There is substantial research on the effects of formal control structures (i.e., incentives, identities, organization, norms) on knowledge sharing leading to innovative outcomes in online communities. However, there is little research on how knowledge-sharing trajectories in temporary online crowds create innovative outcomes without these structures. Such research is particularly of interest in the context of temporary online crowds solicited with crowdsourcing in which there is only minimal structure for knowledge sharing. We identify eight types of crowdsourcing with different knowledge-sharing patterns. The focus of this study is on the one type of crowdsourcingÑcollaborative innovation challengesÑin which there is the least restriction on knowledge sharing in the crowd. A content analysis was conducted of all time-stamped posts made in five different collaborative innovation challenges to identify different knowledge-sharing trajectories used. We found that a paradox-framed trajectory was more likely to be followed by innovative outcomes compared to three other knowledge-sharing trajectories. A paradox-framed trajectory is one in which a novel solution emerges when different participants post in the following sequence: (1) contributing a paradox associated with the problem objective, (2) sharing assumptions to validate the paradox, and (3) sharing initial ideas for resolving the paradox in a manner that meets the problem statement. Based on the findings, a theory of paradox-framed trajectories in temporary online crowds is presented along with implications for knowledge creation theories in general and online knowledge-creating communities in particular.
In this study, we explore the Wiki affordance of enabling shaping behavior within organizational intranets supported by Wikis. Shaping is the continuous revision of one's own and others' contributions to a Wiki. Shaping promotes knowledge reuse through improved knowledge integration. Recognizing and clarifying the role of shaping allows us to theorize new ways in which knowledge resources affect knowledge reuse. We examine the role of three knowledge resources of a Wiki contributor: knowledge depth, knowledge breadth, and assessment of the level of development of the Wiki community's transactive memory system. We offer preliminary evidence based on a sample of experienced organizational Wiki users that the three different knowledge resources have differential effects on shaping, that these effects differ from the effects on the more common user behavior of simply adding domain knowledge to a Wiki, and that shaping and adding each independently affect contributors' perceptions that their knowledge in the Wiki has been reused for organizational improvement. By empirically distinguishing between the different knowledge antecedents and consequences of shaping and adding, we derive implications for theory and research on knowledge integration and reuse.
Online participation engenders both the benefits of knowledge sharing and the risks of harm. Vigilant interaction in knowledge collaboration refers to an interactive emergent dialogue in which knowledge is shared while it is protected, requiring deep appraisals of each others' actions in order to determine how each action may influence the outcomes of the collaboration. Vigilant interactions are critical in online knowledge collaborations under ambivalent relationships where users collaborate to gain benefits but at the same time protect to avoid harm from perceived vulnerabilities. Vigilant interactions can take place on discussion boards, open source development, wiki sites, social media sites, and online knowledge management systems and thus is a rich research area for information systems researchers. Three elements of vigilant interactions are described: trust asymmetry, deception and novelty. Each of these elements challenges prevailing theory-based assumptions about how people collaborate online. The study of vigilant interaction, then, has the potential to provide insight on how these elements can be managed by participants in a manner that allows knowledge sharing to proceed without harm.
In many domains of increased turbulence and volatility, interorganizational ad hoc collaborations are common. One such domain is homeland security in which security professionals collaborate virtually with individuals outside of their own organizations in response to a security threat. In such a domain, a safe context is needed to ensure that interactions with collaborators not only help to solve the immediate threat but also avoid the improper use by outside parties of information released during these collaborations. We use the heuristic systematic model of information processing to hypothesize that the relationship between different safe context factors and a security professional's perceptions of collaboration success will be contingent on differences in geographic proximity of the collaborating parties--differences in proximity that are not related to differences in physical face-to-face contact but to differences in social proximity. Our exploratory empirical investigation finds support for the hypothesized interaction effect: safe contexts that require deeper processing are related to higher levels of perceived success when the parties are geographically proximal (with no differences in face-to-face contact), whereas safe contexts that involve heuristic-based processing are related to success when parties are geographically less proximal. Our findings suggest that the utility of safe context factors is contextualized based on the proximity of interacting parties, that geographical proximity's social space dimension plays a key role independent of differences in physical face-to-face contact, and that, practically, to be successful, ad hoc collaborators should have access to a range of safe context factors, using them in different combinations depending on the proximity of network members.
The article stresses the importance of developing a theoretical basis for wiki technology. Much of the emphasis to date in research, teaching, and education has been on trying various Web 2.0 technologies -- wikis, mashups, virtual worlds, etc. -- rather than on formulating a coherent foundational theory for their use. The author's own research indicates that several theories including collaborative elaboration and the theory of cognitive coping help to explain certain behaviors observed in organizational wikis. However, further research is needed.
Customer-centric business makes the needs and resources of individual customers the starting point for planning new products and services or improving existing ones. While customer-centricity has received recent attention in the marketing literature, technologies to enable customer-centricity have been largely ignored in research and theory development. In this paper, we describe one enabling technology--wikis. Wiki is a Web-based collaboration technology designed to allow anyone to update any information posted to a wiki-based Web site. As such, wikis can be used to enable customers to not only access but also change the organization's Web presence, creating previously unheard of opportunities for joint content development and "peer production" of Web content. At the same time, such openness may make the organization vulnerable to Web site defacing, destruction of intellectual property, and general chaos. In this zone of tension--between opportunity and possible failure--an increasing number of organizations are experimenting with the use of wikis and the wiki way to engage customers. Three cases of organizations using wikis to foster customer-centricity are described, with each case representing an ever-increasing level of customer engagement. An examination of the three cases reveals six characteristics that affect customer engagement--community custodianship, goal alignment among contributors, value-adding processes, emerging layers of participation, critical mass of management and monitoring activity, and technologies in which features are matched to assumptions about how the community collaborates. Parallels between our findings and those evolving in studies of the open source software movement are drawn.
In today's global market environment, enterprises are increasingly turning to use of distributed teams to leverage their resources and address diverse markets. Individual members of structurally diverse distributed teams need to develop their collaboration know-how to work effectively with others on their team. The lack of face-to-face cues creates challenges in developing the collaboration know-how-challenges that can be overcome by communicating not just content, but also context. We derive a theoretical model from Te'eni's (2001) cognitive-affective model of communication to elaborate how information technology (IT) can support an individual's communication of context to develop collaboration know-how. Two hundred and sixty-three individuals working in structurally diverse distributed teams using a variety of virtual workspace technologies to support their communication needs were surveyed to test the model. Results indicate that when individuals perceive their task as nonroutine, there is a positive relationship between an individual's perceived degree of IT support for communicating context information and his collaboration know-how development. However, when individuals perceive their task as routine, partial IT support for contextualization is associated with lower levels of collaboration know-how development. This finding is attributed to individuals' misunderstanding of the conveyed context, or their struggling to utilize the context conveyed with partial IT support, making a routine task more prone to misunderstanding and leaving the user worse than if she had no IT support for contextualization. We end the paper by drawing theoretical and practical implications based on these findings.
It has long been recognized that client learning is an important factor in the successful development of information systems. While there is little question that clients should learn, there is less clarity about how best to facilitate client learning during developer-client meetings. In this study, we suggest that a cooperative learning strategy called collaborative elaboration developed by educational psychologists provides a theoretical and practical basis for stimulating client learning during an IS design process. The problem with assessing the effects of collaborative elaboration, however, is in controlling for the many other factors that might affect client learning and outcomes of an IS design phase. In a unique research opportunity, we were able to measure the use of collaborative elaboration among 85 developers and clients involved in 17 projects over a semester-long IS design process. The projects were homogeneous with respect to key contextual variables. Our PLS analysis suggested that teams using more collaborative elaboration had more client learning and teams with more client learning achieved better IS design-phase outcomes. This suggests that theories about collaborative elaboration have significant potential for helping IS researchers identify new approaches for stimulating client learning early in the IS design process.
This paper addresses the design problem of providing IT support for emerging knowledge processes (EKPs). EKPs are organizational activity patterns that exhibit three characteristics in combination: an emergent process of deliberations with no best structure or sequence; requirements for knowledge that are complex (both general and situational), distributed across people, and evolving dynamically; and an actor set that is unpredictable in terms of job roles or prior knowledge. Examples of EKPs include basic research, new product development, strategic business planning, and organization design. EKPs differ qualitatively from semi-structured decision making processes; therefore, they have unique requirements that are not all thoroughly supported by familiar classes of systems, such as executive information systems, expert systems, electronic communication systems, organizational memory systems, or repositories. Further, the development literature on familiar classes of systems does not provide adequate guidance on how to build systems that support EKPs. Consequently, EKPs require a new IS design theory, as explicated by Walls et al. (1992). We created such a theory while designing and deploying a system for the EKP of organization design. The system was demonstrated through subsequent empirical analysis to be successful in supporting the process. Abstracting from the experience of building this system, we developed an IS design theory for EKP support systems. This new IS design theory is an important theoretical contribution, because it both provides guidance to developers and sets an agenda for academic research. EKP design theory makes the development process more tractable for developers by restricting the range of effective features (or rules for selecting features) and the range of effective development practices to a more manageable set. EKP design theory also sets an agenda for academic research by articulating theory-based principles that are subject to empirical, as well as practical, validation.
This paper describes how a unique type of virtual team, deploying a computer-mediated collaborative technology, developed a radically new product. The uniqueness of the team--what we call VC[sup 3] teams, for Virtual Cross-value-chain, Creative Collaborative Teams--stemmed from the fact that it was inter-organizational and virtual, and had to compete for the attention of team members who also belong to collocated teams within their own organizations. Existing research on virtual teams does not fully address the challenges of such VC [sup 3] teams. Using the case of Boeing-Rocketdyne, the authors describe the behavior of members of a VC[sup 3] team to derive implications for research on virtual teaming, especially for studying teams within emerging contexts such as the one we observed. The data we collected also allowed us to identify successful managerial practices and develop recommendations for managers responsible for such teams.
The article discusses the paper "Technology Adaptation: The Case of a Computer-Supported Inter-Organizational Virtual Team," by Ann Majchrzak, Ronald E. Rice, Arvind Malhotra, et. al.