title: Structured articulation of knowledge: The influence of question response structure on recipient attitude

authors: Bircham-Connolly, Heather Jayne

subjects: knowledge sharing

abstract: Business today is faced with discontinuity and unpredictable change, which makes
many of the structured processes of yesteryear redundant or obsolete. Process-based
transactions are being replaced with technology and increasingly organisations are
recognising the importance of proactively managing their knowledge transactions, to
remain competitive. While research on knowledge sharing is gaining the attention of
researchers, almost invariably their focus has been on the factors influencing
knowledge transfer at the macro-level in large multi-national organisations. Few
have attempted to unravel the complexities of individual-to-individual micro-level
knowledge sharing and those that have, for the most part have directed their
investigations towards exploring factors that enhance or impede the source individual
sharing their knowledge, rather than the recipient's receiving of knowledge. While
questioning is implicit in knowledge sharing there are assumptions that underpin the
structure of a question and these assumptions affect both the source and the
recipient.
This study investigates how the structure of a question posed to a source individual
when eliciting knowledge, influences the attitude of a recipient individual towards the
knowledge they receive from the question response. Drawing upon theoretical
assumptions that underpin question structure, three hypotheses are posed to
compare binary, open-ended and directed question responses. To test the
hypotheses a progression of three independent studies were performed using
laboratory and field experiments. The first study conducted in a laboratory, used a
contrived scenario case as the knowledge context and the second study replicated
this experiment in the field. The last study conducted in a single organisation, used
real organisational knowledge as the knowledge context.
Recipients of shared knowledge were found to be more favourably disposed towards
question responses that were structured in a complex manner; open-ended and
directed question responses were more favoured than binary question responses.
ii
There was no difference in recipient attitude between open-ended and directed
question responses and recipient attitude towards the shared knowledge was found
to be positively related to their intention to use the knowledge in the future.
These findings are of significance as they illustrate the importance of structuring
questions in a manner that is consistent with recipients of the shared knowledge
being more favourably disposed towards the knowledge they have received. In an
environment of ambiguity, complexity and uncertainty where decisions are nonprogrammed,
strategic and imperative to the competitiveness of the organisation, no
longer is the binary 'Yes' or 'No' compliance or audit style question, with its implicit
assumptions, sufficient to elicit knowledge. It is important to recognise that often we
do not know what we need to know until it is shared by someone. Further, when
shared knowledge is cognitively processed with our current knowledge base, the new
knowledge is likely to facilitate more informed decision-making. The more
favourably disposed the recipient is towards the knowledge the more likely it is that
they will use it in the future; knowledge is transferred.

text: Structured articulation of knowledge: The influence of question response structure on recipient attitude Business today is faced with discontinuity and unpredictable change, which makes
many of the structured processes of yesteryear redundant or obsolete. Process-based
transactions are being replaced with technology and increasingly organisations are
recognising the importance of proactively managing their knowledge transactions, to
remain competitive. While research on knowledge sharing is gaining the attention of
researchers, almost invariably their focus has been on the factors influencing
knowledge transfer at the macro-level in large multi-national organisations. Few
have attempted to unravel the complexities of individual-to-individual micro-level
knowledge sharing and those that have, for the most part have directed their
investigations towards exploring factors that enhance or impede the source individual
sharing their knowledge, rather than the recipient's receiving of knowledge. While
questioning is implicit in knowledge sharing there are assumptions that underpin the
structure of a question and these assumptions affect both the source and the
recipient.
This study investigates how the structure of a question posed to a source individual
when eliciting knowledge, influences the attitude of a recipient individual towards the
knowledge they receive from the question response. Drawing upon theoretical
assumptions that underpin question structure, three hypotheses are posed to
compare binary, open-ended and directed question responses. To test the
hypotheses a progression of three independent studies were performed using
laboratory and field experiments. The first study conducted in a laboratory, used a
contrived scenario case as the knowledge context and the second study replicated
this experiment in the field. The last study conducted in a single organisation, used
real organisational knowledge as the knowledge context.
Recipients of shared knowledge were found to be more favourably disposed towards
question responses that were structured in a complex manner; open-ended and
directed question responses were more favoured than binary question responses.
ii
There was no difference in recipient attitude between open-ended and directed
question responses and recipient attitude towards the shared knowledge was found
to be positively related to their intention to use the knowledge in the future.
These findings are of significance as they illustrate the importance of structuring
questions in a manner that is consistent with recipients of the shared knowledge
being more favourably disposed towards the knowledge they have received. In an
environment of ambiguity, complexity and uncertainty where decisions are nonprogrammed,
strategic and imperative to the competitiveness of the organisation, no
longer is the binary 'Yes' or 'No' compliance or audit style question, with its implicit
assumptions, sufficient to elicit knowledge. It is important to recognise that often we
do not know what we need to know until it is shared by someone. Further, when
shared knowledge is cognitively processed with our current knowledge base, the new
knowledge is likely to facilitate more informed decision-making. The more
favourably disposed the recipient is towards the knowledge the more likely it is that
they will use it in the future; knowledge is transferred.

year: 2007

title: Factors Affecting Students' Career Choice in New Zealand

authors: Pang, Natalia Grace May Hong

subjects: New Zealand

abstract: The aim of this study was to identify the factors influencing career decisions of tertiary students in New Zealand. The relationship between the factors and cultural values held by students was also ascertained. In addition, the career decision self-efficacy (CDSE) was used to assess if perceived significant others’ influence increased their degree of belief as to whether they are able to successfully complete tasks necessary to make career decisions. Finally, the relatedness between students’ career choice and fields of study were examined.
	Participants of this study were full-time students, who were in the final academic year of their qualification. They were recruited, via e-mail invitations, to complete an online questionnaire, measuring four constructs – factors affecting career decision, cultural/personal values, perceived significant others’ influence, and CDSE. The final sample consisted of 151 respondents.
	Results showed that collectivistic values correlated significantly with extrinsic and altruistic factors while individualistic values correlated significantly with intrinsic values. Cultural values had no significant impact on perceived significant others’ influence. There were no gender differences in relation to perceiving the influence of significant others and both genders preferred seeking career advice from their mothers/stepmothers compared to their fathers/stepfathers. Only supportive relationships (a form of perceived significant others’ influence) correlated significantly with CDSE. Finally, relatedness between career decision and field of study increased with age and was higher in students enrolled in a field of study developing specific skills and in students pursuing post-graduate qualifications.
	Although no causal inferences may be drawn from the results of this study, this research has further contributed to the limited number of studies focusing on career decision making among students in New Zealand. It is hoped that the findings are able to provide some critical information to tertiary institutions, organisations, and career counsellors.

text: Factors Affecting Students' Career Choice in New Zealand The aim of this study was to identify the factors influencing career decisions of tertiary students in New Zealand. The relationship between the factors and cultural values held by students was also ascertained. In addition, the career decision self-efficacy (CDSE) was used to assess if perceived significant others’ influence increased their degree of belief as to whether they are able to successfully complete tasks necessary to make career decisions. Finally, the relatedness between students’ career choice and fields of study were examined.
	Participants of this study were full-time students, who were in the final academic year of their qualification. They were recruited, via e-mail invitations, to complete an online questionnaire, measuring four constructs – factors affecting career decision, cultural/personal values, perceived significant others’ influence, and CDSE. The final sample consisted of 151 respondents.
	Results showed that collectivistic values correlated significantly with extrinsic and altruistic factors while individualistic values correlated significantly with intrinsic values. Cultural values had no significant impact on perceived significant others’ influence. There were no gender differences in relation to perceiving the influence of significant others and both genders preferred seeking career advice from their mothers/stepmothers compared to their fathers/stepfathers. Only supportive relationships (a form of perceived significant others’ influence) correlated significantly with CDSE. Finally, relatedness between career decision and field of study increased with age and was higher in students enrolled in a field of study developing specific skills and in students pursuing post-graduate qualifications.
	Although no causal inferences may be drawn from the results of this study, this research has further contributed to the limited number of studies focusing on career decision making among students in New Zealand. It is hoped that the findings are able to provide some critical information to tertiary institutions, organisations, and career counsellors.

year: 2014

title: Human dimensions of global environmental change: A review of frameworks and research gaps.

authors: Urich, Peter

subjects: global environmental change

abstract: This review of current knowledge in, and development of, priorities for research into the human dimensions of global environmental change has been conducted to assist the Foundation for Research Science and Technology to formulate their research needs agenda. An overview of the emergence of the human dimension of the global environmental change research field is used as a prelude to a review of the international literature on frameworks for conducting human dimensions research. The terminology used in the human dimension field is diverse. An attempt is therefore made to consolidate the myriad of definitions for key concepts, in order to form a basis for human dimensions research in New Zealand and build a platform for the remainder of this report. Three disciplinary areas of academic inquiry were explored in the context of human dimensions of global environmental change research: economics, law and biological sciences. These disciplinary perspectives are reviewed through the international literature and in a New Zealand context. A conceptual framework for research into the human dimensions of global environmental change is provided based on the knowledge-base developed from the both international and New Zealand research. Core concepts, such as found in multidisciplinary and transdisciplinary research are reviewed in historical context to form the basis for a specific research framework for New Zealand. Some general needs for research are derived from the New Zealand framework. The remainder of this report details the methods used for drawing out expert opinion on the priorities for research on the human dimensions of global environmental change in the context of information, knowledge and method. Thirty-eight interviews and two hui were conducted and 254 research needs defined by questions were obtained. A modified Delphi technique was applied to the questions and prioritised lists of responses are provided. The final list
Provides European/Pakeha and Māori perspectives. Divergence and convergence between the European/Pakeha and Māori responses is provided, as well as justification for the prioritisation stance that is taken. This research had four outputs: A conceptual framework for considering the human dimensions of global environmental changes and research contributions; A description of the gaps in knowledge that impede effective response to global change and provisional research needs: one for New Zealand generally, and one on Māori in particular; A network of end-users and research providers that are cognisant of, and contributors to, the human dimensions research assessment; A set of priority research needs pertaining to the human dimensions of global environmental change, in a form suitable for use by FRST.

text: Human dimensions of global environmental change: A review of frameworks and research gaps. This review of current knowledge in, and development of, priorities for research into the human dimensions of global environmental change has been conducted to assist the Foundation for Research Science and Technology to formulate their research needs agenda. An overview of the emergence of the human dimension of the global environmental change research field is used as a prelude to a review of the international literature on frameworks for conducting human dimensions research. The terminology used in the human dimension field is diverse. An attempt is therefore made to consolidate the myriad of definitions for key concepts, in order to form a basis for human dimensions research in New Zealand and build a platform for the remainder of this report. Three disciplinary areas of academic inquiry were explored in the context of human dimensions of global environmental change research: economics, law and biological sciences. These disciplinary perspectives are reviewed through the international literature and in a New Zealand context. A conceptual framework for research into the human dimensions of global environmental change is provided based on the knowledge-base developed from the both international and New Zealand research. Core concepts, such as found in multidisciplinary and transdisciplinary research are reviewed in historical context to form the basis for a specific research framework for New Zealand. Some general needs for research are derived from the New Zealand framework. The remainder of this report details the methods used for drawing out expert opinion on the priorities for research on the human dimensions of global environmental change in the context of information, knowledge and method. Thirty-eight interviews and two hui were conducted and 254 research needs defined by questions were obtained. A modified Delphi technique was applied to the questions and prioritised lists of responses are provided. The final list
Provides European/Pakeha and Māori perspectives. Divergence and convergence between the European/Pakeha and Māori responses is provided, as well as justification for the prioritisation stance that is taken. This research had four outputs: A conceptual framework for considering the human dimensions of global environmental changes and research contributions; A description of the gaps in knowledge that impede effective response to global change and provisional research needs: one for New Zealand generally, and one on Māori in particular; A network of end-users and research providers that are cognisant of, and contributors to, the human dimensions research assessment; A set of priority research needs pertaining to the human dimensions of global environmental change, in a form suitable for use by FRST.

year: 2005-12-01