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Knowledge Lead (knowledge + lead)
Selected AbstractsTrust, Transactions, and Information Technologies in the U.S. Logistics IndustryECONOMIC GEOGRAPHY, Issue 2 2007Yuko Aoyama Abstract: How does information technology (IT) alter the organizational dynamics in an industry? In this article, we examine changes in competition and interfirm relations in the U.S. logistics industry, particularly whether "trust-based" interfirm relationships are being substituted by "competition-based" relationships and the rationale for outsourcing. We also examine how new IT tools and outsourcing interact and how logistics contracts, the size of firms, and knowledge lead to integration or disintegration within the industry. The results of our research demonstrate that while the use of IT tools is widespread, traditional trust-based relationships exhibit a considerable resilience in the logistics industry. The industry is also undergoing a complex process of restructuring in response to technological change, on the one hand, and the persistence of geographic and functional specialization, on the other hand. The industry's focus on the delivery of high-quality services, coupled with excess capacity in the industry in the past few years, has contributed to these contradictory trends. As a result, elimination of the middleman has not been as widely observed as expected. [source] The Basic Goods Theory and Revisionism: A Methodological Comparison on the Use of Reason and Experience as Sources of Moral KnowledgeTHE HEYTHROP JOURNAL, Issue 4 2001Todd A. Salzman In Roman Catholic moral theology there is an ongoing debate between the proportionalist or revisionist school and the traditionalist school that has developed what is referred to as the ,New Natural Law Theory' or ,Basic Goods Theory' (BGT). The stakes in this debate have been raised with Pope John Paul II's encyclical Veritatis Splendor (1993) on fundamental moral theology that condemned ,proportionalism' or ,teleologism' as an ethical theory while utilizing many of the ideas, concepts, and terminology of the BGT, thereby implicitly endorsing that ethical theory. While absolute norms and intrinsically evil acts have frequently been the focus of debate between these two schools, what is it that divides them fundamentally, on the level of ethical method? It is the role and function of reason and experience as two sources of moral knowledge, in part, that distinguish these two versions of natural law on the most basic level. While the BGT has a strict hierarchy of the sources of moral knowledge that posits the hierarchical magisterium as the definitive interpreter of reason and experience, revisionists posit a more dialogical relationship between reason, experience, and the magisterium. On certain ethical issues (e.g., artificial birth control), the experience of the faithful as well as the rational arguments developed by revisionist Catholic moral theologians challenge some of the normative claims of the magisterium. This paper investigates the methodological use of reason and experience in each theory's interpretation of natural law and how and why these two sources of moral knowledge lead to fundamentally divergent normative claims on particular ethical issues. [source] Will improvement of knowledge lead to improvement of compliance with glaucoma medication?ACTA OPHTHALMOLOGICA, Issue 4 2009Kaweh Mansouri No abstract is available for this article. [source] Will improvement of knowledge lead to improvement of compliance with glaucoma medication?ACTA OPHTHALMOLOGICA, Issue 4 2009Authors' reply No abstract is available for this article. [source] Learning How and Learning What: Effects of Tacit and Codified Knowledge on Performance Improvement Following Technology AdoptionDECISION SCIENCES, Issue 2 2003Amy C. Edmondson ABSTRACT This paper examines effects of tacit and codified knowledge on performance improvement as organizations gain experience with a new technology. We draw from knowledge management and learning curve research to predict improvement rate heterogeneity across organizations. We first note that the same technology can present opportunities for improvement along more than one dimension, such as efficiency and breadth of use. We compare improvement for two dimensions: one in which the acquisition of codified knowledge leads to improvement and another in which improvement requires tacit knowledge. We hypothesize that improvement rates across organizations will be more heterogeneous for dimensions of performance that rely on tacit knowledge than for those that rely on codified knowledge (H1), and that group membership stability predicts improvement rates for dimensions relying on tacit knowledge (H2). We further hypothesize that when performance relies on codified knowledge, later adopters should improve more quickly than earlier adopters (H3). All three hypotheses are supported in a study of 15 hospitals learning to use a new surgical technology. Implications for theory and practice are discussed. [source] Cultivating knowledge: Development, dissemblance, and discursive contradictions among the Diola of Guinea-BissauAMERICAN ETHNOLOGIST, Issue 2 2010JOANNA DAVIDSON ABSTRACT Development practitioners are eager to "learn from farmers" in their efforts to address Africa's deteriorating agricultural output. But many agrarian groups, such as Diola rice cultivators in Guinea-Bissau, regulate the circulation of knowledge,whether about agriculture, household economy, or day-to-day activities. In this article, I thus problematize the assumptions that knowledge is an extractable resource, that more knowledge is better, and that democratized knowledge leads to progress. I consider how the Diola tendency to circumscribe information both challenges external development objectives and contours the ways Diola themselves confront their declining economic conditions. [agrarian change, knowledge, development, Africa, secrecy, Guinea-Bissau] [source] Knowing is all: or is it?PUBLIC ADMINISTRATION & DEVELOPMENT, Issue 5 2001Some reflections on why the acquisition of knowledge, does not always lead to action, focusing particularly on evaluation activities This article examines the factors that influence whether the acquisition of knowledge leads on to action. It looks first at the ,supply' side, i.e. the kind of knowledge that is being acquired and whether it meets the needs of the intended users and is conducive to action; whether knowledge is a product or a process; the relevance of the positivist and constructivist approaches in this context; and whether participatory methods are required. The article then turns to the ,demand' side, and looks at possible reasons why decision-takers may often seem to ignore new knowledge and evaluation findings. It suggests that evaluators may sometimes have unrealistic expectations of the kind of impact their reports should have. On the other hand there are factors leading to inertia and risk averseness that may stymie action. The importance of a ,knowledge culture' is emphasized if knowledge is to be turned into action. Copyright © 2001 John Wiley & Sons, Ltd. [source] | ||||||||||