Advanced inter-organisational collaboration for knowledge transfer …formamente.guideassociation.org/wp-content/uploads/20… · · 2016-03-31Advanced inter-organisational collaboration

Received:29September2015

Revised:20November2015

Advanced inter-organisational collaboration for knowledge transfer in educational systems

Christian-Andreas Schumann, Westsächsische Hochschule Zwickau, Germany

ABSTRACT. Inter-organisational collaboration is forced andbased on knowledge transfer. Educational systems are fields ofapplication,researchsubjectsaswellastrainingprovisiondomainsfor knowledge transfer in inter-organisational context. Basedon theoretical approaches of knowledge transfer, the variousaspectsofknowledgemanagementineducationaswellasrelatedmultidimensional and inter-organizational developments aredescribed. The framework for advanced knowledge transfer isderived,andpreconditions,barriersandchallengesarediscussedin detail. The implementation in complex application situationsis explained. Three selected and important mainstreams arepresented: International Corporation in Knowledge Transfer,Digitalisation of Education, and Job-oriented education basedon scientific evidence. At the end, best practice solutions usingmodernmanagementmethodsforthedomainsofstudyprogramdevelopment as well as inter-organisational collaboration ineducation, including the diversity of educational offers by inter-organizationalandeducationalnetworksfromthecurrentprojectdevelopmentwillbedisclosed.

KEYWORDS: Advanced inter-organisational collaboration, Advanced inter-

organisational and global education networking, Inter-organisational networking for

knowledge transfer, Knowledge transfer in educational networks

1. Context of inter-organisational collaboration and knowledge transfer

1.1 Organizational theory approaches

Therearemanydifferentdefinitionsconcerningtheobjectivesandthecontentoftheterm“organization”.Theissueisthatorganizationsareintangible.Basically,theyareonlyperceivablebytheproductsandservicesprovidedbythem.Iftheproblemwouldbeconsideredvery

45Schumann ADVANCED INTER-ORGANISATIONAL COLLABORATION

abstract,thenorganizationsaresystemsconsistingthroughavarietyoftangibleorintangibleobjectscharacterizedby the relationsamong themselvesorwithobjectsofother systemsrepresentingorganizations,too.Related to the business, organizations are functions, instruments and institutions supportingcomplexprocessesofserviceprovisionandserviceutilizationinsuchawaythattheachievementofthegoalsofagroupofpeoplecanbeoptimizedbyreducingtheefficiencylosses.Permanentortemporaryordersareestablishedbylong-term,ongoingregulations.Theconceptoforganizationincludesbothadesignaspectofthecreationanddevelopmentaswellasaformofstatedescriptionofanorganizationalandoperationalstructure(Wöhe,2008).Organizations are characterized by specialization and coordination. Specialization includesorganizational rules for division of labour; coordination involves organizational rules for workintegration.Organizationsarespecializedwithregardtooperationsorfunctions,duetoobjects,oraccordingtospaceandtimeincludingcombinationsofseveralspecializations.Theyareintegratedandcoordinatedbyusingstructuresandmeasures.Centralizationanddecentralizationhaveadecisiveinfluenceontheorganizationbecausetheywilldeterminethedegreeandthe levelofconsciousapplicationoforganizationalregulations(Schewe,2005).

• Human resources• Information and knowledge• Customers and learners• Financial support

OrganizationalInputs

(Obtainingresources)

OrganizationalEnvironments

(Exploring and elivering

new inputs)

OrganizationalOutputs(Providing services)

OrganizationalConversionProcesses(Transforminginputs and adding value)

• Learners and employees• Teacher and coaches• Competitors and partners• Suppliers and distributors

• Well skilled andtrained human-beeings

• Learning and training services• Return of investments• Value for stakeholders

• Human skills and abilities• Information and knowledge

transfer• Expertise and professionalism

• Ability to learn and to work

Figure 1. Generating of value in an educational, organizational system referring to (Jones 2013)

FORMAMENTE - Anno X46 Numero 3-4/2015

Alreadythisbriefdigressionintotheterminologyoftheorganizationdemonstratesthediversityandthusthecomplexityofthetermaswellastherelatedconcepts.Toputitsimply,organizationsaretoolsusedbypeoplestocoordinatetheiractions,toobtaindesiredresultsorvalues,andtoachievetheirgoals.Thecreation,maintenanceanddevelopmentoforganizationsonlymakesenseiftheyareusedtogenerateaddedvaluefortheactorsandstakeholders.Valuecreationcantakeplaceatthreestages:input,conversion,andoutputinaccordancetotheorganizationalenvironment.(Figure1)Thisisthesetofforcesandconditionsoperatingbeyondtheorganizationalboundariesbutaffecttheabilitytoacquireanduseresourcestocreatevalue(Jones2013).

1.2 Inter-organisational theory approaches

Organizational theoretical approaches have the objective to examine the creation, operation,development, design of organizations as well their behaviour, changes, and transformation.Themainstreamsaresystem-oriented,behavioural,decision-oriented,andsituation-sensitiveapproaches.Differentorganisationalmethodandinstrumentsaremanagedundertheumbrellaofthefirst-tierofamulti-levelarchitectureofatoolboxsystem.Since theorganisational environment is constantly changing,organizationshave tobe constantlydeveloped.Theorganizationaldevelopmenthasbeendesignedforthispurpose.Severalstagespassthroughaprocess.Importantpointsaretheorganizationalculture,organizationallearning,specialteamandgroupwork,qualitymanagement,strategyandvisionwork(Reinecke,Bock2007).Alreadybytheconceptualdefinitionitbecomescomprehensiblethattheorganizationanditsdevelopmentareassociatedwithhumanaction.Peopleactnormallyinseveralorganizations,therebyorganizationalinter-relationshipsandprocessesareimplied.

Inter-OrganisationalCoordinationand Control

• Transaction Costs Theory• Agency Theory• Resource Dependence Theory

• Collaborative Networks• Institutional Development• Institutional Relationships

• Organisational Ecology Theory• Resource-Based and Relational-Based Companies• Knowledge and Social Network Theory

Inter-Organisationalof Social Relations

Inter-OrganisationalStrategic Challenges

Figure 2. Selected theories with importance for inter-organisational relationships (Rossignoli, Ricciardi, 2015)


Inter-organisationalsystemsaregeneratedassystemofthesystemsorsubsystems.Theorganisationsarestronglyinfluencedbytheinter-organisationalrelationsaswellastheexchangeofinformationandknowledgebetweentheseveralorganisations.Theinter-organisationalcontextandoperationisthegeneralandstandardcaseintherecentlyopenandglobalworldofactingandlearning.Therefore,specialmethodsforinter-organisationalmanagementwerederivedfromtheclassicapproachesoforganisationaltheoryandpractice(Figure2).Ifeducationalsystemsandorganizationsshouldbesuccessfullydeveloped,thetransferofknowledgehastobe internally improvedwithintheorganizationandhastoexternally leadtoanadvancedinter-organizationalcollaboration.Startingfromamodelofknowledgetransferwithinandbetweenorganizations dimensions can be derived and implemented for the development of educationalorganizationsinawiderrangeofregional,nationalaswellasinternationalcooperation.

1.3 Human capital and knowledge transfer by professionals

Theworldofeconomicsischaracterisedbythemovementfrommattertoinformation,knowledge,andorganisation,thismeansfromtangibletointangible.Theintangiblecapitalisasetofassetsbasedonexpertiseandknowledgethatcouldbeabletoproduceresultsandincomesforanorganisation.Theknowledge as resourceof thehuman capitalwill occur in threekinds:Knowledge in tools,knowledgeofindividuals,andknowledgeoforganisations.Itcanbefreezed/fixedorunfreezed/freecirculatinginrelationtocertainobjects.Theintangiblecapital isthesumofallkindsofassetsofhumancapitalandorganisationalcapital.Humancapitalincludestheabilityofindividualstoincreasetheirefficiency.Itisfarlimitedthanphysicalcapitalfromtheviewpointofinnovation,creativeness,and learning (Epingard, 2006).The development of organisations, including the development ofhumanandorganisationalcapital,dependsontheimprovementofknowledgetransferineducationalsystemssuchasinter-organisationalnetworks.Theeducationofqualifiedanduniversallyusableprofessionalstaffrequiresmedium-upto long-termtraining.Becauseoftheextremegrowthofsomeemergingeconomiesandthestillongoingdevelopment in the industrialized countries, it is increasingly difficult to provide the necessaryquantity and quality of professionals especially for such complex intercultural and transnationaljobassignments.AccordingtoasurveyoftheWorldEconomicForumandtheBostonConsultingGroup from2011, the deficit of skilled employees put theworldwide economic growth in risk.Millionadditionalhighlyqualifiedemployeesareneededinthecomingyears(about45million inEuropeuntil 2030) tomaintain the requestedgrowth.Humancapitalbecomesoneof themostimportantkeycompetitivefactors.Well-trainedprofessionals,techniciansandmanagersareurgentlyneededworldwideinthecomingyears.Countriesandcompanieswillhavetocompeteforworldprofessionals,managersandskilledworkers.Educationandtrainingarenotsufficientlygearedforprovidingtheglobalcooperationinscience,technology,business,managementandadministration.The educational institutions and organizations are often inadequately prepared for the newrequirements(Arklessetal.,2011).The global shortage of skilled labour is a huge challenge. It will be controlled by a systematicprocedure.TheexpertgroupoftheWorldEconomicForumandBCGsuggestgoingprovidingathree-dimensionalapproachincludinggeographic,structural,andprofessionalaspectsasthemobilityoflabourforces,theextensionofresources,andthechangeofeducationprogrammes.Itassumesthat the risk of global labour bottleneck can be defined in the followingways: strategic humanresourcesplanning,simplificationandtransparencyofimmigration,transnationalknowledgetransfer,


improvementoftheemployability,flexibilityofindividualcareerandeducationmanagement,increaseofmobility, extension of labour supply. (Arkless et al., 2011)Themost important aspect of thestudyisthatallwaysforeliminatingtheshortageofskilledemployees,scientists,managersetc.aredirectlyrelatedtoknowledgetransferineducationalsystems.Itisimportanttoeducatespecialists,executivestaff,andstudents,totransferknowledgeandprofessionals,toimprovetransitionsandinteroperability of training systems, to increase real individual and virtualmobility aswell as toexploitnewtargetgroupsforemployment.(Schumannet.al.,2014)

1.4 Knowledge networks and transfer related to education

Theeconomyoftheinformationageisalsoreferredtoas“NetworkedEconomy”(Shaprio,Varian,1999).Thedevelopmentsof thenetworksaremainlydrivenbyaspectsofeconomy, informationtechnology,andorganizationalchanges(Figure3).

Drivers Characteristics Examples

Businessdriverofnetworking Changefromseller’stobuyer’smarket

ServiceorientationIncreasingquality-price-ratioOutside-in-orientation

Globalization DisintegrationDeregulation

Rapidchange MultidimensionalorganisationProcessorganisation

Informationtechnologyasdriver Performanceofinformationtechnology

PerformanceimprovementbymicroandnanotechnologyPerformanceofcommunicationInteroperablesystems

Influenceoftheweb ConvergenceofcommunicationandcontentWebofeverydaythingsDisseminationofstandardsRelationshiptechnologies

Organisationaldriversandactionpatterns

Flexibilisationoforganisationalstructure

CreationofsmallandspecialisedunitsCross-linkingofunitsRealignmentoftasks,processes,andunits

Focussingonbusinessrelations IndividualisationofmarketservicesPostponement,pull,andplanningVirtualCommunities

Knowledgemanagement InterconnectedknowledgeSemantictechnologies

UseofICT ProductivityofICTProfitabilityofICTConsumersurplusbyICT

Figure 3. Drivers and characteristics of network development (Fleisch, 2000)


Byapplyingthetheoreticalprinciplesoftransactiontheory,networktheory,coordinationtheoryaswellasknowledge,informationandtransformationmanagementspecialconceptsofknowledgenetworksfortheknowledgetransfersupportingthedeliveryofgoodsandservicesweredeveloped.They were used for the inter-organisational development in general as well as for the inter-organisationalnetworkingineducationinparticular(Figure4)(Tittmann,Schumann,2008).

A

L I

GA

L I

GA

L I

G A

L I

G

A

L I

GA

L I

G

A

L I

GA

L I

G

A

L I

G A

L I

G

Net

wor

k G

oods

and

Ser

vice

s

Kno

wle

dge

Net

wor

k

Kno

wle

dge

nod

e

Figure 4. Delivering of goods and services based on knowledge nodes in knowledge networks

EverysinglenodeisindependentknowledgeunitoperatingasaMealymachine(Holcombe,2004)andpossiblyembeddedinswarmsofnodescomparableoperatinglikeneuronalnetworks(Rojas,1996).Theknowledgenodeswillbeclusteredtogenerateacertainconceptoforder.Inthiswaytheyweremake useful and controllable for organisational purposes.At the end, the knowledgenodesorclustersofknowledgenodesreflectthestructureofanorganisationonthelowerleveldomains,andtheknowledgenodesandclustersonthetopleveldomainreflecttheorganisationofthenetworkoforganisations.

2. Knowledge transfer and the development of educational organisations

2.1 Approaches for knowledge transfers by organisations

Thenetworkmanagementoforganisations andbetweenorganisations is performedatdifferentlevels with different complexity. It is necessary to develop an understanding for networkoperatingunderinter-andintra-organisationalconditions.Inter-organisationalnetworksrepresentrelationshipsexceedingtheorganisationsboundaries. Intra-organisationalnetworksarebasedon


network-likepatternsofrelationshipswithinanorganisation.Since inter-organizationalnetworksmustbedesignedandcontrolledinthecontextofdiffusingorblurredorganisationalboundaries,thedistinctionshouldbeprimarilyfocusedonaconsiderationofstrategyandstructure.Asaresult,inter-organisationalnetworksarerelated to the implementationofcooperationstrategies,whileintra-organisationalnetworkswillbecomethesubjectsofconsiderationofthe internalcompanyorganisationstructures(Zundel,1999).

Figure 5. Intra-organisational and inter-organisational networks for knowledge sharing and transfer

Theapproachesforinter-andintra-organisationalnetworkscanbeconnectedwiththeknowledgenetworkandtransferconceptsinordertodescribethestructureandrelationsofknowledgenodesin intra-or inter-organisationalknowledgenetworks, respectively (Figure5) (Tittmann,Tittmann,Schumann,2008).Theorganisationsareabletoreceive,evaluate,absorborreject,anddeploynewknowledge.Thegeneral proceduremodel is characterised by learning cycles. Following Sanchez (2001), amulti-level,advancedprocessmodelcanbedeveloped,whichtakesintoaccountthespecificfeaturesofinternationallyactingorganisations(Figure6).


Indi

vidu

alLe

arni

ng C

ycle

Indi

vidu

al /

Gro

up L

earn

ing

Cyc

le

Gro

up L

earn

ing

Cyc

le

Gro

up /

Org

anisa

tion

Lear

ning

Cyc

le(In

tra-

) O

rgan

isatio

nLe

arni

ng C

ycle

Inte

r-or

gani

satio

nal

Lear

ning

Cyc

le

Glo

bal O

pen

Lear

ning

Cyc

le

Integrating new knowledge into organisation Developing new organisational knowledge

Figure 6. Knowledge transfer for intra- and inter organisational units by learning cycles

Themainfocusfordesigningtheknowledgetransferinorganisationsshouldsetonthemanagementofthecompetencedynamics,thecognitiveprocesses,thecompetencesystemicapproach,andtheholisticcompetencedevelopmentincludingthecontroloftheknowledgetransferasprerequisiteofthegenesesofthelearningandcompetentorganisation.

2.2 Different points of view for knowledge transfer in education

Processesforknowledgetransferineducationsystemshaveahighcomplexity.Inadditiontotheclassic option to partition the systems in parts and to reassemble the components lateron bydecompositionandcomposition,inaccordancewiththeViewpointTheoryderivedfromthemediaworldandcharacterisedbyspace,time,shape,movement,acertainpointofviewmaybetakeninordertogenerateaspecialstoryorstatementfromthatspecificperspectiveconcerningaparticularpartoradefinedaspectofthesystem.Themainstreamsforusingviewpointsforknowledgetransferbyeducationgeneratedondifferentlevelsofabstractionareinfluencedby:

•Organisationalindicators•Knowledgerelatedprocesses•Knowledgedissemination

Theorganisationalindicatorsshouldprovidethedesiredprofileofthe“new”organisationsinthesenseofstrategy,structure,style,systems,staff,skills,andgoals.Theshapingandadaptationofthepeculiaritiesoftheindicatorswillberealisedinaccordancetothenatureofthespecificorganisation.Self-image,self-concept,relationships,participant’srole,andenvironmentalcompatibilityaresomeofthekeyaspectsthatarerelevantforthedevelopmentofcognitivestructuresaswellasfortheselectionofviewpointsforsubsequentconsiderationofthesystem(Merali,2001).Theknowledgetransferineducationalorganisationsandtheirpartnernetworksdependsonthe


stageof competencedevelopmentandknowledge relatedprocesses and services.Theapproachincludesapatternforthegenesesoftheviewpoints(Figure7)(Raub,2001).Oneorseveralactionscanbecombinedtoproducethedesiredviewpoint.

Imagination Implementation Integration

Know-what Diagnosing Defining Deploying

Know-why Innovating Implementing Integrating

Know-how Identifying Interrelating Improving

Figure 7. Viewpoint options based on stage classification for frameworks for competence development

A particular part of the knowledge transfer in the context of the learning organisation is thedissemination of information, content, knowledge up to the experienced knowledge sharingcharacterisedbyspecialviewpoints(Figure8)(Stein,Riddersträhle,2001).

Dissemination aspects Issues Strategies

Knowmorethanwecansay? Articulation Socialisation&Education

Monopolisation Compensation&Documentation

Retaliation Toleration&Motivation

Restriction Communication&Rotation

Saymorethanweknow? Extrapolation&Reduction Communication&Reflection

Manipulation&Exaggeration Correction&Selection

Hearthingsdifferentfromwhatwesaid? Extrapolation&Reduction Socialisation&Standardisation

Figure 8. Viewpoints derived from strategies for knowledge disseminations

Thenumberandtypesofviewpointsgenerateahugediversityofpossiblecombinations.Theyvaryastheavailableobjectssuchasactorsandtasks,processesandfunctions,modulesandlayers,networksand sub-networks, systems and subsystems, partnerships and collaborations, technologies andproducts,etc.canbecombined.Theyincreaseexponentiallywithgrowingsizeoftheorganisationsandorganisationalnetworks,especiallyinthecaseofinter-organisationalcooperation.

2.3 Dimensions of the development of educational organisations

Thedynamicfirm,inthepresentunderstandingthepredecessorformofflexibleandagileorganisationis characterisedby threemaindimensions:positional structure,knowledge structure, andactionstructure.Thepositionalstructuredenotestheorderingof individualsandorganisationalunits inrelationtotheformalstatus,location,andauthoritywithintheorganisation.Theknowledgestructureisamatterofcombiningdifferentelements laterallyandcross-linkedwhereby theknowledge isstructuredbyknowledge islands as an archipelagowithdistinct knowledgenodesbut reachable


fromeachother.Theactionstructureisthedimensionfordescribingthestimulusandthesourceforactingaswellasthepatternofbehaviour.Itisachallengeofthedialecticbetweenexploitation(administrationoftheold)andcreation(generationofnovelty).Thetransformingofthemodeltothedevelopmentofeducationalorganisations,therepresentativesofanorganisationwillbeabletodeterminethepositionoftheunitinathree-dimensionalspaceasframeworkthedevelopmentstagedefinedbysenseorder,knowledgelevel,andsourceoftheactionimpulse.(Hagström,Hedlund,1998)Theapplicationofthetheoryofknowledgenetworksconsistingofnodeswillleadtoaninternal(intra-organisational) dimensional knowledge concept (micro-structure) as well to an external(inter-organisational)knowledgemodel(macro-structure).The intra-organisational dimensions of knowledge are kernel entity, kernel relation, and theknowledgenodenetworking(Figure9).

Figure 9. Intra-organisational knowledge dimensions of the development of educational units

Theinter-organizationaldimensionsofknowledgearevirtual,social,adaptiveandsemanticdimensions(Tittmann,Schumann,2012):

• VirtualDimension:Howcanknowledgeberepresentedincontexts(becomevirtualized)?• Social Dimension:Which characteristics of individuals influence the interactions betweenthem?

•AdaptiveDimension:Howistheinfluenceofeconomicandsocietalconstellations?• SemanticDimension:Howtheknowledgecanbedescribedforallnecessarycontexts?

Amorepragmaticdescriptionofthedimensionsinthesenseofcommonpracticeinthemodelingofbusinessprocessesthattakeplaceinorganizationscanbederivedfromtheexistingorganizationalandknowledge-basedapproaches(Figure10).


Technology & ITStaff & Employees

Consumers & Providers

Organisation & Leadership

Methodology & Content

Financing & Controlling

Figure 10. Business process dimensions for the development of educational units

Althougheachdimensioncanbeviewedindividuallyandimprovedasasinglepeculiarity,butultimatelyitwillalwaysremainamulti-dimensionalissuewithamulticriteriaanalysisandoptimization.

3. Framework for advanced knowledge transfer

3.1 Preconditions for the entrance into the inter-organisational education

Tobeabletojoinaninter-organizationalcooperationineducation,alleducationalunitsinvolvedintheprocedurehavetomeetcertainrequirements.Manywell-intentionedapproachestocooperationbetweenseveralorganizationswillfailbecausetheimportanceoftheconditionsareignoredandunderestimated, respectively.Therefore, it is important to identify timely the factors making itpossible to enter into inter-organizational cooperation. Fundamentally, itmust be assumed thattheinter-organisationalorientationispartofthevision&missionstatementsandofthestrategicconceptoftheorganisation.Onthisbasis,aselectionofimportantpre-conditionsincludesacoupleofdifferentaspectsderivedfromthestrategicmanagement,thechangeandtransformationtheoryaswellasseveralothermanagementdisciplines(Figure11).


Level oftechnology

and ITInternatio-nalisation

Professionalmethodology

Degree ofmotivation

Sufficientresources

Inter-disciplinarity

Efficientprocesses

Scientificity

Autonomoty

Ability tochange

Sustainableviability

OrganisationalQuality

Access tointer-organisational

education

Knowledgelevel

Figure 11. Pre-conditions for the entrance into the inter-organisational educational cooperation

Eachtobeestablishedorexpandinginter-organizationalstructureineducationwillexaminethesefactorsinordertoensurethatonlysuitablepartnershipswillbeentered.Ifsignificantdifferencesinoneormoreaspectsexist,itisamustforthefuturesurvivaloftheentirenetworkofcooperationthataplanandanimplementationconceptforreducingdeficits inadefinedperiodareavailable.Inthissense,thepartnerswillcommunicateinthecooperationagreementswhichparametersinwhatquantityandqualityareneededinordertocontinuethecooperationprogramssustainable.Therefore,thecontractsshouldincludesanctions,exclusionrules,andexitclauses.

3.2 Barriers and challenges for progress

Ifinter-organisationalcollaborationsarenotadequatelyprepared,oppositionswillbearousedbothwithinorganisationsandbetweenorganisations.Iftheproblemsarenotdetectedintime,massivedelayorfailureofthecooperationmaybetheresult.Reasonsfortheemergenceofbarrierscanbe:

• Themutualknowledgeoforcooperationpartnersareinadequate.• The concepts and requirements of one ormore partners regarding the cooperation areunrealistic.

• Theplansforco-operationofoneormorepartnersareinsufficient.•Oneorseveralpartnerscannotadequatelydecideforthemselves.•Certaindevelopmentalconditionsarenot fulfilledandcannotbeachieved inareasonabletime.


•Oneormorepartnershavegiveninsufficientorincorrectinformationabouttheirperformance.• Theconditionsforcooperationwillbechangedforoneormorepartners.• Thestrategicconceptofoneormorepartnersischanged.• Thereareirreconcilabledifferencesforthefurtherdevelopmentofcooperationbetweenthepartners.

• Paradigmshiftinthepoliticalandadministrativeframeworkareperformed.• Thepaceofdevelopmentofthepartnersistoodifferent.• Theabilitytodevelopandadaptisstretchedtoone´slimit.• Etc.

The emergence of barriers can cause the failure of cooperation, but they can also be seen aschallengestobemastered.However,aprofessionalmanagementshouldbeimplementedgenerally,whichshouldincludekeycomponentsoftheefficientmanagementofcooperationsuchaschangemanagement, continuous improvement process, quality management, evaluation programs andbenchmarks,financingandcontrolling,managementoffurthereducationfortheinvolvedemployees,projectandprocessmanagement,etc.Today,amagicwordisopenness.Thereareopeninnovationandopencoursesaswellasfreeaccesstoinformationandknowledge.Unfortunately,itispartiallyforgottenthattheprovider,notonlythegrantees,havetoensuretheir furtherdevelopment.Theyare interestedtogetsomeadvantagesforsafeguardingtheirexistenceandforstayingcompatible.Inordertomasterthechallengeofabalancedandsustainabledevelopmentintheinter-organisationalcollaborationbasedonknowledgetransferineducationandtraining,afairvalue-addedapproachshouldbepursued(Figure12).


Fair knowledgepolicies

Fair knowledgepolicies

Knowledge compesation and benefits

Knowledge compesation and benefits

Knowledge provisionpolicies

Knowledge exploitationand verification

Knowledge exploitationand verification

Knowledgerecipient

Figure 12. The educational fair value-added approach for collaborations between organisations

Thisconceptualattempt for improvingthechancesofcooperationoforganisationswithvaryingopportunities and resources includes a fair administrative and legal regulation framework, a fairknowledgeacquisitionandpreparationsystemforeducationalorganisationsandprograms,andafairmultichanneldistributionofinformationandknowledgeforeducationandemployability(Schumannet.al.,2011).

3.3 The entrance into the Inter-organizational education

The access of organizations to co-operation networks of Education requires mastering thecomplexityofthetask.Complexityiscloselyrelatedtothesizeofthesystemconsidered.Largesystemsarecharacterisedbyaverylargenumberandmanydifferenttypesofinterrelatedelements.Themodellingofsuchsystemsisusuallydifficultbecausethemodelsmustbelimitedtoessentialinformation.Therefore,theanalysescanleadtoinaccuraciesinthepredictionofbehaviourwhichareunpredictable.Complexitymayoccurinmanifoldmanners(Figure13).


Complexcity

External complexcity

Internal complexcity

Figure 13. Objective forms of complexity in organsations (Blockus, 2010)

Allmodel-like approaches are connectedwithmind of human-beings.Therefore, the procedureofformingtheexplicitknowledgeinvolvesaprocessofobjectification,butthesubjectivefactorisalwaysincluded.Thedegreeofcomplexityisalsodependentonthesubjectiveperceptionfromtheperspectiveofthoseaffected.Theability,tocontrolcomplexity,willbethusdecide,howcomplexitywillbeperceivedandunderstood(Bockus,2010).Theunderstandingof thecomplexityof theproblem iscrucial fora successfulentry into inter-organizational educational processes and for making the necessary complexity reduction, forexample, by decomposition.This process was performed several times for the present subjectmatter,anditwasresultedincomplexity-descriptivecharacteristicssuchprinciples,objectivesandattributes(Figure14).


ObjectivesPrinciples Attributes

Fair educational transfer

Intercultural,interdisciplinary approach

Complexity and riskcontrol

High performance and quality

...

Transfer of knowledge andcompetences

Study programmeinstallation

Provision of high qualifiedprofessionals

Extension of educationaloffers by cooperation

...

Resource-efficient

Agile

Replicable

Modular

...

Figure 14. Characteristics of complexity in inter-organisational educational collaboration (Schumann, 2014)

Organisationsandtheirmembershavegraduallytodeveloptheabilitytomastercomplexitybasedonavarietyofprinciples,objectivesandattributes.Thetemporal,spatial,capacitive, financial,etc.dimensions of complexity concerning the entrance and the expansion of inter-organizationalcooperation in education should be done gradually, iterative and consistently controlled. Phasemodelsaresuitableforroughplanning,butthepermanentintroductionandpostplanningshouldratherbebasedonagileandflexiblemethods.

4. Mainstreams of inter-organisational education

4.1 Mainstream: international corporation in knowledge transfer

The international corporation in the knowledge transfer based on training and education is amainstreamof the global development.The complexityof the tasks is growing faster.The singleorganizationisnotabletomasteralldifferenttasks,hastofocusonspecialfieldsofresearchandapplication,and is forcedtoestablish inter-organisationalrelations.Theeducationalorganisationsand their partners are supported if they will decide to extend the national and internationalcollaboration.ThenewEUprogrammeforeducation,training,youthandsportreflectsthetendency.Itisfocusedonboostingskillsandemployability,modernisingeducation,trainingandyouthwork,gainingworkexperience,supportingtransnationalpartnershipsamongeducation,trainingandyouthinstitutionsandorganisations,fosteringcooperationandbridgingtheworldsofeducationandwork,tacklingtheskillsgapswearefacinginEurope.Thus,thenewEUprogramsarethedirectmotivation,stimulation,demandandobligationtoextendknowledgetransferandinter-organizationalcollaboration.Inaddition,educationalinstitutions,firms,associationsandgovernmentagencieshavedevelopmentconstrains to secure their own future viability by increasing cooperation in a progressivelyconnectedworld.Educationalinstitutionscooperatewitheachother,withprofessionalandindustry


associations,withgovernmentagencies,etc.inordertohavealwaysthenecessaryknowledgefortheirowndevelopmentandforthegenesesofintegratededucationaloffersforthirdparties.Thestudyandtrainingprogramsfortheknowledgeandcompetencetransferarepreparedanddevelopedaswellasappliedandexploitedinmultipleinter-organisationalmanners.Therefore,networksexistindifferentconstellations(Figure15).

LocalAuthorities

Chamber ofCrafts

Chamber ofIndustry andCommerce

Faculty &Institutes

Faculty &Institutes

Faculty &Institutes

NationalResearch

Organizations

NationalEducational

Organizations

GermanFaculty

Associations

GermanFaculty

Associations

UniversityConsortium &

Networks

UniversityConsortium &

Networks

NationalAuthorities

NationalAuthoritiesCompanies Companies

NationalResearch

Organizations

NationalEducational

OrganizationsScienceSpace

EducationalProvider

National NetworkingRegional Networking International Networking

Figure 15. Growing inter-organisational complexity for the knowledge transfer

Thetrendintheownworkingenvironmentwaspredominantlycharaterisedbyinter-organizationalprojects in training, research and industrial application. Even intra-organizational projects ofknowledgetransferhavealmostaparticularpartintheinter-organizationalfields.

4.2 Mainstream: digitalisation of education

Thedigitisationofproductsandservicesprovidedandgeneratedbyorganisationshasbeenthestateoftheartformanyyears.Now,anotherdirectionofdigitisationisadded:thedigitalorganisation.Allelementsoforganisationsincludingtheproductsandservicesproducedbyitareinfluencedbydigitisation.HolisticsystemdigitisationistheresultofthepervasivepenetrationofallsectorsofsocietybyICT.Recently,organisationsdeterminetheirdegreeofdigitisation,becauseitcanbeakeyindicatoroftheperformance,efficiency,modernity,andcompetitivenessofanorganisation.Cross-departmentalstrategiesaredescribedintheGermanDigitalAgenda2014-2017.Itincludesthedifferentaspectsofthedigitisationfromtheinfrastructureuptotheapplicationsineverydaylife.Education,researchandsciencetakeupaseparatefieldofaction.TheyareofcentralimportancefortheDigitalAgenda.Thesefieldsarebothimportantaspromotersofthedevelopmentaswellassignificantareasofuse.Openinformationandnewformsofcommunicationopenupnewpossibilitiesofknowledgetransferincludingtheindividualisationoflearningbylocationandtimeindependence.Newformsofcooperationacrosstheboundariesoforganisations,places,timesanddisciplineswillbegenerated.Asthemainobjectivesareformulated(BMBF2014):

1.Accelerationofthedigitalchangeinscience2.Securetheaccesstoknowledgeasabasisforinnovation3.EducationCampaignforthedigitalknowledgesociety4.Useoftheinnovationpotentialsofthedigitising5.Understandingofthedigitaltransformationbyresearch


Thedigitisationisextendedfrompreviousdigitalproductsviadigitalservicestodigitalorganisationsfortheeducationalsystemsinparticular(Figure16).

Figure 16. Digitalisation for tangible and intangible products, services and organisations

Moreandmoredataaregeneratedbydigitizing.Theymustbeprocessedperformant. Increasingquantitiesofexpertsareneededforit.Theyhavetobepreparedfortheirtasksbyanappropriateeducationinaknowledge-basedsystemofqualification.Asinformationandknowledgearebecomingincreasingly important, the focus isshifting fromthetangible tothe intangibleproducts, servicesandformsoforganisations.Thedevelopmentisprovidedbyinter-organisationalcollaborationbutontheotherhandinter-organisationalopenandfairknowledgetransferacceleratedtheprocessofextensionofdigitalisationofthesociety.Thetrendismanifestedbytheincreasingnumberprojectsbasedondigitisationinallareasofinter-organisationalandsmartnetworking.

4.3 Mainstream: Job-oriented education based on scientific evidence

Educational integration is one of the most challenging and most current tasks of the presenttime.Sub-systemsofeducationarebettercoordinated:startingwiththekindergartenviaschool,vocationaltrainingandhighereducationuptofurthereducationinthelifelonglearningprocess.Thecombinationoftheoryandpracticeisimportantinallphasesoflifelonglearningaswellasthetransferofknowledgeandrequireinter-organizationalcooperation.Thecomplexityofthetasksrequiresthecooperationofmanystakeholdersintheeducationsectorandwiththeirpartners,respectively.ThefusionofacademiceducationandWork-oriented training isparticularlyvisible in thecontextof


dualtraining,butbasicallyitisappliedinmanyothercasesandareasoftheeducationsystem.Unityoftheoryandpracticearethebasisofeveryeducationalplanningandcurriculardevelopment.Allstakeholderswhobenefitfromknowledgetransferprocessesbycooperationinopensystems,suchasgovernmentagencies,publicinstitutions,privateinstitutions,firms,associations,etc.areinvolvedintheseprocesses(Figure17).

Netzwerke

Politik/Verbände

Unternehmen

Schule/Bildung

Figure 17. Stakeholder network for integrated planning of practice and work oriented education

Thereare job-orientedcoursesbasedandscientificevidenceeducationoffers foreachphaseoflifelonglearning.Additional,thepartscanbeconnectedbyusingtheinter-organisationalcollaborationbasedofoptimisedprocessesofknowledgetransfer(Figure18).

Figure 18. Theory and practice in each period of training and education


Recently,thecomplexityoftheknowledgetransferexplodesandinducesaninformationoverflow.Therefore, the integrationof educational processeswill be eliminatedby interoperabilityof thesystems.Independenteducationalunitswillcoordinatethemodular-designsystemandtherelatedinterfaceswithotherorganisations.Aspectssuchasopenbadges,freedomtochoose,transitions,interlockingandpermeabilityofeducationaldomains,recognitionsandtransfermanagementwilldominate the furtherdevelopment in advanced inter-organisational collaboration for knowledgenetworks.

5. Best practice solutions of inter-organisational collaboration

5.1 Best practice: development of educational systems by methods of modern management

Theexampleforusingmethodsofmodernmanagementinordertoprofessionalisethemodularisedcourseandcurriculadevelopmentinadvancedinter-organisationalmannerwillbespecifiedinthefinalversion(Figure19).

Figure 19. Advanced planning for inter-organisational faculty program development

5.2 Best practice: inter-organizational collaboration in education

Theexampleforplanningandimplementinginter-organisationalcollaborationineducationinordertoprofessionaliseinternationalstudyprogramsandcoursesinadvancedinter-organisationalmannerwillbespecifiedinthefinalversion(Figure20).


Figure 20. Advanced modular planning for inter-organisational education program

5.3 Best practice: diversity of educational offers

Theexamplefordiversifyinginter-organisationalcollaborationineducationinordertoprofessionaliseglobalmodularisedcooperationinadvancedinter-organisationalmannerwillbespecifiedinthefinalversion(Figure21).

Figure 21. Advanced planning for inter-organisational architecture and diversity of global offers


References

Arkless David, Bernstein Ann, Brown Frank J., Burns Michele M., Elton Bob G., Evans Klock Christine, Goerke Peter, Gopalakrishnan Kris, Hastings Michael, Hertig Philipp, Ishikuna Yoko, Khurana Rakesh, Myers Karen, Reilly Paul C., Seshadri Premkumar, Snower Dennis J., Strack John, Wall, James H., Zhang Jane (Eds.) (2011), Global Talent Risk - Seven Responses, Geneva, World Economic Forum

Blockus Mark-Olivier (2010), Komplexität in Dienstleistungsunternehmen, Wiesbaden, Gabler

BMBF (2014), Bildung, Forschung, Wissenschaft, Kultur und Medien. Digitale Agenda 2014-2017, Berlin, http://www.digitale-agenda.de/Webs/DA/DE/Handlungsfelder/5_BildungForschung/bildung-forschung_node.html

Epingard Patrick (2006), Can one identify and measure the intangible capital of the enterprise? In Imed Boughzala, Jean-Louis Ermine (Eds.), Trends in Enterprise Knowledge Management, London, UK, ISTE, doi: 10.1002/9780470612132.ch2

Fleisch Elgar (2000), Das Netzwerkunternehmen, Berlin-Heidelberg-New York, Springer

Hagström Peter, Hedlund Gummar (1998), A Three-Dimensional Model of Changing Internal Structure in the Firm, in Alfred Chandler, Peter Hargstrom, Orjan Solvell (Eds.), The Dynamic Firm: The role of technology, strategy, organization and region, Oxford-New York, Oxford University Press, pp. 176-181

Holcombe M. (2004), Algebraic Automata Theory, Cambridge, CambridgeUniversity Press

Jones Gareth R. (2013), Organizational Theory, Design, and Change, Harlow, Pearson Education

Merali Yasmin (2001), Building and Developing Capabilities. Knowledge Management and Organizational Competence, Oxford-New York, Oxford University Press

Raub Steffen P. (2001), Framework for Competence Development, in Ron Sancez (Ed.), Knowledge Management and Organizational Competence, Oxford New York, Oxford University Press, pp. 102-105

Reineke Rolf-Dieter, Bock Friedrich (2007), Gabler Lexikon Unternehmensberatung, Wiesbaden, Gabler

Rossignoli Cecilia, Ricciardi Francesca (2015), Interorganizational Relationships. Switzerland, Springer

Schewe Gerhard (2005), Organisation. Gabler Wirtschaftslexikon, Wiesbaden, Gabler


Schumann Christian Andreas, Gerischer Helge, Tittmann Claudia, Orth Hans, Xiao Feng, Schwartz Bernhard, Schumann Martin-Andreas (2014), Development of International Educational Systems by Competence Networking based on Project Management, “ Procedia - Social and Behavioral Sciences”, V. 119, 19 March, pp. 192-201

Schumann Christian Andreas, Tittmann Claudia and Tittmann Sabine (2008), Merger of Knowledge Network and Users Support for Lifelong Learning Services, in Learning to Live in the Knowledge Society, Boston, Springer, pp. 149-152

Rojas Raul (1996), Neural Networks - A Systematic Introduction, Berlin-New York, Springer

Rutsch Andreas, Tittmann Claudia, Schumann Christian Andreas, Weber Jana (2011), The fair education value approach as a future quality demand in open and distance education, in Anna Baldazzi, Laura Ricci, Valentina Valle Baroz, E-learning quality assurance: a multi perspective approach, Rome, GUIDE, Gangemi Editore, pp. 43-51

Sanchez Ron (2001), Managing Knowledge into Competence. The Five Learning Cycles of the Competent Organization, in Ron Sanchez (Ed.), Knowledge Management and Organizational Competence, Oxford-New York, Oxford University Press, pp. 8-11

Shaprio Carl, Varian Hal R. (1999), Information Rules: A strategic guide to the network economy, Boston, Harvard Business School Press

Stein Johan, Riddersträhle Jonas ( 2001), Managing the Dissemination of Competences, in Ron Sancez (Ed.), Knowledge Management and Organizational Competence, Oxford New York, Oxford University Press, pp. 69-73

Tittmann Claudia, Schumann Christian Andreas (2012), Multilayer structure of Knowledge Nodes. 13th European Conference on Knowledge Management, Cartagena, pp. 1079-1085

Tittmann Claudia, Schumann Christian Andreas (2008), Agile and Intelligent Networks for Information Literacy by Knowledge Sharing. Proceedings of the 9th European Conference on Knowledge Management, Reading, Academic Publishing, pp. 797-806

Zundel Phil (1999), Inter- und intra-organisationale Netzwerke, in Phil Zundel, Management von Produktions-Netzwerken, Berlin-Heidelberg-New York, Springer, pp. 19-20

Wöhe Gunter, Döring Ulrich (2008), Einführung in die Allgemeine Betriebswirtschaftslehre, München, Vahlen


Sintesi

La collaborazione tra organizzazioni è basata sul Knowledge transfer ed le istituzioni che si occupano di educazione e formazione in particolare rappresentano ambiti privilegiati di applicazione, ricerca e training per il trasferimento delle conoscenze in ambiente inter-organizzativo. Sulla base degli studi sul Knowledge transfer, vengono descritti i vari aspetti della gestione della conoscenza (Knowledge management) nel settore educativo e i suoi sviluppi multi-dimensionali e inter-organizzativi. Viene inoltre descritto dettagliatamente il quadro delle precondizioni, ostacoli e obiettivi della trasmissione della conoscenza avanzata, nonché la sua implementazione in situazioni complesse. Vengono presentate tre tendenze primarie del Knowledge transfer: l’International Corporation, la digitalizzazione dell’educazione, e la formazione orientata al mondo del lavoro in base a dati scientifici. A sostegno dell’analisi teorica, vengono presentati dei casi di buone pratiche che si avvalgono dei più aggiornati metodi di knowledge management per la formazione ma anche per la collaborazione tra istituzioni educative orientata a garantire la ricchezza dell’offerta formativa attraverso forme di organizzazione in rete.


Documents

Advanced inter-organisational collaboration for knowledge transfer …formamente.guideassociation.org/wp-content/uploads/20… · · 2016-03-31Advanced inter-organisational collaboration