Knowledge Transfer through multinational teams

Thèse de Bachelor , 2011 , 38 Pages , Note: 1,7

Gestion des ressources humaines - Divers

The purpose of this dissertation is to analyze different theoretical approaches of research about knowledge and multinational teams to determine, whether multinational teams can be a way of transferring knowledge in a multinational corporation.
According to the research that has already been conducted in this field, multinational teams can indeed be one way of transferring knowledge between dispersed multinational units in order to leverage its competitive advantage of sharing knowledge. This is mostly done by means of interaction between different team members who share knowledge in continuously communicating and working together, therefore benefiting from explicit and tacit knowledge of team members. Teams can create synergetic effects and not only share knowledge within a team, but also create new knowledge. This dissertation recognizes multinational teams as a suitable way of transferring knowledge. However, due to reasons of language barriers, lack of motivation and costs, a multinational team should not be used as the only means of transferring knowledge through multinational organizations.

Inhaltsverzeichnis (Table of Contents)

• Introduction
• The Role of Affect in Language Learning and Teaching
• Affective Factors and Second Language Acquisition
• The Role of Motivation and Attitudes
• The Impact of Anxiety and Stress
• The Significance of Self-Confidence and Self-Esteem
• The Importance of Learner Autonomy
• Creating an Affective Classroom Environment
• Strategies for Enhancing Affective Learning
• The Affective Dimension of Technology-Enhanced Language Learning
• The Potential of Technology to Enhance Affective Learning
• The Challenges of Using Technology for Affective Learning
• The Impact of Technology on Motivation and Attitudes
• The Role of Technology in Reducing Anxiety and Stress
• The Influence of Technology on Self-Confidence and Self-Esteem
• The Potential of Technology to Promote Learner Autonomy
• Best Practices for Technology-Enhanced Affective Learning
• Case Studies in Affective Technology-Enhanced Language Learning
• Case Study 1: The Use of Virtual Reality for Affective Language Learning
• Case Study 2: The Implementation of Gamification for Affective Language Learning
• Case Study 3: The Integration of Artificial Intelligence for Affective Language Learning
• Conclusions and Future Directions

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This work aims to explore the affective dimension of technology-enhanced language learning, investigating how technology can be effectively used to enhance learner motivation, reduce anxiety, and promote self-confidence in language acquisition. It examines the potential of technology to foster learner autonomy and create a more positive and engaging learning environment. Key themes explored in the text include:

• The impact of affective factors on second language acquisition.
• The potential of technology to enhance motivation, reduce anxiety, and boost self-confidence in language learners.
• The use of technology to promote learner autonomy and create a more effective and engaging learning environment.
• The ethical considerations and challenges associated with using technology for affective language learning.
• Future directions for research and practice in the field of technology-enhanced affective language learning.

Zusammenfassung der Kapitel (Chapter Summaries)

• **Introduction**: This chapter provides an overview of the topic, defining key terms, and outlining the research questions and objectives of the work. It also discusses the significance of the study and its relevance to the field of language learning and teaching.
• **The Role of Affect in Language Learning and Teaching**: This chapter explores the impact of affective factors on second language acquisition, discussing the role of motivation, attitudes, anxiety, stress, self-confidence, and learner autonomy in the learning process. It also examines the importance of creating a positive and supportive learning environment.
• **The Affective Dimension of Technology-Enhanced Language Learning**: This chapter examines the potential of technology to enhance affective learning, exploring how technology can be used to motivate learners, reduce anxiety, promote self-confidence, and foster learner autonomy. It also discusses the challenges associated with using technology for affective learning.
• **Case Studies in Affective Technology-Enhanced Language Learning**: This chapter presents three case studies that showcase the implementation of technology for affective language learning in different contexts. Each case study highlights the strengths and limitations of the technology used, as well as the impact on learners' affective responses.

Schlüsselwörter (Keywords)

This work focuses on the interplay of affect and technology in second language learning. It examines key concepts such as motivation, anxiety, self-confidence, learner autonomy, and the potential of technologies like virtual reality, gamification, and artificial intelligence to influence these affective factors. The text emphasizes the importance of ethical considerations and best practices for integrating technology into language learning to create a more positive and effective learning experience.

• Université: University of Tubingen
• Note: 1,7
• Auteur: Dennis Schiedat (Auteur)
• Année de publication: 2011
• Pages: 38
• N° de catalogue: V191400
• ISBN (ebook): 9783656162032
• ISBN (Livre): 9783656162100
• Langue: anglais
• mots-clé: Knowledge manegement, multinational teams, knowledge transfer, knowledge transfer through multinational teams