Date of Award

1-1-2012

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Education Theory and Practice

Program

Curriculum and Instruction

Content Description

1 online resource (ix, 212 pages) : PDF file, illustrations

Dissertation/Thesis Chair

Robert Yagelski

Committee Members

Jane Agee, Andrea Smith-Hunter

Keywords

Collaboration, Collaborative Writing, Group Communication, Knowledge, Knowledge Management, Organizational Learning, Group work in education, Social groups, Organizational learning, Knowledge management

Subject Categories

Communication | Organizational Behavior and Theory

Abstract

This study looked at the knowledge creation by distributed groups in a knowledge based organization as they engaged in collaborative writing. A traditional model of knowledge creation assumes knowledge is located by the individual in the forms of content, competency, and expertise. A new model of knowledge creation identifies three ways to identify knowledge (tangible representation of knowledge, procedural and tacit knowledge, partaged knowledge) which can be found internally or externally to the individual, group, or organization. Knowledge creation is a complex process situated in the multiple environments within which a distributed group functions. Power structures create knowledge boundaries within which a group works. However, because power structures are dynamic, knowledge boundaries and the value of specific knowledge are continually being redefined. Knowledge can be structured within distributed groups using knowledge genres. These knowledge genres can be transactional or negotiable, dependent upon the perceived ownership, situational factors, and power structure. The deeper an individual identifies personally with knowledge, the greater the importance that the knowledge be aligned with the group's beliefs and schema as part of the individual's social identity.

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