreneurs to enhance their firm's international competitiveness, and also identifying three different learning processes.

Beyond Power Struggles: A Multilevel Perspective on Incongruences at the Interface of Practice, Knowledge, and Identity in Radical Organizational Change

Previous approaches to describing challenges inherent in radical organizational change have mainly focused on power struggles. A complementary but less researched view proposes that many problems occur because radical change causes certain incongruences within an organization. In line with the latter perspective, this article suggests that radical change leads to incongruences between “what they do” (practice), “what they know” (knowledge), and “who they are” (identity) as an organization; to achieve the change, these incongruences need to be accommodated by the organization’s individual members. The article takes a multilevel perspective and describes how in radical change organizational goals may interfere with individual characteristics at the intersections of practice, knowledge, and identity. This enables a fine-grained analysis of reasons why radical change efforts may fail, beyond power struggles. The model is concrete enough to help change managers foresee many practical problems, such as member disidentification, routine breakdowns, or knowledge gaps.

A systematic investigation of absorptive capacity and external information search in groups

Purpose

This paper aims to test the influence of external information search (EIS) on knowledge elaboration and group cognitive complexity (GCC) under the moderating effect of absorptive capacity (AC is indicated by prior knowledge base and gender diversity).

Design/methodology/approach

The results of three studies (one field study and two experimental studies) are reported. The first study tests the interaction between EIS and the two dimensions of AC on group knowledge elaboration in a sample of 65 organizational groups. In the second study, EIS was directly manipulated and the interaction with AC in a sample of 65 groups was tested. In the last experimental study, the AC of the boundary spanner (highest level of expertise versus lowest level of expertise) was manipulated and the effects of EIS in a sample of 37 groups were tested.

Findings

The first study reveals a significant interaction between EIS and prior knowledge base on knowledge elaboration and points toward a compensatory interplay of EIS and AC on GCC. The results of the second study indicate that EIS increases the time spent on task, as well as the efficiency of knowledge integration (GCC per unit of time). Furthermore, EIS has the strongest positive effect on GCC in groups in which at least one of the AC dimensions is average or high. The results of the last study show that the AC of the boundary spanner compensates for the lack of absorptive capacity of the group and also show that the cognitive distance between the boundary spanner and the rest of the group has a negative influence on the efficiency of knowledge integration in groups.

Research limitations/implications

The limitations of Study 1, common to non-experimental research (related to causality), are dealt with in the second and third studies that establish causality between EIS and GCC.

Practical implications

The paper has important implications for the management of information search effort in organizational groups, in particular the groups are advised to: engage in EIS to increase their cognitive repertoire and cognitive complexity, delegate, when possible, their most competent members to engage in boundary spanning activities as they will maximize the cognitive benefits of EIS and finally minimize the cognitive dissimilarity between the boundary spanner and the rest of the group to facilitate the effective integration of novel insights into the group cognition.

Originality/value

This study is among the first empirical attempts to uncover the causal effect of EIS on knowledge elaboration and GCC in groups and to uncover the role of the boundary spanner in the EIS efforts.

Effects of Prompting in Reflective Learning Tools: Findings from Experimental Field, Lab, and Online Studies

Reflective learning is an important type of learning both in formal and informal situations—in school, higher education, at the workplace, and in everyday life. People may benefit from technical support for reflective learning, in particular when supporting each other by reflecting not only upon their own but also upon other people’s problems. We refer to this collective approach where people come together to think about experiences and find solutions to problems as “collaborative reflection.” We present three empirical studies about the effects of prompting in reflective learning tools in such situations where people reflect on others’ issues. In Study 1 we applied a three-stage within-group design in a field experiment, where 39 participants from two organizations received different types of prompts while they used a reflection app. We found that prompts that invited employees to write down possible solutions led to more comprehensive comments on their colleagues’ experiences. In Study 2 we used a three-stage between-group design in a laboratory experiment, where 78 university students were invited to take part in an experiment about the discussion of problems at work or academic studies in online forums. Here we found that short, abstract prompts showed no superiority to a situation without any prompts with respect to quantity or quality of contributions. Finally, Study 3 featured a two-stage between-group design in an online experiment, where 60 participants received either general reflection instructions or detailed instructions about how to reflect on other people’s problems. We could show that detailed reflection instructions supported people in producing more comprehensive comments that included more general advice. The results demonstrate that to increase activity and to improve quality of comments with prompting tools require detailed instructions and specific wording of the prompts.