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Management research on diversity, heterogeneity, dissimilarity, and related concepts of within unit differences in organizations has proliferated in the past decade. However, few clear or consistent findings have emerged. We argue that the nature of these difference-based constructs requires closer examination. Using diversity as an overarching term, we contend that it has three distinctive types: separation, variety, or disparity. Failure to recognize the unique meaning, maximum shape, and assumptions underlying each type has held back theory development and contributed to mismatched operationalizations and research design. After presenting our diversity typology, we present guidelines for conceptualization, measurement, and theory testing, highlighting the special case of demographic diversity.

and the three anonymous reviewers for helpful comments, and Mary Zellmer-Bruhn for assistance in data collection. This paper examines the relationship between subgroups and team learning behavior, defined as a cycle of experi-mentation, reflective communication, and codification. We develop the construct of "subgroup strength," defined as the degree of overlap across multiple demo-graphic characteristics among a subset of team members. Contrary to conventional wisdom, we propose that the presence of subgroups within a team may stimulate learning behavior and that organizational design features, such as performance management by an external leader, team empowerment, and the availability of a knowledge management system, may have different effects on

Based on a study of knowledge transfer within more than 15 industries, across three forms of governance, and between both domestic and international R&D partners, knowledge transfer success was found to be associated with several key variables, and to hinge upon (a) both R&D units’ understanding where the desired knowledge resides within the source, (b) the extent to which the parties share similar knowledge bases, and the extent of interactions between the source and the recipient to (c) transfer the knowledge and (d) participate in an articulation process through which the source’s knowledge is made accessible to the recipient.

This qualitative field study explores how geographically dispersed teams draw on knowledge situated in the multiple physical locales they span, to learn and accomplish their collective work. We propose the construct of situated knowledge as important for understanding the learning process in dispersed teams. Qualitative data collected on seven new product/process development projects, each spanning multiple sites, reveal that situated knowledge is both a blessing (a valuable resource) and a curse (a source of communication difficulty) for dispersed teams. On the one hand, dispersed teams can leverage local competencies and resources because team members understand and participate in local practices. On the other hand, dispersed teams may not be able to use specialized knowledge held by remote team members unless they recognize and adjust for local inflections that give meaning to that knowledge. The paper reports on analyses of 44 learning episodes involving the use of situated knowledge, and draws from these data to suggest critical factors involved in ‘liberating ’ situated knowledge and putting it to use. Implications for research and practice are discussed. (174)

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Table of Contents 1. Abstract.................................................................................................... 3 2. What is Collaborative Climate?............................................................... 3 1.1 Design of the Instrument..................................................................................... 5

We propose that searching for and transferring knowledge across divisions in a diversified firm can cultivate innovation. Using a sample of 211,636 patents from 1,644 companies during the period 1985–96, we find that the use of interdivisional knowl-edge positively affects the impact of an invention on subsequent technological devel-opments. Furthermore, the positive effect of the use of interdivisional knowledge on the impact of an invention is stronger than the effect of using knowledge from within divisional boundaries or from outside firm boundaries. Our empirical findings have significant implications for the management of knowledge in diversified firms. As to moving ideas around diverse businesses that don’t have a lot in common, General Electric does this because it has to. If it doesn’t, then it is just a holding company.... A breakthrough in GE’s Med-ical Systems business, with relatively little modifi-cation, led to a method by which an aircraft engine can transmit continuous information about blade speed, engine heat and other relevant data about its in-flight performance well in advance of any possi-ble safety situation. This innovation, in turn, cata-lyzed an important new development with respect to a self-monitoring system for use with heart pace-makers. I could cite any number of other examples having to do with sharing methods of selling, sourc-ing techniques, procedures for improved storage and security of data and so on.-Steve Kerr, vice president

The “knowledge governance approach ” is characterized as a distinctive, emerging approach that cuts across the fields of knowledge management, organisation studies, strategy, and human resource management. Knowledge governance is taken up with how the deployment of governance mechanisms influences knowledge processes, such as sharing, retaining and creating knowledge. It insists on clear micro (behavioural) foundations, adopts an economizing perspective, and examines the links between knowledge-based units of analysis with diverse characteristics and governance mechanisms with diverse capabilities of handling these transactions. Research issues that the knowledge governance approach illuminates are sketched.