Global Journal of Human Social Science, C: Sociology and Culture, Volume 23 Issue 4

© 2023 Global Journals Volume XXIII Issue IV Version I 9 ( ) Global Journal of Human Social Science - Year 2023 C Exploring Motives and Strategies in the Production of Knowledge in the University Context by the Example of Academic Career Trajectories bridging structural holes, which in turn improves creativity and enhances the potential for new recombinations of such expertise (cf. Phelps et al., 2012, p. 1126) . These results mark a field of tension between bandwidth and structural diversity: While social cohesion increases the flow of information and knowledge, structural holes which create access to diverse knowledge are at once reduced (Phelps et al. 2012: 1126) . Similar conflicts have been identified with network density. Dense networks increase the speed, extent, and preciseness of information diffusion in networks and foster the network members’ innovative power (cf. Phelps et al., 2012, p. 1224) . At the same time, such dense structures minimize the diversity of information (cf. Phelps et al., 2012, p. 1133) . While rapid information diffusion improves innovative capacities and network performance, a decrease in information diversity reduces such capacities and performance. ii. Knowledge transfer/learning Knowledge transfer is closely connected to knowledge creation. This concept refers to the efforts of a source to share information and knowledge with recipients and recipients’ efforts to acquire and absorb (i.e., to learn) such information and knowledge (Phelps et al., 2012, p. 1119) . Individuals’ respective motivations to impart their own knowledge are affected by various aspects. Brennecke ( 2020, p. 19 ) emphasized informal structures that facilitate the transfer of tacit (implicit) 1 iii. Knowledge adaptation/implementation knowledge. As mentioned above, higher flexibility, open networks, and structural holes facilitate innovation and support for problem-solving. Whether structural holes or relationship density in networks are more likely to foster or rather impede information transfer depends, amongst others, on the kind of tasks involved (Phelps et al., 2012, p. 1123) . In the context of knowledge transfer, formal structures are assessed as being conducive due to their stability and reliability (Brennecke, 2021: Slide 3; Soda et al., 2021, p. 28ff.) . However, the positive impact of network stability weakens the positive effect of both structural holes and the content-related heterogeneity of knowledge and thus has a particularly negative impact on creativity and innovation ( Soda et al., 2021, p. 28ff. ). Knowledge adaptation is based on the decision and ability to apply or implement individual knowledge elements, frequently in the form of a product, a practice, or a paper (Phelps et al., 2012, p. 1119). Little is presently known about the motivation to adapt knowledge in social relationships. Actors’ network positions 2 1 Tacit and implicit knowledge would be used synonymously in the text. appear to have a key impact on knowledge adaptation. The likelihood of 2 Individuals’ network positions indicate their social proximity to other in a given network. In other words, the term centrality used in this knowledge adaptation has been shown to increase when relationships with actors having adapted knowledge previously are based on social proximity (the quantity and intensity of direct co nn ections) ( cf. Phelps et al., 2012, p.1131 ). Moreover, actors’ centrality (see footnote 1) affects the ability to absorb knowledge. In the presence of low absorptive capacity, the costs associated with maintaining numerous relationships may exceed their knowledge benefits (cf. Phelps et al., 2012, p. 1127) . While this applies especially to codified knowledge, the efficiency of the transferal of implicit knowledge is enhanced through direct relationships (cf. Phelps et al., 2012, p. 1127) . The structural equivalence 3 c) Strategies, Motives, and Practices between previous and potential adapters increases the chances of knowledge adaptation (Phelps et al., 2012, p. 1122) , and structurally similar individuals in organizations are very likely to learn and know similar things about their organizations (cf. Phelps et al., 2012, p. 1122) . In summary, despite their conceptual differences, the aspects of knowledge production discussed here are closely interconnected. When knowledge is created, cognitive and other resources are required to facilitate its transfer so that implicit and explicit knowledge can be adapted and used in subsequent recombination efforts (cf. Phelps et al., 2012, p. 1119 ff.) . Whether and how knowledge is produced, transferred, or adapted depends particularly on actors’ motives, strategies, and practices in knowledge networks. A key premise in network research is that actors’ various interests result from the different positions or statuses they occupy in network structures ( cf. Burt, 1982; Hennig & Kohl, 2012 ). In this connection, the term position or status is linked to the role concept ( cf. Hennig & Kohl, 2011, p. 43 ). This concept is defined as the entirety of cultural patterns (attitudes, value judgments, and behavioral expectations) connected to a given status ( cf. Hennig & Kohl, 2011, p. 43 ). “The social order and one’s own position in that order structure the perception of the action situation and affect the actors’ interests. Actors in similar structural positions have aligned interests because they occupy homologous positions within the structure. This also holds in the absence of a common reference group. The actors recognize their positions by symbolically playing through others’ positions and their benefit evaluations in role play” ( Hennig & Kohl, 2011, p. 44; own translation ). In the network perspective, actors always assess their behavior to others in similar situations: “The connection indicates the extent to which an individual is both directly and indirectly connected to others in that network. 3 Structural equivalence is based on the similarity between two actors’ network relationship profiles (Phelps et al., 2012, p. 10).