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Introduction As a society moves from the industrial into the information age, knowledge is becoming an ever-increasing competitive advantage and prime facilitator behind the competitive success of global organisations (Apostolou & Mentzas, 2003; Bhagat, Kedia, Harveston, & Triandis, 2002; Bhardwaj & Monin, 2006; Bohn, 1994; Bukowitz, Williams, & Mactas, 2004; Collison & Parcell, 2004; De Long & Fahey, 2000; Drucker, 1993; Grant, 1996; Mason, 2007; Nonaka, 1991; Nonaka & Takeuchi, 1995; Nonaka & von Krogh, 2009; Zack, 1999). This progressive shift of focus from physical to knowledge resources has led to the development of the knowledge management discipline within the fields of business administration and management science. B. Gupta, Iyer, and Aronson (2000) define knowledge management as a process that aids organisations in finding, selecting, organising, disseminating, and transferring information and expertise to support necessary activities such as problem solving, learning, strategic planning, and decision making within the organisation. Knowledge management is also recognised as an activity that supports the generation, growth, application, and sustainability of intellectual capital in organisations (Marr, Gupta, Pike, & Roos, 2003; Marr & Schiuma, 2001), intellectual capital being defined as an organisation's collective knowledge, expertise, experience, and associated intangible assets (Klein, 1998; Marr et al., 2003; Marr, Schiuma, & Neely, 2002; Pan & Scarbrough, 1999; Teece, 2000). Philosophically, knowledge management is often approached from two diametrically opposed, and one integrative perspective: (1) interpretive versus (2) functionalist and (3) the socio-technical perspective. These three perspectives are influenced, and take influence from, certain epistemologies that prevail at both the individual and group level: autopoiesis, connectionism, and cognitivism. As a hybrid and multidisciplinary area of study, knowledge management is a field that crosses diverse disciplines, such as information systems and psychology, which is conceptually complex consisting of many issues and viewpoints, ranging from the nature of knowledge itself to its most effective method of transfer (Collison & Parcell, 2004; Hart & Warne, 2006; Liew, 2007; Nonaka & von Krogh, 2009; Smith, 2004). These complexities place the field within the interests of information systems researchers, psychologists, management scientists, and practitioners, with debate focussed on methods of approach (i.e., technological versus social) and, often, definitions of what specific terms actually mean (i.e., knowledge versus information and data). Conceptual frameworks of what constitutes a 'knowledge management system' and the definition of 'information' and its distinction from 'knowledge' vary across these disciplines. In the interest of narrowing this spectrum of methods and definitions, the focus of this particular analysis will be the interrelationships that exist between concepts in knowledge management, focussing on socio-technical systems, cognitive perspectives, and influences on knowledge management that include individual and organisational epistemologies. An understanding of these interrelationships allows organisations to establish effective knowledge management systems that align with prevailing individual or group perspectives on knowledge sharing. Knowledge sharing can be broadly defined as an exchange of knowledge from giver to receiver with socio-cultural factors and organisational structures as influencing factors (Lin, 2008; Usoro & Kuofie, 2006). Organisational management can benefit from analysing the relationship between current organisational dynamics, knowledge sharing, and management objectives as they interrelate with culture (De Long & Fahey, 2000; Usoro & Kuofie, 2006). Therefore, this study aims to further analyse these interrelationships and provide a holistic understanding of the influential factors to knowledge management. …

Socio-Technical Knowledge Management and Epistemological Paradigms: Theoretical Connections at the Individual and Organisational Level