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2007 Annual International CHRIE Conference & Exposition
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a. Cognitive Dimension as a Determinant
Cognitive dimension refers to the shared context and common understanding developed by members in the
community. This common context also enables individuals to make sense of their work environment and their
relative role within it. Hence, cognitive dimension enables one to understand knowledge sharing as situated in work
practices (Carley, 1986). In addition, Brown and Duguid (2001) argued that CoPs are strongly related to the context
of work within which an individual lives and operates. From the perspective of CoPs, knowledge sharing
emphasizes on the collective practice where the work is done and work-related identities are created rather than on
traditional self-interests of each individual. Participation in collective actions such as team collaboration involves
cooperation among members and is expressed through exchanges of resources (Crozier & Friedberg, 1980). These
resources including information, advice, or sometimes even emotional support are organized to facilitate individual
attainments. In an online community, these facilitating resources are even more important because an individual is
seldom bound by regulations or obligations that occur in a face-to-face communication or in a regulatory context.
Therefore, apart from the common good, there must be a substantial and discernable benefit realized by each
individual through interactions in the online community. Another critical factor in cognitive dimension is learning.
The general understanding of learning has always been implicated in “documentation and training” view where one
transfers knowledge to another (Brown & Duguid, 1991). However, this view has been challenged by the proponents
of CoPs (Lave, 1991) who suggested that learning is a socially constructed process and intrinsically connected to the
context where it happens. This perspective emphasizes that individuals construct their knowledge using a wide range
of materials situated in their physical, historical, and social relationships. An interesting viewpoint extended in this
context is that learning in a community occurs due to the benefit of the individual’s knowledge expansion itself and
the fact that learning serves as a process for the individual to become part of the community. In fact, Jordan (1988)
argued that learners in a community do not only acquire explicit and tacit knowledge, but also possess an inherent
ability to behave as community members. Therefore, it is reasonably assumed that an individual’s perception of
shared context, coupled with ability to learn and function as a community member, influence knowledge sharing in a
CoP.
b. Relational Dimension as a Determinant
Relational dimension constitutes the collective sum of relationships and the social mechanisms derived
from these relationships that foster desirable behavior. Relational dimension includes identification with the
collective (Lewicki & Bunker, 1996), recognition and abidance to norms (Putnam, 1995), perceived obligation to
participate in the collective (Coleman, 1990), and the status and recognition obtained through the relationships
(Wang & Fesenmaier, 2003). Portes and Sensenbrenner (1993) discussed “bounded solidarity,” an important source
for social capital, which translates into identification with social groups. Solidarity, operated as a basis for collective
identity and a resource for action, is bound by common interest, history, culture, or anything else unique to a social
group. One may be motivated to build relationships with community members, with whom one sees a common
thread or identifiable characteristic.
The need to identify with communities is a strong motivator to participate and share knowledge in the
online space, too. In fact, Hampton and Wellman (1999), and Wellman, Haase, Witte, and Hampton (2001) stated
that online interaction increases social capital as it supplements and strengthens local offline relationships as well.
Related to the notion of online community identification are two main aspects: individual’s motive or need for status
and recognition (Alderfer, 1972; Wang & Fesenmaier, 2003) and perceived obligation to participate in the collective
(Coleman, 1990). Applying these concepts to extra-organizational electronic networks, Wasko and Faraj (2000)
confirmed that individuals who are already a part of social groups tend to develop a moral obligation to actively
participate in professional networks and pay back to the profession as a whole. This obligation acts as a positive
reinforcement that drives knowledge sharing. However, individual’s status needs and sense of obligation alone
cannot explain knowledge sharing in online professional networks because such knowledge sharing involves
dissemination of an individual’s work-related experiences and knowledge (Davenport & Klahr, 1998). Moreover,
since organizational culture and norms impose restrictions on members’ ability to freely participate and share
knowledge in online communities (Jarvenpaa & Staples, 2000), von Krogh (1998) also suggested that openness in
organizational culture is the primary factor that fosters active knowledge sharing activities in collaborative
electronic media.
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