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West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
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Phone: (843) 883-3914
Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 8 p.m.
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Mt. Pleasant Library
9 a.m. - 8 p.m.
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. - 8 p.m.
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Phone: (843) 722-7550
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Phone: (843) 805-6930
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Freedom to Cooperate: Gaining Clarity Into Knowledge Integration in Information Systems Development Teams.
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- Author(s): Janz, Brian D.; Prasarnphanich, Pattarawan
- Source:
IEEE Transactions on Engineering Management; Nov2009, Vol. 56 Issue 4, p621-635, 15p, 2 Black and White Photographs, 5 Charts, 3 Graphs- Subject Terms:
- Source:
- Additional Information
- Abstract: The specialized knowledge that exists among information systems development (ISD) teams must be shared and integrated to successfully develop systems solutions. Unfortunately, knowledge sharing and integration continues to be problematic. In this study, we seek out those antecedent characteristics that ISD teams should possess to facilitate the collaboration and knowledge integration necessary for enhanced performance. We propose cooperative learning theory as a lens to understand knowledge integration activities in ISD projects. We suggest that knowledge integration behaviors are discretionary, and that ISD professionals must feel autonomy in deciding to engage in them. We investigate whether the effects of autonomy on cooperative learning and of cooperative learning on work outcomes vary depending on the types of autonomy present in ISD teams. A research model is proposed, and it is empirically tested through a study of 206 ISD professionals from 38 ISD teams. Our findings suggest that autonomous teams engage more frequently in cooperative learning behaviors, and consequently perform more effectively and are more satisfied. We also find that relationships exist between the type of autonomy present in teams and the resultant elements of cooperative learning and work outcomes. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of IEEE Transactions on Engineering Management is the property of IEEE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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