Supporting knowledge transfer in web-based managed IT support

Purpose – The purpose of this paper is to highlight the importance and complexities of the knowledge transfer process in the provision of effective managed after-sales IT support, when the web is used for service delivery.

Design/methodology/approach – The paper features an interpretive case study of a multinational Managed Service Provider (MSP) and a focus group of representatives from five comparable MSPs.

Findings – The paper finds that MSPs that use web-based channels for the provision of after-sales IT support services need to address a range of important social and organisational issues in order to realise cost and efficiency-based benefits.

Research limitations/implications – The paper provides a four stage processual model of knowledge transfer in the provision of web-based managed after-sales IT support services. The barriers and enablers of knowledge transfer at each stage are identified. The paper adopts a MSP perspective and suggests that further research from the customer perspective is required.

Practical implications – The paper highlights some important social and organisational enablers and barriers, which will guide MSPs when providing managed after-sales IT support using webbased channels.

Originality/value – The paper provides the first staged model of inter-organisational knowledge transfer in a complex multi-organisational and multi-channel web-based context.

Entrepreneurial knowledge and its effects on entrepreneurial intentions : development of a conceptual framework

This study advances the thesis that knowledge gained from a formal entrepreneurship education program will have positive effects on an individual's overall entrepreneurial intentions through the mediating influences of attitudes and social norms favouring entrepreneurial behaviour. In this proposed conceptual framework, it is argued that the knowledge gained by students attending an entrepreneurship course will have a positive impact on the students' intentions of starting a business. Guided by the theory of planned behaviour, this study proposes a research design which involves tracking of the changes in the students' perceptions of the desirability of, self-efficacy in engaging in, and social norms supportive of, entrepreneurship and their consequent influences on the student's entrepreneurial intentions prior to the start and upon completion of an entrepreneurship course.

Robust-diagnostic regression : a prelude for inducing reliable knowledge from regression

Regression lies heart in statistics, it is the one of the most important branch of multivariate techniques available for extracting knowledge in almost every field of study and research. Nowadays, it has drawn a huge interest to perform the tasks with different fields like machine learning, pattern recognition and data mining. Investigating outlier (exceptional) is a century long problem to the data analyst and researchers. Blind application of data could have dangerous consequences and leading to discovery of meaningless patterns and carrying to the imperfect knowledge. As a result of digital revolution and the growth of the Internet and Intranet data continues to be accumulated at an exponential rate and thereby importance of detecting outliers and study their costs and benefits as a tool for reliable knowledge discovery claims perfect attention. Investigating outliers in regression has been paid great value for the last few decades within two frames of thoughts in the name of robust regression and regression diagnostics. Robust regression first wants to fit a regression to the majority of the data and then to discover outliers as those points that possess large residuals from the robust output whereas in regression diagnostics one first finds the outliers, delete/correct them and then fit the regular data by classical (usual) methods. At the beginning there seems to be much confusion but now the researchers reach to the consensus, robustness and diagnostics are two complementary approaches to the analysis of data and any one is not good enough. In this chapter, we discuss both of them under the unique spectrum of regression diagnostics. Chapter expresses the necessity and views of regression diagnostics as well as presents several contemporary methods through numerical examples in linear regression within each aforesaid category together with current challenges and possible future research directions. Our aim is to make the chapter self-explained maintaining its general accessibility.

An empirical study of neighbourhood decay in Kohonen's self organizing map

In this paper, empirical results are presented which suggest that size and rate of decay of region size plays a much more significant role in the learning, and especially the development, of topographic feature maps. Using these results as a basis, a scheme for decaying region size during SOM training is proposed. The proposed technique provides near optimal training time. This scheme avoids the need for sophisticated learning gain decay schemes, and precludes the need for a priori knowledge of likely training times. This scheme also has some potential uses for continuous learning.

Beyond the topological map : developing alternate mappings in self organisation

The self organising map is a well established unsupervised
learning technique which is able to form sophisticated representations of an input data set. However, conventional Self Organising Map (SOM) algorithms are limited to the production of topological maps — that is, maps where distance between points on the map have a direct relationship to the Euclidean distance between the training vectors corresponding to those points.

It would be desirable to be able to create maps which form clusters on primitive attributes other than Euclidean distance; for example, clusters based upon orientation or shape. Such maps could provide a novel approach to pattern recognition tasks by providing a new method to associate groups of data.

In this paper, it is shown that the type of map produced by SOM algorithms is a direct consequence of the lateral connection strategy employed. Given this knowledge, a technique is required to establish the feasability of using an alternative lateral connection strategy. Such a technique is presented. Using this technique, it is possible to rule out lateral connection strategies that will not produce output states useful to the organisation process. This technique is demonstrated using conventional Laplacian interconnection as well as a number of novel interconnection strategies.

Parental influences on adolescent fruit consumption : the role of adolescent self-efficacy

The aims of this study were to examine whether adolescent self-efficacy mediates the associations between parental control, perceptions of the importance of healthy nutrition for child health and barriers to buying fruits and vegetables and adolescent fruit consumption using a theoretically derived explanatory model. Data were drawn from a community-based sample of 1606 adolescents in Years 7 and 9 of secondary school and their parents, from Victoria, Australia. Adolescents completed a web-based survey assessing their fruit consumption and self-efficacy for increasing fruit consumption. Parents completed a survey delivered via mail assessing parental control, perceptions and barriers to buying fruit and vegetables. Adolescent self-efficacy for increasing fruit consumption mediated the positive associations between parental control and perceptions of the importance of healthy nutrition for child health and adolescent fruit consumption. Furthermore, adolescent self-efficacy mediated the negative association between parental barriers to buying fruits and vegetables and adolescent fruit consumption. The importance of explicating the mechanisms through which parental factors influence adolescent fruit consumption not only relates to the advancement of scientific knowledge but also offers potential avenues for intervention. Future research should assess the effectiveness of methods to increase adolescent fruit consumption by focussing on both improving adolescents’ dietary self-efficacy and on targeting parental control, perceptions and barriers.

Co-morbid cardiovascular disease and depression : sequence of disease onset is linked to mental but not physical self-rated health. Results from a cross-sectional, population-based study

Purpose: Self-rated health has been linked to important health and survival outcomes in individuals with co-morbid depression and cardiovascular disease (CVD). It is not clear how the timing of depression onset relative to CVD onset affects this relationship. We aimed to first identify the prevalence of major depressive disorder (MDD) preceding CVD and secondly determine whether sequence of disease onset is associated with mental and physical self-rated health. Methods: This study utilised cross-sectional, populationbased data from 224 respondents of the 2007 Australian National Survey of Mental Health and Wellbeing (NSMHWB). Participants were those diagnosed with MDD and reported ever having a heart/circulatory condition over their lifetime. Age of onset was reported for each condition. Logistic regression was used to explore differences in self-rated mental and physical health for those reporting pre-cardiac and post-cardiac depression. Results: The proportion of individuals in whom MDD preceded CVD was 80.36% (CI: 72.57-88.15). One-fifth (19.64%, CI: 11.85-27.42) reported MDD onset at the time of, or following, CVD. After controlling for covariates, the final model demonstrated that those reporting post-cardiac depression were significantly less likely to report poor selfrated mental health (OR:0.36, CI: 0.14-0.93) than those with pre-existing depression. No significant differences were found in self-rated physical health between groups (OR:0.90 CI: 0.38-2.14). Conclusions: MDD is most common prior to the onset of CVD. Further, there is an association between pre-morbid MDD and poorer self-rated mental health. To our knowledge, this is the first time this has been demonstrated in a national, population-based survey. As self-rated health has been shown to predict important outcomes such as survival, we recommend that those with MDD be identified as vulnerable to CVD onset and poorer health outcomes

Is this a meaningful learning experience? Interactive critical self-inquiry as investigation

What conditions enable educators to engage in meaningful learning experiences with peers and beginning practitioners? This article documents a self-study on our actions-in-practice in a peer mentoring project. The investigation involved an iterative process to improve our knowledge as teacher educators, reflective practitioners, and researchers. Data sets included: video-stimulated reflections; audiotaped reflexive dialogue; individual and shared reflective writings. Data analyzed through the iterative process revealed competing tensions that were not addressed by the triad, leading to a less than meaningful learning experience. We sought to name the dilemmas and document how they impeded meaningful learning; identifying tensions proved useful in data interpretation. The research led us to focus on the tension between collegiality and criticality. Managing this tension requires being authentic with and accepting of the other and working with cognitive dissonances. Collegiality and criticality together promote reflexivity and increase growth, leading to new professional knowledge.

Identity and self-presentation : from a representational to a performative lens in studying social media engagement in organisations

Social media make fast inroads into organisations. This raises issues regarding self-presentation and locating experts in these new emerging communication spaces, as the basis for effective social media-enabled knowledge work. However, research on self-presentation and identity in organisational social media is only just emerging and has been founded on broader understandings from studies of public social media. In this literature study we demonstrate that the existing body of research on identity in social media is dominated by a ‘representational lens’. Based on an analysis of the historic foundations of this stream of research, we will expose limitations of this lens in capturing contemporary engagement in online spaces and advocate for a ‘performative lens’ in studying identity work in organisations. We contribute a detailed exposition of the evolution of identity studies in the context of public social media, and we offer an alternative lens for studying the topic in organisational contexts.

Digital oral feedback written assignments as professional learning for teacher educators : a collaborative self-study.

Allan Luke (2008) uses a “pedagogical economy where literacy education is taken as a cultural gift”. This paper reports on the digital oral feedback provided to pre-service teachers in a literacy unit and explores the pedagogical gift this feedback is to the teacher educators marking this work. Rather than mark their written work as individual lecturers, we collaboratively read the assignment and recorded the sound file of the conversation around each assignment. We then participated in another conversation with a critical friend, which enabled us to explore the impact of this form of assessment on our professional identities as teacher educators. We found these conversations provided a rich context for our professional learning about ourselves as teacher educators, as well as specific content knowledge we both brought to the teaching of this unit. We found we were working as a team to provide more in-depth feedback of the assessment criteria for each assignment than we did with written feedback. Through this dialogical feedback we were able to construct the pre-service teachers' assignments as an important textual gift in our collaborative professional learning about assessment, and in exploring our beliefs and practices as teacher educators.

Knowledge, desire and power in global politics : western representations of China's rise

How is the rise of China perceived in the West? Why is it often labelled as ‘threat’ and/or ‘opportunity’? What are the implications of these China imageries for global politics?

Taking up these important questions, this ground-breaking book argues that the dominant Western perceptions of China’s rise tell us less about China and more about Western self-imagination and its desire for certainty. Chengxin Pan expertly illustrates how this desire, masked as China ‘knowledge’, is bound up with the political economy of fears and fantasies, thereby both informing and complicating foreign policy practice in Sino-Western relations. Insofar as this vital relationship is shaped not only by China’s rise, but also by the way we conceptualise its rise, this book makes a compelling case for critical reflection on China watching.

Knowledge, Desire and Power in Global Politics is the first systematic and deconstructive analysis of contemporary Western representation of China’s rise. Setting itself apart from the mainstream empiricist literature, its critical interpretative approach and unconventional and innovative perspective will not only strongly appeal to academics, students and the broader reading public, but also likely spark debate in the field of Chinese international relations.

Knowledge exchange in the Pacific : The TROPIC (translational research into obesity prevention policies for communities) project

Background
Policies targeting obesogenic environments and behaviours are critical to counter rising obesity rates and lifestyle-related non-communicable diseases (NCDs). Policies are likely to be most effective and enduring when they are based on the best available evidence. Evidence-informed policy making is especially challenging in countries with limited resources. The Pacific TROPIC (Translational Research for Obesity Prevention in Communities) project aims to implement and evaluate a tailored knowledge-brokering approach to evidence-informed policy making to address obesity in Fiji, a Pacific nation challenged by increasingly high rates of obesity and concomitant NCDs.
Methods
The TROPIC project draws on the concept of ‘knowledge exchange’ between policy developers (individuals; organisations) and researchers to deliver a knowledge broking programme that maps policy environments, conducts workshops on evidence-informed policy making, supports the development of evidence-informed policy briefs, and embeds evidence-informed policy making into organisational culture. Recruitment of government and nongovernment organisational representatives will be based on potential to: develop policies relevant to obesity, reach broad audiences, and commit to resourcing staff and building a culture that supports evidence-informed policy development. Workshops will increase awareness of both obesity and policy cycles, as well as develop participants’ skills in accessing, assessing and applying relevant evidence to policy briefs. The knowledge-broking team will then support participants to: 1) develop evidence-informed policy briefs that are both commensurate with national and organisational plans and also informed by evidence from the Pacific Obesity Prevention in Communities project and elsewhere; and 2) collaborate with participating organisations to embed evidence-informed policy making structures and processes. This knowledge broking initiative will be evaluated via data from semi-structured interviews, a validated self-assessment tool, process diaries and outputs.
Discussion
Public health interventions have rarely targeted evidence-informed policy making structures and processes to reduce obesity and NCDs. This study will empirically advance understanding of knowledge broking processes to extend evidence-informed policy making skills and develop a suite of national obesity-related policies that can potentially improve population health outcomes.

Web 2.0 for networked learning : from collaboration to shared cognition and knowledge networking

This poster presents research-in-progress into the educational affordances of so-called Web 2.0 sites, services, with a particular emphasis on those applications that involve forms of shared human-machine cognition and that promote public knowledge networking. This research involves reviewing many hundreds of Web 2.0 tools and selecting approximately 50 for further analysis and exploration as learning applications. In doing so, the research will generate examples of unusual affordances provided by Web 2.0; it will also present a more structured categorisation of the kinds of uses and benefits of these tools. This approach is valuable because much current research and analysis of the impact of Web 2.0 on education, particularly higher education, has emphasised a relatively limited array of tools – principally blogs, wikis and social networking services – that offer educators and students opportunities for student-led collaborative work. Such opportunities involve strong emphasis on constructivist pedagogy: students’ interactions with each other, mediated via the Internet, are viewed as the positive benefit which networked learning can provide. However, Web 2.0 is far more than just collaboration, and associated shared self-expression. In particular, Web 2.0 includes many examples of services that take one form of input from a user and, rather than just sharing it with others, enable the transformation of that input into different forms, either as visualisations, maps, or other re-representations. Web 2.0 is also starting to see the development of knowledge-work engines that embody the concept of shared cognition, in which the service and the user cooperate in the production of some final knowledge output or which present to users knowledge that has already been processed more extensively than through simple searching. Web 2.0 is also closely associated with the idea that knowledge work is now networked and distributed; it involves users appropriating, creating and sharing knowledge products in a very public way, far beyond the narrow ‘audience’ of a particular course or program of study. The research presented in this poster will provide, firstly, examples of the Web 2.0 tools which emphasise these additional ways of exploiting the Internet for networked learning; secondly, the research will provide a first iteration of the overarching structure of categories and classifications which can be used to assess any proposed Web 2.0 application in terms of its affordances for learning as knowledge networking. By understanding these technologies, truly collaborative networked learning can be developed that blends with the emerging cultures of online behaviour increasingly common to contemporary student populations.

Application of growing self-organizing map to distinguish between finger tapping and non tapping from brain images

Growing self-organizing map (GSOM) has been characterized as a knowledge discovery visualization application which outshines the traditional self-organizing map (SOM) due to its dynamic structure in which nodes can grow based on the input data. GSOM is utilized as a visualization tool in this paper to cluster fMRI finger tapping and non- tapping data, demonstrating the visualization capability to distinguish between tapping or non-tapping. A unique feature of GSOM is a parameter called the spread factor whose functionality is to control the spread of the GSOM map. By setting different levels of spread factor, different granularities of region of interests within tapping or non-tapping images can be visualized and analyzed. Euclidean distance based similarity calculation is used to quantify the visualized difference between tapping and non tapping images. Once the differences are identified, the spread factor is used to generate a more detailed view of those regions to provide a better visualization of the brain regions.