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E-Learning and openness in education are receiving ever increasing attention in businesses as well as in academia. However, these practices have only to small extent been introduced in public administrations. The study addresses this gap by presenting a literature review on Open Educational Resources [OER] and E-Learning in the public sector. The main goal of the article is to identify challenges to open E-Learning in public administrations. Experiences will be conceptualized as barriers which need to be considered when introducing open E-Learning systems and programs in administrations. The main outcome is a systematic review of lessons learned, presented as a contextualized Barrier Framework which is suitable to analyze requirements when introducing E-Learning and OER in public administrations.
Why do barriers to the exchange of open knowledge resources change in public administrations? Experts in the public sector have been interviewed and outlined antecedents of change to certain barriers. The results are an initial step towards theorizing on barrier change and stepping beyond the current trend of categorizing difficulties to e-Learning and use of open knowledge resources. Categorizing only shows the range of potential challenges. Whether and how the barriers change, however, is seldom addressed in previous literature. The results presented in this study thus provide a new perspective on the phenomenon. Results are part of a longitudinal study about open e-Learning in the public sector across four European countries. They will provide fresh empirical input for discussions at the World Conference on E-Learning how to advance future research and practices in the domain
The influence of national culture on knowledge sharing has important implications for all organizations. However, the existing frameworks only cover a subset of relevant factors or limit the research of the framework to either organizational or national level. Hence, a more encompassing framework is needed. The question this articles answers is how does national culture influence knowledge sharing. Based on extensive literature review and interviews carried out in Finland and Japan, this article sets forth a foundation for a new framework. The framework details how national culture influences individual level and organizational level factors and technical tools. Additionally, the framework includes a new dimension, time-dimension, which is usually disregarded in knowledge sharing research. For researchers and practitioners, the derived framework provides key insight on relevant factors on knowledge sharing and national culture. Finally, future research directions are discussed.
Global software development changes the requirements in terms of soft competency and increases the complexity of social interaction by including intercultural aspects. While soft competency is often seen as crucial for the success of global software development projects, the concrete competence requirements remain unknown. Internationalization competency represents one of the first attempts to structure and describe the soft competence requirements for global software developers. Based on the diversity of tasks, competence requirements will differ among the various phases of software development. By conducting a survey on the importance of internationalization competences for the different phases of global software development, we identified differences in terms of competence importance and requirements in the phases. “Adaptability” (of one's working style) and “Cultural Awareness” were the main differences. “Cultural Awareness” distinguishes requirements engineering and software design from testing and implementation while “Adaptability” distinguishes implementation and software design from requirements engineering and testing.