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Marc Marheineke explores the phenomenon of boundary objects in the process of virtual collaboration. Virtual collaboration is an interactive act that connects jointly and voluntarily collaborating individuals that are electronically linked and he examines these communities from different perspectives. All communities are characterized by their aim to conduce to shared understanding through a purposeful use of boundary objects. These objects are artefacts that serve two or more community members to establish collaboration. This book shows in a design-oriented process how and when to use these boundary objects for virtual collaboration.
We explore objects which are used to span knowledge boundaries (Carlile, <a href="http://onlinelibrary.wiley.com/doi/10.1111/radm.12216/full#radm12216-bib-0108" title="Link to bibliographic citation" rel="references:#radm12216-bib-0108">2004</a>) in order to establish shared understanding in virtual innovation communities. In particular, the use of a mix of such boundary objects during collaboration on a virtual whiteboard is studied. Five collaborations with in total 31 participants are analyzed on the micro level of activities. We conceptualize collaboration activities according to Dennis et al. (<a href="http://onlinelibrary.wiley.com/doi/10.1111/radm.12216/full#radm12216-bib-0013" title="Link to bibliographic citation" rel="references:#radm12216-bib-0013">2008</a>) as coeyance of information and coergence on meaning. Both, coeyance and coergence activities are necessary to establish shared understanding. Our results show why and how boundary objects are used specific to coeyance or coergence activities. We, thus, provide confirmative empirical evidence for the theoretical propositions of Dennis et al. (<a href="http://onlinelibrary.wiley.com/doi/10.1111/radm.12216/full#radm12216-bib-0013" title="Link to bibliographic citation" rel="references:#radm12216-bib-0013">2008</a>) and extend current research on knowledge sharing in virtual innovation by showing how exactly boundary objects contribute. Practical implications include propositions for the design of collaboration platforms and innovation processes.
In this paper we suggest principles for boundary objects’ use in innovation communities. The goal of these principles is to effectively conduce a shared understanding. For that reason knowledge boundaries must be overcome. We link the theoretical concepts of (1) the boundary objects classification (Carlile, 2004) and (2) the community learning model of van den Bossche (2011) to set a foundation for these principles. Afterwards we empirically develop principles in a field study. Findings suggest that syntactic boundary objects contribute to construct meaning, semantic boundary objects to co-construction, and pragmatic boundary objects to constructive conflict. We can thus suggest principles for use of boundary objects at the three levels of community learning to effectively establish shared understanding in innovation communities.
In this paper, we explore the phenomenon of boundary objects in the process of virtual collaboration. Virtual collaboration is an interactive act that interconnects jointly and voluntarily collaborating individuals that are electronically linked. We regard them as virtual communities (VCs). VCs are characterised by its aim to conduce to shared understanding through an effective use of boundary objects. Artefacts that serve two or more VC members to establish collaboration are seen as boundary objects. The study at hand uses the socio-technical systems theory as a framework to categorise extant research. It draws on the concept of Carlile’s three tiers of boundary objects (syntactic, semantic, and pragmatic) to further sub-categorise scholarly publications between 2004 and 2014. This leads to an in-depth analysis on the use of boundary objects, its effect on the collaboration process as well as a first research agenda for subsequent endeavours in the field of boundary objects and virtual collaboration._x000D_ Keywords: Boundary objects, virtual collaboration, knowledge management, socio-technical systems theory
In this paper we iestigate the use of virtual objects for knowledge exchange in communities. Information systems provide a wide range of new (virtual) objects for community members which support non-canonical collaboration required for knowledge creation [1,2]. From a sociological perspective these objects are means to cross knowledge boundaries in communities [3]. In our study we extend this aspect by a technical perspective of how virtual objects effectively facilitate activities of knowledge creation. Media Synchronicity Theory [4] proposes how to best accomplish communication performance. It predicts that to achieve effective communication, the two primary communication strategies of coeyance of information and coergence on meaning need to be supported. Building upon this discussion, we examine the use of virtual objects in a dynamic process of knowledge creation. We will draw conclusions on how to appropriately use virtual objects for communication. Our empirical study is based on multiple cases [5] of knowledge communities. Qualitative data has been gathered from the participants of six focused group discussions conducted on a virtual whiteboard which comprises a media choice to interact in real time. The results detail information on the actual use (and not use) of virtual objects (media) for knowledge creation. Based on our findings we empirically confirm the core propositions of Media Synchronicity Theory. We conclude with managerial recommendations on how to employ virtual objects for increasing the effectiveness of dynamic processes of knowledge creation.
Within communities knowledge is shared regularly. Although today’s communities can rely on sophisticated collaboration technologies, the sharing of knowledge remains impeded by different social mechanisms. Removing impediments that originate from different understandings between knowledge exchanging individuals has been called boundary management by Carlile. Boundary management can be supported by the use of specific objects. We iestigate collaboration technology as shared object within an organizational knowledge community. In this sense, collaboration technology is conceived as a means to support the spanning of knowledge boundaries. This researchin-progress proposes a design science research (DSR) approach. It aims for designing and evaluating IT-based shared objects which effectively lower boundaries of knowledge sharing. First empirical findings suggest that a collaboration technology that offers a shared space for communication and exchange can provide fruitful support in contexts where syntactic and semantic boundaries prevail. Hence, the design task for CT as shared object in organizational knowledge communities should focus on lowering syntactic and semantic knowledge boundaries.
The importance of services increases due to the intensifying international integration. In this context we will present crucial factors for providers of training and education who want to export their services. Notwithstanding the German model cannot simply be reproduced in foreign countries; hence an interview-based study was started in order to make concrete statements on adaptation measures. Results are derived from managers in Tunisia and Germany as part of the governmental funded project BRIDGE, which aims at enabling training providers to export educational services in the medium and long term. First findings suggest the existence of barriers and source from qualitative data analysis. Furthermore, first relevant factors concerning the concrete training and educational design drawn from the case study will showcase how to successfully export services. The language of the working paper is German.
Die Bedeutung von Dienstleistungen wächst durch die zunehmenden internationalen Verflechtungen signifikant. In diesem Zusammenhang sollen in der vorliegenden Studie wichtige Faktoren für den Export von wissensintensiven Dienstleistungen aufgezeigt werden. Da das deutsche Aus- und Weiterbildungsmodell ohne spezifische Anpassungen nicht in ein Zielland übertragen werden kann, sollen in dieser Untersuchung konkrete Aussagen getroffen werden, die Bildungsexporteure bei der Erbringung ihrer Dienstleistungen unterstützen sollen. Die qualitative Untersuchung basiert auf 18 Interviews, die mit Führungskräften in Deutschland und Tunesien geführt wurden. Wir argumentieren, dass auf unterschiedlichen Ebenen Barrieren existieren, die teilweise durch eine intensivere Kommunikation überwunden oder minimiert werden können. Abschließend werden Handlungsempfehlungen für den Export von Bildungsdienstleistungen abgeleitet.