Harry Scarbrough
City University London
118 Papers
1K Citations
Harry Scarbrough is an academic researcher from City University London. The author has contributed to research in topics: Organizational learning & Personal knowledge management. The author has an hindex of 45, co-authored 113 publications. Previous affiliations of Harry Scarbrough include University of Leicester & Universities UK.
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Papers
Knowledge management and innovation: networks and networking
TL;DR: A critical review of the literature on knowledge management argues for a community‐based model of knowledge management for interactive innovation and contrasts this with the cognitive‐based view that underpins many IT‐led knowledge management initiatives.
952
The Construction of `Communities of Practice' in the Management of Innovation:
TL;DR: In this paper, the authors identify communities of practice as playing a critical role in the promotion of learning and innovation in organizations, yet, while innovation may be facilitated within communities of...
578
Social practices and the management of knowledge in project environments
TL;DR: In this paper, the importance of social aspects of knowledge retention and transfer has been emphasised in the literature on managing knowledge, with the recognition that knowledge is often tacit and situated and embedded within particular social groups and situations.
547
Knowledge management, HRM and the innovation process
TL;DR: In this article, the authors explore Castells' proposition that the innovation process is being progressively intensified by developments in technological and organizational forms, that knowledge is being applied to the generation of knowledge, and that the constraints posed by the social embeddedness of knowledge as having a crucial effect.
533
Project-Based Learning and the Role of Learning Boundaries:
TL;DR: In this article, the authors analyse the extent to which organizations can learn from projects by focusing on the relationship between projects and their organizational context, and highlight the "learning boundaries" which emerge when learning within projects creates new divisions in practice.
425