Skip to main content
SpringerLink
Log in
Book cover

Kapital und Kompetenz pp 199–224Cite as

Organisationales Lernen und Expertennetzwerke

  • Chapter

  • 435 Accesses

Zusammenfassung

Tief greifende Veränderungen in der Arbeitskultur und im fachlichen und technischen Know-How gehen mit dem rapiden Wachstum der High-Tech-Industrie ebenso einher wie mit dem Entstehen einer digitalen und globalen Wirtschaft und mit den revolutionären Entwicklungen der Informations- und Kommunikationstechnologien (IKT). Statt in dauerhaften Communities zu arbeiten, in denen man sich auf gleich bleibende Netzwerkverbindungen und einmal erreichte Fachkompetenzen verlassen kann, müssen sich Menschen heute in sich schnell verändernden Communities zurechtfinden, dynamisch wechselnde Netzwerke aktiv aufrechterhalten und immer wieder zwischen Arbeit und Weiterbildung hin und her pendeln. Produktion, wissenschaftliches Arbeiten, Verwaltung und Alltagstätigkeiten folgen einem neuen operationalen Modell: Arbeit wird zunehmend auf Teams und Gruppen verlagert, die durch neue Technologien unterstützt werden, und ist somit durch verteilte Expertise und vernetzte Aktivitäten gekennzeichnet. Kompetenz und Expertise können in Zukunft nicht mehr als individuelle Fertigkeiten beschrieben werden, sondern müssen kollaborative Fähigkeiten von Teams und Netzwerken ebenso einschließen wie das Potenzial, sozial geteiltes Wissen aufzubauen.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   64.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Literaturverzeichnis

  • Agnew, N. M., Ford, K. M. & Hayes, P. J. (1997). Expertise in context: Personally constructed, socially selected and reality-relevant. In P. J. Feltovich, K. M. Ford & R. R. Hoffman (Hrsg.), Expertise in context (S. 219–244). Menlo Park: AAA’ Press.

    Google Scholar 

  • Ahonen, H., Engeström, Y. & Virkkunen, J. (2000). Knowledge management — the second generation: Creating competencies within and between work communities in the competence laboratory. In Y. Malhotra (Hrsg.), Knowledge management and virtual organizations (S. 282–305). Hershey: Idea Group.

    Google Scholar 

  • Austin, J. R. (2003). Transactive memory in organizational groups: The effects of content, consensus, specialization, and accuracy on group performance. Journal of Applied Psychology, 88, 866–878.

    Article  Google Scholar 

  • Bereiter, C. & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.

    Google Scholar 

  • Boshuizen, H. P. A. & Schmidt, H. G. (1992). On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices. Cognitive Science, 16, 164–184.

    Article  Google Scholar 

  • Bowker, G. C. & Star, S. L. (1999). Sorting things out: Classification and its consequences. Cambridge: Cambridge University Press.

    Google Scholar 

  • Brooking, A. (1999). Corporate memory: Strategies for knowledge management. London: International Thomson Business Press.

    Google Scholar 

  • Brown, J. S. & Duguid, P. (2001). Knowledge and organization: A social practice perspective. Organization Science, 12, 198–213.

    Article  Google Scholar 

  • Burt, R. S. (1999). Entrepreneurs, distrust, and third parties: A strategic look at the dark side of dense networks. In L. L. Thompson, J. M. Levine & D. M. Messick (Hrsg.), Shared cognition in organizations: The management of knowledge (S. 213–243). Mahwah: Erlbaum.

    Google Scholar 

  • Burt, R. S. (2000). The network structure of social capital. In R. I. Sutton & B. M. Staw (Hrsg.), Organizational behavior. Greenwich: JAI.

    Google Scholar 

  • Cherniak, C. (1986). Minimal rationality. Cambridge: MIT Press.

    Google Scholar 

  • Cohen, W. M. & Levinthal, D. A. (1990). Absorptive capacity: A new perspective on learning and innovation. Administrative Science Quarterly, 35, 128–152.

    Article  Google Scholar 

  • Collins, A. M., Brown, J. S. & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics. In L. Resnick (Hrsg.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (S. 453–494). Hillsdale: Erlbaum.

    Google Scholar 

  • Dreyfus, H. & Dreyfus, S. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. Oxford: Blackwell.

    Google Scholar 

  • Dunbar, K. (1995). How scientists really reason: Scientific reasoning in real-world laboratories. In R. J. Sternberg & J. Davidson (Hrsg.), The nature of insight (S. 365–395). Cambridge: MIT Press.

    Google Scholar 

  • Engeström, Y. (1999). Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen & R.-L. Punamäki (Hrsg.), Perspectives on activity theory (S. 377–404). Cambridge: Cambridge University Press.

    Google Scholar 

  • Engeström, Y. (2002). New forms of expansive learning at work: The landscape of co-configuration. In G. Stahl (Hrsg.), Computer-supported collaborative learning: Foundations for a CSCL community. Proceedings of the Computer-Supported Collaborative Learning 2002 Conference (S. 23). Hillsdale: Erlbaum.

    Chapter  Google Scholar 

  • Engeström, Y., Engeström, R. & Kärkkäinen, M. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and Instruction, 5, 319–336.

    Article  Google Scholar 

  • Ericsson, K. A. & Charness, N. (1997). Cognitive and developmental factors in expert performance. In P. J. Feltovich, K. M. Ford & R. R. Hoffman (Hrsg.), Expertise in context (S. 13–41). Menlo Park: AAAI Press.

    Google Scholar 

  • Ericsson, K. A. & Lehmann, A. C. (1996). Expert and exceptional performance: Evidence of maximal adaptation to task constraints. Annual Review of Psychology, 47, 273–305.

    Article  Google Scholar 

  • Frank, K. & Yasumoto, J. Y. (1998). Linking action to social structure within a system: Social capital within and between subgroups. American Journal of Sociology, 104, 642–686.

    Article  Google Scholar 

  • Friedman, R. A. & Podolny, J. (1992). Differentiation of boundary spanning roles: Labor negotiations and implications for role conflict. Administrative Science Quarterly, 37, 28–48.

    Article  Google Scholar 

  • Granovetter, M. S. (1973). The strength of weak ties. American Journal of Sociology, 78, 1360–1380.

    Article  Google Scholar 

  • Hakkarainen, K., Palonen, T., Murtonen, M., Paavola, S. & Lehtinen, E. (in Druck). Assessing networked expertise: A multi-level inventory.

    Google Scholar 

  • Hansen, M. T. (1999). The search-transfer problem: The role of weak ties in sharing knowledge across organization subunits. Administrative Science Quarterly, 44, 82–102.

    Article  Google Scholar 

  • Hutchins, E. (1995). Cognition in the wild. Cambridge: MIT Press.

    Google Scholar 

  • Jehn, K. A., Northcraft, G. B. & Neale, M. A. (1999). Why differences make a difference: A field study of diversity. Conflict and performance in workgroups. Admininstrative Science Quarterly, 44, 741–763.

    Article  Google Scholar 

  • Johnson, P., Heimann, V. L. & O’Neill, K. (2000). The wolf pack: Team dynamics for the 21 century. Journal of Workplace Learning, 12, 159–164.

    Article  Google Scholar 

  • Kameda, T., Ohtsubo, Y. & Takezawa, M. (1997). Centrality in sociocognitive networks and social influence: An illustration in a group decision-making process. Journal of Personality and Social Psychology, 73, 296–309.

    Article  Google Scholar 

  • Kameda, T. & Sugimori, S. (1993). Psychological entrapment in group decision making: An assigned decision rule and a groupthink phenomenon. Journal of Personality and Social Psychology, 65, 282–292.

    Article  Google Scholar 

  • Keister, L. A. (1999). Where do strong ties come from? A dyad analysis of the strength of interfirm exchange relations during China’s economic transition. International Journal of Organizational Analysis, 7, 5–25.

    Article  Google Scholar 

  • Kitcher, P. (1989). Explanatory unification and the causal structure of the world. In P. Kitcher & W. Salmon (Hrsg.), Scientific explanation: Minnesota studies in the philosophy of science (S. 410–505). Minneapolis: University of Minnesota Press.

    Google Scholar 

  • Latour, B. & Woolgar, S. (1986). Laboratory life: The construction of scientific facts. Princeton: Princeton University Press.

    Google Scholar 

  • Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Google Scholar 

  • Levy, D. A. & Nail, P. R. (1993). Contagion: An theoretical and empirical review and reconceptualization. Genetic, Social, and General Psychology, 132, 235–285.

    Google Scholar 

  • Marsden, P. (1998). Memetics and social contagion: Two sides of the same coin? Journal of Memetics — Evolutionary Models of Information Transmission, 2, 68–86.

    Google Scholar 

  • Mieg, H. A. (2001). The social psychology of expertise: Case studies in research, professional domains, and expert roles. Mahwah: Erlbaum.

    Google Scholar 

  • Miyake, N. (1986). Constructive interaction and the iterative process of understanding. Cognitive Science, 10, 151–177.

    Article  Google Scholar 

  • Moreland, R. L. (1999). Transactive memory: Learning who knows what in work groups and organizations. In L. L. Thompson, J. M. Levine & D. M. Messick (Hrsg.), Shared cognition in organizations: The management of knowledge (S. 3–31). Mahwah: Erlbaum.

    Google Scholar 

  • Nardi, B., Whittaker, S. & Schwarz, H. (2000). It’s not what you know, it’s who you know: Work in the information age. First Monday, 5, 5. http://firstmonday.org/issues/issue5_5/nardi/index.html

    Google Scholar 

  • Nardi, B., Whittaker, S. & Schwarz, H. (2002). NetWORKers and their activity in intensional networks. Computer-Supported Cooperative Work, 11, 205–242.

    Article  Google Scholar 

  • Nishiguchi, T. (2001). Coevolution of interorganizational relations. In I. Nonaka & T. Nishiguchi (Hrsg.), Knowledge emergence: Social, technical, and evolutionary dimensions of knowledge creation (S. 202–222). Oxford: Oxford University Press.

    Google Scholar 

  • Nonaka, I. & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. New York: Oxford University Press.

    Google Scholar 

  • Norman, D. A. (1993). Things that make us smart: Defending human attributes in the age of the machine. New York: Addison-Wesley.

    Google Scholar 

  • Oatley, K. (1990). Distributed cognition. In H. Eysenck, A. Ellis, E. Hunt & P. Johnson-Laird (Hrsg.), The Blackwell dictionary of cognitive psychology (S. 102–107). Oxford: Blackwell.

    Google Scholar 

  • Palonen, T., Hakkarainen, K., Talvitie, J. & Lehtinen, E. (2004). Network ties, cognitive centrality, and team interaction within a telecommunication company. In H. P. A. Boshuizen, R. Bromine & H. Gruber (Hrsg.), Professional development: Gaps and transitions on the way from novice to expert (S. 271–294). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • Powell, W. W. & Koput, K. W. (1996). Interorganizational collaboration and the locus of innovation. Networks of learning in biotechnology. Admininstrative Science Quarterly, 41, 116–146.

    Article  Google Scholar 

  • Rikers, R. M. J. P., Schmidt, H. G. & Boshuizen, H. P. A. (2000). Knowledge encapsulation and the intermediate effect. Contemporary Educational Psychology, 25, 150–160.

    Article  Google Scholar 

  • Scardamalia, M. (2000). Knowledge-building principles. Knowledge Forum® Summer Institute. Toronto: Knowledge Society Network.

    Google Scholar 

  • Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smigh (Hrsg.), Liberal education in a knowledge society (S. 76–98). Chicago: Open Court.

    Google Scholar 

  • Schmidt, H. G. & Boshuizen, H. P. A. (1993). On acquiring expertise in medicine. Educational Psychology Review, 5, 205–221.

    Article  Google Scholar 

  • Scott, J. (1991). Social network analysis. A handbook. London: Sage.

    Google Scholar 

  • Shanteau, J. (1992). How much information does an expert use? Is it relevant? Acta Psychologica, 81, 75–86.

    Article  Google Scholar 

  • Stein, E. W. (1997). A look at expertise from a social perspective. In P. J. Feltovich, K. M. Ford & R. R. Hoffman (Hrsg.), Expertise in context (S. 181–194). Menlo Park: AAAI Press.

    Google Scholar 

  • Stewart, T. A. (1997). Intellectual capital: The new wealth of organizations. New York: Currency Doubleday.

    Google Scholar 

  • Uzzi, B. (1997). Social structure and competition in interfirm networks: The paradox of embeddedness. Administrative Science Quarterly, 42, 35–67.

    Article  Google Scholar 

  • Van de Wiel, M. W. J., Boshuizen, H. P. A. & Schmidt, H. G. (2000). Knowledge restructuring in expertise development: Evidence from pathophysiological representations of clinical cases by students and physicians. European Journal of Cognitive Psychology, 12, 323–355.

    Article  Google Scholar 

  • Vartiainen, M., Simola, A. & Kokko, N. (in Druck). Project memory and inter-project knowledge dissemination.

    Google Scholar 

  • Vicente, K. J. & Wang, J. H. (1998). An ecological theory of expertise effects in memory recall. Psychological Review, 105, 33–57.

    Article  Google Scholar 

  • Wasserman, S. & Faust, K. (1994). Social network analysis. Methods and applications. Cambridge: Cambridge University Press.

    Google Scholar 

  • Wegner, D. M. (1986). Transactive memory: A contemporary analysis of the group mind. In B. Mullen & G. R. Goethals (Hrsg.), Theories of group behavior (S. 185–248). London: Kogan Page.

    Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

    Google Scholar 

  • Wenger, E., McDermott, R. & Snyder, W. M. (2002). A guide to managing knowledge: Cultivating communities of practice. Boston: Harvard Business School Press.

    Google Scholar 

  • Wittenbaum, G. M. & Strasser, G. (1996). Management of information in small groups. In J. L. Nye & A. M. Brower (Hrsg.), What’s social about social cognition? Research on socially shared cognition in small groups (S. 3–28). Thousand Oaks: Sage.

    Google Scholar 

  • Wong, S. & Sitkin, S. B. (2000). Shaping collective cognition and behavior through collective learning. Academy of Management Proceedings, 2000, MOC:B 1.

    Google Scholar 

  • Wood, D., Bruner, J. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry & Allied Disciplines, 17, 89–100.

    Article  Google Scholar 

Download references

Authors
  1. Erno Lehtinen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kai Hakkarainen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Tuire Palonen
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Universität Regensburg, Deutschland

    Hans Gruber (Professor für Pädagogik) & Helmut Heid (Emeritierter Professor für Pädagogik) (Professor für Pädagogik) &  (Emeritierter Professor für Pädagogik)

  2. Institut für Pädagogik, Universität Regensburg, Deutschland

    Christian Harteis (Wissenschaftlicher Assistent) & Bettina Meier (Wissenschaftliche Mittarbeiterin) (Wissenschaftlicher Assistent) &  (Wissenschaftliche Mittarbeiterin)

Rights and permissions

Reprints and permissions

Copyright information

© 2004 VS Verlag für Sozialwissenschaften/GWV Fachverlage GmbH, Wiesbaden

About this chapter

Cite this chapter

Lehtinen, E., Hakkarainen, K., Palonen, T. (2004). Organisationales Lernen und Expertennetzwerke. In: Gruber, H., Harteis, C., Heid, H., Meier, B. (eds) Kapital und Kompetenz. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-322-80891-2_14

Download citation

  • DOI: https://doi.org/10.1007/978-3-322-80891-2_14

  • Publisher Name: VS Verlag für Sozialwissenschaften

  • Print ISBN: 978-3-8100-3565-3

  • Online ISBN: 978-3-322-80891-2

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation