Exploring the Variation in Student Project Team Knowledge Integration Competency

Abstract

Organizations are increasingly using cross-functional project teams to increase flexibility. The belief is that individuals will be able to share and combine their different knowledge and expertise, i.e., integrate their diverse knowledge, in order to develop more creative solutions. However, project teams of all kinds often fail to meet their objectives. In this paper, we explore the knowledge integration process in student project teams and identify what learning tool interventions might facilitate improved knowledge integration. The results from this initial study suggest that teams do differ significantly in their knowledge integration competence and that this is related most strongly to their use of social capital. Reflective learning tools appeared to be helpful in improving this knowledge integration competency. However, teams were more or less able to take advantage of the intervention. Our research, therefore, identifies that an important area for future research is to explore what team factors influence its ability to use learning tool interventions.