DocumentCode :
1801887
Title :
Tacit Knowledge Flows and Institutional Theory: Accelerating Acculturation
Author :
Adams, Alicemary Aspell ; Lee, June G Chin Yi ; Nissen, Mark E.
fYear :
2010
fDate :
5-8 Jan. 2010
Firstpage :
1
Lastpage :
10
Abstract :
Knowledge is key to sustainable competitive advantage, but different kinds of knowledge affect competitive advantage differently. This applies especially to the environment of increasing globalization. Because cultural knowledge is deeply rooted and highly tacit, its flows are critical to global enterprise performance, but tacit knowledge clumps noticeably and is known well to flow both slowly and narrowly. Such clumping and flowing are exacerbated when knowledge is required to flow across cultures. Unfortunately, knowledge management theory on intercultural knowledge flows remains limited. Alternatively, Institutional Theory provides an effective lens, and recent research to integrate it with Knowledge Flow Theory provides a powerful, new theoretical framework for understanding how tacit knowledge flows across cultures. However, the specifics of any particular, intercultural flow are likely to be critical, highlighting the need for immersive, qualitative research to identify techniques to accelerate acculturation. This study undertakes such qualitative fieldwork and informs theory and practice alike.
Keywords :
knowledge management; acculturation; global enterprise performance; institutional theory; intercultural knowledge flows; knowledge management theory; sustainable competitive advantage; tacit knowledge; Acceleration; Cities and towns; Continents; Cultural differences; Embedded computing; Globalization; Knowledge engineering; Knowledge management; Lenses; Safety;
fLanguage :
English
Publisher :
ieee
Conference_Titel :
System Sciences (HICSS), 2010 43rd Hawaii International Conference on
Conference_Location :
Honolulu, HI
ISSN :
1530-1605
Print_ISBN :
978-1-4244-5509-6
Electronic_ISBN :
1530-1605
Type :
conf
DOI :
10.1109/HICSS.2010.478
Filename :
5428488
Link To Document :
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