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The ability for organizations to create value by integrating and amplifying individual knowledge is at the heart of knowledge management (KM) theory and is the core of value creation in a knowledge based economy. One of the biggest challenges of the 21st century is not only designing knowledge integration initiatives, but also successfully implementing those initiatives. Using a practice perspective, this paper builds a framework for optimizing bottom-up knowledge integration and predicts when and why implementation issues are likely to occur. [ABSTRACT FROM AUTHOR]

Knowledge management is critical for value creation, yet debate persists about whether new value is created primarily by individuals or organizations. Any single level approach limits our ability to explain how knowledge is integrated from individuals to units, and when to expect that employees may resist knowledge integration. We propose a multilevel theory of knowledge management by adopting a knowledge-in-practice perspective, where work is examined through the practices it involves. The integration process depends on the type of knowledge practices being integrated. Knowledge that is easy to learn is most often integrated using a composition process - meaning individuals each contribute knowledge that is consistent and similar, whereas knowledge that is difficult to learn is commonly integrated using a compilation process - meaning each individual contributes dissimilar knowledge using different means. Composition and compilation integration processes then respectively constrain and amplify individual practice variation resulting in potential mismatches with the degree of practice variability. [ABSTRACT FROM AUTHOR]

Multiculturals, individuals who were intensely exposed to more than one culture, are becoming increasingly common in today's globalized personnel. Most importantly, members of this growing demographic have the potential to contribute to their organizations in more varied ways than their monocultural colleagues. In this symposium, we aim to shed new light on the multiple challenges multicultural personnel present to international management, including topics of language policy, tolerance to multiple moral perspectives, culture brokering, and intercultural conflict. The presentations in the symposium represent current directions of research on this topic. Our panel consists of researchers from various places over the world, including Hong Kong, United States, Canada and Israel. A significant portion of time would be devoted to an open discussion on future research directions, and implications for organizational practices, policies, and governance. [ABSTRACT FROM AUTHOR]

This 2015 symposium is designed to begin to explore the synergies and convergences as well as the possible benefits of combining cultural and institutional logics perspectives by bringing together leading scholars in these disciplines to better understand today's complex global organizational realities. Our objective is to better inform the governance of organizations managing and operating in organizational contexts characterized by a multiplicity of meaning at multiple levels of analysis, within and between organizations. [ABSTRACT FROM AUTHOR]

Decisions about educational methods are becoming more complex, with course designs ranging from MOOCs to small seminar courses, and instructional methods ranging from problem sets to experiential service learning. However, decisions about instructional methods are rarely based on theoretical rationale for why specific instructional methods fit the underlying knowledge structure of course components. This paper draws on the knowledge management literature and specifically the knowledge-in-practice framework to develop a framework that can help guide instructional methods decisions. The underlying knowledge structure of course components can be defined along two continuous dimensions: tacitness and learnability. Instructors can then use these dimensions to choose appropriate instructional methods that trigger the appropriate mental learning process needed to best learn the course component. These learning processes are categorized as habitual actions, understanding, reflection and critical reflection. We feel this approach to choosing instructional methods is superior to simply tusing familiarity, convenience or cost. we propose that extending the knowledge-in-practice framework from the work place to the classroom offers valuable insights into instruction methods. [ABSTRACT FROM AUTHOR]