Iran vs United States
Theorizing Knowledge in Organizations
The literature has discussed organizational knowledge both as a resource [Grant, R., 1996] and a process of learning [Argyris and Schon, 1978, Senge, P., 1990], often emphasizing one aspect over the other.
3.1 KNOWLEDGE AS RESOURCE AND PROCESS
Baumard, P. [1999] proposes looking at knowledge in organizations along two dimensions: tacit-explicit versus individual-collective. He defines four quadrants in which knowledge types are situated: tacit individual (intuitiveness), tacit-collective (social practice), explicit-individual (expertise), and, explicit collective (rules). Grounding the use of the quadrants in observations of exemplar case-study organizations, Baumard suggests that the creation of organizational knowledge can be tracked by locating actors’ responses (knowing) within the appropriate quadrants of the matrix
3.2 INTERACTIONS FOR KNOWLEDGE CREATION
While knowledge itself may be perceived as a resource, its creation occurs through human interactions, whether physical or virtual. For example, for knowledge to emerge from within a group, interactions that occur among its members shape the knowledge that emerges from the mutual engagement and participation of the group members. Those with a communication and interaction perspective have argued that through discourse and dialectics, individuals shape and re-shape the thought processes of others, eventually leading to a situation of negotiated or mutually co-constructed reasoning for action and knowledge [von Krogh et al.,1998]
3.3 ACTIVITY AS CONTEXT
Instead of examining knowledge Blackler, F. [1995] and others propose that attention should focus on systems through which knowing and doing are achieved. By suggesting an alternative stance of knowing as mediated, situated, provisional, pragmatic, and contested, as opposed to a more classic view of knowledge as embodied, embrained, encultured, and encoded, Blackler recognizes that knowledge permeates activity systems within the organization. Building on Engeström, Y. [1999] general model of socially distributed activity systems, Blackler, F. [1995] proposes that knowledge can be observed as emerging out of the tensions that arise within an organization’s activity systems, that is, among individuals and their communities, their environment (rules and regulations), and the instruments and resources that mediate their activities.
Ways to Explore Cloud Computing
When people think of the cloud, they often think of software as a service (SaaS). However, the service used to supply technology doesn't define the technology. The following five characteristics are how NIST describes cloud computing.
1.Characteristic: On-Demand Self-Service
When an institution develops or deploys a new application, they first must jump through a number of hoops. For example, if an institution decides they would like to install the learning management system Moodle, they might have to order a server, wait for the vendor to ship it, install the server in the data center, provision an IP address for the server, set up the DNS for the new IP address, install the operating system, etc.
While virtualization tools have improved this workflow dramatically, the process can still be cumbersome. With cloud-based services, many of these steps can be eliminated. Interaction with the service provider is minimized, and with a few clicks of a button, an application can be up and running in a matter of minutes.
2.Characteristic: Resource Pooling
With current systems and data centers, IT departments often get stuck in a silo of their own creation. Institutions rarely share computing resources, and if they do, it is cumbersome to create and manage workflows that utilize these shared resources.
With the cloud, multi-tenancy rules. Users of the cloud can provision computing resources based on their needs, and then destroy those resources, giving them back to the shared pool once their needs are met. Additionally, users can share resources amongst themselves. For example, if an institution has developed a new piece of software and would like to share it with other institutions, they can create a template for that system in the cloud and allow other institutions to use that template as they see fit.
3.Characteristic: Rapid Elasticity
Systems change constantly. To create the best experience for users, IT departments often must scale or update systems to meet user demand. Scaling or upgrading a system currently in production can be cumbersome and resource intensive for an IT department.
The cloud provides ways of rapidly scaling to meet user demand. If a system requires more computing resources, an IT department can easily scale the technology to meet those demands. For IT departments that use the cloud, it seems as if they have an endless supply of computing resources available.
4.Characteristic: Broad Network Access
Traditionally, software like Microsoft Word or PowerPoint has been offered as client-based software. Users have to install software to their computers and upgrade systems to handle the programs. If you're away from your computer, you may not have access to the software, which can cause frustration.
Today, much of the software we use is available over the Internet. Many people believe that having a resource available via the Internet is the defining characteristic of the cloud, but it is just one of the five characteristics.
5.Characteristic: Measured Service
To monitor network, server, and application usage, IT departments employ many different monitoring tools and reporting systems. The cloud, however, allows both cloud providers and IT departments to monitor usage. Cloud providers charge IT departments based on their use of computing resources. On the other hand, IT departments can use these metering (or measured) services to scale resources up and down based on information gathered from these particular tools.