Projects / Programmes
Social capital and knowledge transfer
| Code |
Science |
Field |
Subfield |
| 5.03.00 |
Social sciences |
Sociology |
|
| Code |
Science |
Field |
| S210 |
Social sciences |
Sociology |
social capital, knowledge, transfers of knowledge, knowledge based society, trust, networks, cooperation
Researchers (4)
| no. |
Code |
Name and surname |
Research area |
Role |
Period |
No. of publicationsNo. of publications |
| 1. |
04991 |
PhD Franc Adam |
Sociology |
Head |
2005 - 2008 |
569 |
| 2. |
27912 |
PhD Blaž Lenarčič |
Sociology |
Researcher |
2006 - 2007 |
188 |
| 3. |
25830 |
PhD Mateja Rek |
Political science |
Junior researcher |
2005 - 2008 |
142 |
| 4. |
20076 |
PhD Borut Rončević |
Interdisciplinary research |
Researcher |
2005 |
352 |
Organisations (1)
Abstract
Our starting point is the assumption that social bonds and forms of interaction and self-organisation – that can be described with the term of social capital – are one of the crucial factors in both the processes of learning and the reception of the new knowledge as well as regarding transfers of the already existing knowledge. In that sense, the focus of our research will be on interrelated aspects of cooperation, informal networks and project type of the organisation. The role of social capital as a catalyst of the human capital and a mechanism of reducing the transaction costs, should be stressed, meaning that social capital enables and facilitates the »spontaneous sociability« (Fukuyama) and the flexibility of creation and preservation of cooperative ways of action. This implies, that social capital plays a key role in formation of flexible organisational structures – network or project organisations – which are not directly linked to the burocratic or
merely business (market)-like logic of action, even though on the other hand they enable a greater efficiency and coordination both on the institutional (public sector) as well as on the business-economical level.
The basic hypothesis is as follows: the bigger the readiness for cooperation (cooperative positive- sum game) is, the greater the chances of successful knowledge transfer. We proceed from the assumption, that cooperation is based on moral-normative, utilitarian (principles thematized by the theory of rational choice and the theory of games) and cognitive principles. The second hypothesis concerns the forms of informal contacts or the ties within network that an individual is involved in. It can be argued that cooperation and indirectly the ability of learning and knowledge transfers isn't influenced only by strong (as argued by Coleman) but also by weak ties (as argued by Burt and Granovetter) but also by indirect or imaginary ties or combinations of these ties.
The third hypothesis: the greater the extent of the intermediary or project forms of the organization, the more successful and intensive the process of learning and knowledge transfers is. These forms are dependent on the degree of cooperation and constellations of informal ties.
