Crossing Knowledge Boundaries: From Team Learning to Knowledge Teams.

This article explores how team learning is enhanced through facilitated knowledge sharing, leading to knowledge teams that are capable of identifying knowledge gaps and crossing knowledge boundaries. Based on a qualitative study, vignettes are used to illustrate the dynamics of team learning in different situational contexts, facilitating the way knowledge plays out at the intersection of knowledge boundaries. The study examines how team members integrate or downplay knowledge resources based on the trajectory of participation and learning. Such trajectory helps determine the extent to which knowledge spillovers create wider networks of learning, leading to different forms of organizational learning. [ABSTRACT FROM AUTHOR]