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The knowledge of artefact design in design science research can have an important application in the improvement of decision support systems (DSS) development research. Recent DSS literature has identified a significant need to develop user-centric DSS method for greater relevance with respect to context of use. The purpose of this paper is to develop a collective DSS design artefact as method in a practical industry context.

Under the influence of goal-directed interaction design principles the study outlines the innovative DSS artefact based on design science methodology to deliver a cutting-edge decision support solution, which provides user-centric provisions through the use of design environment and ontology techniques.

The DSS artefact as collective information technology applications through the application of design science knowledge can effectively be designed to meet decision makers’ contextual needs in an agricultural industry context.

The study has limitations in that it was developed in a case study context and remains to be fully tested in a real business context. It is also assumed that the domain decisions can be parameterised and represented using a constraint programming language.

The paper concludes that the DSS artefact design and this development successfully overcomes some of the limitations of traditional DSS such as low-user uptake, system obsolescence, low returns on investment and a requirement for continual re-engineering effort.

The design artefact has the potential of increasing user uptake in an industry that has had relevancy problems with past DSS implementation and has experienced associated poor uptake.

The design science paradigm provides structural guidance throughout the defined process, helping ensure fidelity both to best industry knowledge and to changing user contexts.

The paper reflects on the role of knowledge artefacts in the patient-provider relationship across the organisational boundaries of the clinical setting. Drawing on the analysis of the diabetes logbook, the purpose of this paper is to illustrate the role of knowledge artefacts in a fragmented system of knowledge through the study of two distinct practices: “logbook compiling” and “consultation in the surgery”.

The theoretical framework of analysis is rooted in the tradition of practice-based studies which envisions knowledge as the emerging, precarious and socially constructed product of being involved in a practice. The paper follows a designed qualitative research, conducting semi-structured interviews, participant observation and artefact analysis.

The knowledge artefacts support different and partially irreducible forms of knowledge. Knowing-in-practice is accomplished by means of different activities which contribute to the reshaping of the knowledge artefact itself. The analysis of the “knowledge artefact-in-use” reveals that different actors (doctors and patients) adopt two different perspectives when investigating the chronic condition. Clinicians are interested in a chronological representation of patient data while patients and families are interested in making sense of specific situations, adopting a kairotic perspective (Kairos: the right moment) that emphasises the instant in which something significant for someone happens.

The analysis of the knowledge artefacts-in-use has a twofold outcome. On one hand, it illustrates the mutual shaping of knowing, artefacts and practices. On the other hand, it shows how knowledge artefact can become pivotal resources in a fragmented system of knowledge.

The purpose of this paper is to present and examine the addition of a “professional artefact” to the course requirements for the BA Honours Professional Practice (BAPP) (Arts) programme at Middlesex University.

This paper takes a case study approach using reflection, indicative theories and consideration of student work to evaluate the introduction of the “professional artefact” into the BAPP (Arts) curriculum. Following pragmatist and phenomenological descriptions of the lived experience as embodied (Dewey et al., 1989; Merleau-Ponty, 2002) and using learning models based on experience in the workplace (Boud and Garrick, 1999), the paper's methodology takes the work-based principle of “experience as knowledge” to examine the impact of the professional artefact on students learning.

The professional artefact has proven to be a useful way for the learners on the course to reflect on the purpose of their own study and the ways in which work-based learning can be incorporated into their practice through embodied “ideas”.

The paper suggests that the inclusion of a professional artefact to the curriculum provides a flexible means for bridging academic and workplace learning. The inclusion of the professional artefact could be recommended as a strategy for other work-based learning programmes.

The added value for professional practice is that the professional artefact provides a flexible and creative means of communication for emerging and establishing workplace professionals.

This chapter details a practice-based investigation of a 19th-century astronomical device known as ‘Janssen’s apparatus’. It questions traditional narratives of linear technological advancement and ‘sole inventor’ to reframe the historical artefact as a site which makes visible a network of technological knowledge interconnecting astronomy and visual culture. Approached from this perspective, the Janssen artefact is reframed as an ‘intersite of knowledge’, exploring how the various know-how contained within the device is located across disciplines rather than within a single field. Originally developed to calculate the Astronomical Unit during the 1874 Transit of Venus, Janssen’s apparatus failed in its endeavour as a measuring instrument, but its motion mechanism was successfully adapted into early cinema technologies. This chapter applies praxis through the development of a prototype artwork and the concept of ‘techne’ as speculative means of understanding how this mechanism was transferred from astronomy to the Western cultural realm. It proposes that the development of the apparatus was partially gleaned from moving image techniques already in use within 19th-century visual culture. The development of the prototype artwork is discussed in relation to the specific timing mechanism of the Janssen apparatus and how it establishes its own ‘intersite of knowledge’ relevant to its contemporary context. Finally, this chapter elaborates on how witnessing the Janssen mechanism in motion provided unique insight and how creating a dialogue between historical and contemporary apparatus facilitates a reconsideration of how galleries, libraries, archives, and museums [GLAM] and other host institutions that contain artefacts might share their hidden stories.

The purpose of this paper is to analyze the issue of knowledge transfer in the context of international asymmetric alliances. The objective is mainly to identify the barriers that can impede the knowledge transfer between asymmetric partners and to analyze the solutions adopted to overcome these barriers.

The authors use a qualitative study involving six cases of asymmetric alliances between Tunisian small-and-medium enterprises (SMEs) and European multinational corporations (MNCs).

The results of this research highlight a set of obstacles related to the context of asymmetric alliance itself and the nature of knowledge transferred by partners. The study emphasizes the importance of translation using artefacts by both partners and proximity with its geographical, organizational and technological dimensions to overcome these obstacles.

The investigation of knowledge transfer in asymmetric alliances was based on the role played by only three proximity dimensions (geographical, organizational and technological), while other factors, such as institutional, social and cultural issues, were not considered. Indeed, future research may take these variables into account in studying solutions to overcome knowledge-transfer barriers in asymmetric alliances.

The paper calls the attention of asymmetric alliance managers to the importance of translation to perform work processes, facilitate knowledge transfer and overcome linguistic barriers. Managers should use virtual artefacts to reduce the constraints resulting from their geographical remoteness and to strengthen cooperation. Further, reinforcing geographical, organizational and technological proximity between partners involved in an international alliance is essential to facilitate knowledge transfer, essentially of tacit knowledge, and to accelerate innovation.

This study emphasizes the importance of the simultaneous role of artefacts, translation and proximity in overcoming obstacles related to the asymmetric alliance itself and the nature of knowledge transferred by partners. The results shed light on the issue of knowledge generation in asymmetric alliances.

This main aim of this article is to explore the relationship between knowledge management (KM) and communities of practice (CoPs) in general and virtual CoPs in particular. A subsidiary aim is to provide some practical guidelines about how virtual CoPs can be facilitated and maintained.

The relationship between KM and CoPs is explored using theoretical constructs, the notion of a duality, and data from a case study. The article reports on a case study of a “virtual” CoP and highlights two key aspects of virtual working. The article demonstrates how these key aspects map on to Wenger's participation‐reification duality and, in turn, on to the soft‐hard duality described by Hildreth and Kimble.

The case study of a “virtual” CoP was based in three geographically separate locations (the UK, the USA, and Japan). The case study reports on the activities of the UK part of the CoP both at their UK base and during one of their regular trips to the USA. It highlights the importance of two particular aspects or virtual working: social relationships and the use of shared artefacts.

Some general conclusions are drawn from the analysis concerning the facilitation of virtual CoPs and the broader implications of dualities for KM.

The main contribution of the article is in making an explicit link between KM and CoPs through the use of the notion of the duality of knowledge.

This study aims to investigate how art events can enrich novice visitors by transforming their practices.

This research uses an interpretive case study of the art exhibition “1/1/1/1/1” in the Oppenheim gallery in Wroclaw. It draws on multiple sources of evidence, namely, novice visitors’ interviews, observation including photo studies and content analysis of art-makers’ mediation sources. This study is an example of contextual theorizing from case studies and participatory action research with researchers as change agents.

The evidence highlights that aesthetic values and experiences are contextual to practices and are transformable into other values. The findings illustrate the role of practice theory in studying how art-makers inspire the transformation of practices, including values driving the latter.

The findings provide implications for transformations of co-creating contextual values in contemporary visual art consumption and customer experience management.

Practical implications to arts organizations are also provided regarding cultural mediation conducted by art-makers. Exhibition makers should explain the meanings of the particularly visible artefacts to allow visitors to develop a congruent understanding of the meanings. The explanations should not provide ready answers or solutions to the problem art-makers suggest to rethink.

The social implication of our findings is that stakeholders in artistic ventures may undertake adequate, qualified and convergent actions to maintain or transform the defined interactive practices between them in co-creating contextual aesthetic values.

The study provides new insights into co-creating values in practices in the domain of contemporary art exhibitions by bringing the practice theory together with an audience enrichment category, thus illustrating how novice visitors get enriched by transforming their practices led by contextual values of “liking” and “understanding”.

The purpose of this paper is to investigate the current glocal (global and local) environment to answer the following research questions: How does the glocal environment influence software exporting industries in India? How is the evolving “sticky” knowledge from individuals and teams assimilated into organizational knowledge repositories? What management practices have been learnt and applied for advancement of knowledge portfolios in the offshore software business market?

An interpretivist research design is used to gain insights into organizational learning processes adopted by offshore software vendors for assimilating evolving knowledge into knowledge repositories.

This paper describes the influence of the current glocal environment on software exporting industries in India and presents a model for organizational learning to assimilate knowledge and build effective representations of emerging knowledge artifacts. The authors employ the concept of meta‐learning (or “learning about learning”) to analyze the recursive nature of organizational learning processes.

The proposed model of meta‐learning explains how software organizations build on individual and team competencies to build core competencies. The model helps us to understand how organizations advance their learning processes and upgrade their knowledge repositories.

The paper offers new perspectives on how organizations reflexively monitor their knowledge processes to advance their knowledge portfolios. It identifies adhocratic and bureaucratic management processes for assimilating the evolving “sticky” knowledge from individuals into organizational knowledge repositories. This paper contributes to the growing body of literature that emphasizes ongoing learning from individual to collective level in the knowledge industry sector.

Studies on academic entrepreneurship (AE) agree on the significant impact that Universities can have on entrepreneurial development. AE deploys through fundamental activities, like the start-up of new companies and the connection of the University with Enterprises. The purpose of this paper is to analyse the role of digital learning platforms (DLP) to connect Universities and Enterprises effectively. Although the literature has extensively investigated DLP, there is a lack of understanding of the role of DLP in supporting digital AE. This paper focuses, in particular, on the functional requirements that have to distinguish the development of DLPs supporting education-based activities of knowledge transfer between academia and enterprise.

The research is carried out, adopting a case study methodology. A single and holistic case regarding a DLP developed for the strategic and exclusive deployment of AE activities is proposed to describe and discuss the functional requirements of such Platform.

The DLP is a virtual learning space in which Enterprises and Universities can interact. The definition of design requirements is crucial for the efficacy of DLPs and needs to be carefully supported. Various criteria are proposed, respect to the various stakeholders engaged in DAE learning platform (Universities, Enterprises, students, employees), and according to the short- and long-term objectives of Universities and Entrepreneurship connection.

The paper explores an original case of DLP established in AE, to connect Universities and Enterprises. The research also sheds light on the under focussed typology of AE activities regarding education-based knowledge exchange. They are currently unaddressed by the literature on AE.

Collaborative knowledge building (CKB) is seen as a means for achieving desired learning outcomes as well as facilitating sharing and distribution of knowledge among community members. However existing CKB studies do not appear to identify and account for the tools used by groups (at individual and group level) as part of the CKB process. The paper aims to address this issue.

The paper describes a group knowledge building exercise within an educational context using activity theory as a descriptive data analysis tool. Data analysis involved conceptualising the CKB process as an activity system in which the group worked towards a shared object and identifying the ensuing contradictions in the CKB activity system.

Results from the analysis illustrate participants' use of reflective thinking processes for resolving contradictions and as a tool for articulating knowledge and developing a shared understanding. Two types of contradictions are identified from the analysis resolving which helped the group to achieve their objective. The efficacy of using activity systems as a holistic and flexible unit of analysis for studying CKB is illustrated through discussion of the results.

The results have educational research implications in terms of developing research tools for analysing CKB, collecting data from a group context, and developing tools for improving group‐work.

The results have practical implications in terms of building knowledge from experience within knowledge communities.

One of the outcomes of the study is the identification of developmental and reflective contradictions which highlight the issues that when addressed allow for successful achievement of the object (or to some degree of success), as well as a richer deeper experience for the participants.