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Community Learning in Information Technology Innovation

机译：信息技术创新中的社区学习

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In striving to learn about an information technology innovation, organizations draw on knowledge resources available in the community of diverse interests that convenes around that innovation. But even as such organizations learn about the innovation, so too does the larger community. Community learning takes place as its members reflect upon their learning and contribute their experiences, observations, and insights to the community's on-going discourse on the innovation. Community learning and organizational learning thus build upon one another in a reciprocal cycle over time, as the stock of interpretations, adoption rationales, implementationrnstrategies, and utilization patterns is expanded and refined. We advance an overall model of this learning cycle, drawing on two community-level theories (management fashion and organizing vision), both of which complement the dominant emphases of the literature on IT innovation and learning. Relative to this cycle, we then empirically examine, in particular, the dependence of community learning on organizational learning. Sampling the public discourse on enterprise resource planning (ERP) over a 14-year period, we explore how different kinds of organizational actors can play different roles, at different times, in contributing different types of knowledge to an innovation's public discourse. The evidence suggests that research analysts and technology vendors took leadership early on in articulating the "know-what" (interpretation) and "know-why " (rationales) for ERP, while later on adopters came to dominate the discourse as its focus shifted to the "know-how " (strategies and capabilities). We conclude by identifying opportunities for further inquiry on and strategic management of community learning and its interactions with organizational learning.
机译：在努力学习信息技术创新时，组织会利用围绕该创新召集的具有不同兴趣的社区中可用的知识资源。但是，即使这样的组织了解创新，更大的社区也是如此。社区学习的发生是因为其成员反思自己的学习，并为社区持续不断的创新演讲贡献自己的经验，观察和见解。因此，随着解释，采用原理，实施策略和使用模式的储备不断扩大和完善，社区学习和组织学习会在一段时间内相互促进。我们基于两个社区级别的理论（管理方式和组织愿景），提出了此学习周期的整体模型，这两种理论都补充了有关IT创新和学习的文献的主要重点。相对于此周期，我们然后进行经验检验，尤其是社区学习对组织学习的依赖。在为期14年的企业资源计划（ERP）公共讨论样本中，我们探索了不同类型的组织角色如何在不同时间扮演不同的角色，为创新的公共讨论贡献不同类型的知识。有证据表明，研究分析师和技术供应商在阐明ERP的“知道什么”（解释）和“知道为什么”（理性）方面起了领导作用，而后来随着采用者逐渐成为讨论的焦点。 “诀窍”（策略和功能）。最后，我们通过寻找机会进一步研究社区学习及其与组织学习的互动并进行战略管理。

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