References
- Agrawal, A. (2001). University-to-industry knowledge transfer: Literature review and unanswered questions. International Journal of Management Reviews, 3(4), 285–302. https://doi.org/https://doi.org/10.1111/1468-2370.00069
- Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. SAGE Publications.
- Allaire, J. C., & Marsiske, M. (1999). Everyday cognition: Age and intellectual ability correlates. Psychology and Aging, 14(4), 627–644. https://doi.org/https://doi.org/10.1037/0882-7974.14.4.627
- Amabile, T. M. (1988). A model of creativity and innovation in organizations. In B. M. Staw & L. L. Cummings (Eds.), Research in organizational behavior (Vol. 10, pp. 123–167). JAI Press.
- Bargh, J. A., & Schul, Y. (1980). On the cognitive benefits of teaching. Journal of Educational Psychology, 72(5), 593–604. https://doi.org/https://doi.org/10.1037/0022-0663.72.5.593
- Belsley, D. A., Kuh, E., & Welsch, R. E. (1980). Regression diagnostics: Identifying influential data and sources of collinearity. Wiley.
- Blau, P. M. (1977). Inequality and heterogeneity: A primitive theory of social structure. Free Press.
- Brewer, M. B. (1979). In-group bias in the minimal intergroup situation: A cognitive-motivational analysis. Psychological Bulletin, 86(2), 307–324. https://doi.org/https://doi.org/10.1037/0033-2909.86.2.307
- Brislin, R. (1980). Translation and content analysis of oral and written materials. In H. C. Triandis & J. W. Berry (Eds.), Handbook of cross-cultural psychology: Methodology (pp. 389–444). Allyn & Bacon.
- Carton, A. M., & Cummings, J. N. (2012). A theory of subgroups in work teams. Academy of Management Review, 37(3), 441–470. https://doi.org/https://doi.org/10.5465/amr.2009.0322
- Cha, J. H. (1994). Aspects of individualism and collectivism in Korea. In I. U. Kim, H. C. Triandis, C. Kagitcibasi, S.-C. Choi, & G. Yoon (Eds.), Individualism and collectivism: Theory, method, and applications (pp. 157–174). Sage.
- Chandrasekaran, A., & Linderman, K. (2015). Managing knowledge creation in high-tech R&D projects: A multimethod study. Decision Sciences, 46(2), 267–300. https://doi.org/https://doi.org/10.1111/deci.12129
- Chi, N. W., Huang, Y. M., & Lin, S. C. (2009). A double-edged sword? Exploring the curvilinear relationship between organizational tenure diversity and team innovation: The moderating role of team-oriented HR practices. Group & Organization Management, 34(6), 698–726. https://doi.org/https://doi.org/10.1177/1059601109350985
- Chilton, M. A., & Bloodgood, J. M. (2008). The dimensions of tacit & explicit knowledge: A description and measure. International Journal of Knowledge Management, 4(2), 75–91. https://doi.org/https://doi.org/10.4018/jkm.2008040106
- Choo, A. S., Linderman, K. W., & Schroeder, R. G. (2007). Method and psychological effects on learning behaviors and knowledge creation in quality improvement projects. Management Science, 53(3), 437–450. https://doi.org/https://doi.org/10.1287/mnsc.1060.0635
- Collins, H. M. (1974). The TEA set: Tacit knowledge and scientific networks. Science Studies, 4(2), 165–185. https://doi.org/https://doi.org/10.1177/030631277400400203
- De Saá-Pérez, P., Díaz-Díaz, N. L., Aguiar-Díaz, I., & Ballesteros-Rodríguez, J. L. (2017). How diversity contributes to academic research teams performance. R&D Management, 47(2), 165–179. https://doi.org/https://doi.org/10.1111/radm.12139
- Díaz-García, C., González-Moreno, A., & Sáez-Martínez, F. J. (2013). Gender diversity within R&D teams: Its impact on radicalness of innovation. Innovation, 15(2), 149–160. https://doi.org/https://doi.org/10.5172/impp.2013.15.2.149
- Edmondson, A. C., Winslow, A. B., Bohmer, R. M. J., & Pisano, G. P. (2003). Learning how and learning what: Effects of tacit and codified knowledge on performance improvement following technology adoption. Decision Sciences, 34(2), 197–224. https://doi.org/https://doi.org/10.1111/1540-5915.02316
- Elsass, P. M., & Graves, L. M. (1997). Demographic diversity in decision-making groups: The experiences of women and people of color. Academy of Management Review, 22(4), 946–973. https://doi.org/https://doi.org/10.5465/amr.1997.9711022111
- Etzkowitz, H., Kemelgor, C., & Uzzi, B. (2000). Athena unbound: The advancement of women in science and technology. Cambridge University Press.
- Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: From national systems and “mode 2” to a triple helix of university–industry–government relations. Research Policy, 29(2), 109–123. https://doi.org/https://doi.org/10.1016/S0048-7333(99)00055-4
- Faems, D., & Subramanian, A. M. (2013). R&D manpower and technological performance: The impact of demographic and task-related diversity. Research Policy, 42(9), 1624–1633. https://doi.org/https://doi.org/10.1016/j.respol.2013.06.001
- Feldman, A., Divoll, K. A., & Rogan-Klyve, A. (2013). Becoming researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education, 97(2), 218–243. https://doi.org/https://doi.org/10.1002/sce.21051
- Gilson, L. L., Lim, H. S., Luciano, M. M., & Choi, J. N. (2013). Unpacking the cross-level effects of tenure diversity, explicit knowledge, and knowledge sharing on individual creativity. Journal of Occupational and Organizational Psychology, 86(2), 203–222. https://doi.org/https://doi.org/10.1111/joop.12011
- Griffith, T. L., & Sawyer, J. E. (2010). Multilevel knowledge and team performance. Journal of Organizational Behavior, 31, 1003–1031. https://doi.org/https://doi.org/10.1002/job.660
- Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis (4th ed.). Prentice-Hall Inc..
- Hamann, D., Williams Jr, R. L., & Omar, M. (2007). Branding strategy and consumer high-technology product. Journal of Product & Brand Management, 16(2), 98–111. https://doi.org/https://doi.org/10.1108/10610420710739973
- Harrison, D., & Klein, K. J. (2007). What’s the difference? Diversity constructs as separation, variety, or disparity in organizations. Academy of Management Review, 32(4), 1199–1228. https://doi.org/https://doi.org/10.5465/amr.2007.26586096
- Hasan, Q., Machado, M., Tsukamoto, M., & Umemoto, K. (2006). Knowledge creation for science and technology in academic laboratories: A pilot study. Knowledge Management Research & Practice, 4(2), 162–169. https://doi.org/https://doi.org/10.1057/palgrave.kmrp.8500096
- Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Sage.
- Hox, J. J. (2010). Multilevel analysis: Techniques and applications (2nd ed.). Routledge.
- Jehn, K. A., Northcraft, G. B., & Neale, M. A. (1999). Why differences make a difference: A field study of diversity, conflict, and performance in workgroups. Administrative Science Quarterly, 44(4), 741–763. https://doi.org/https://doi.org/10.2307/2667054
- Johannessen, J. A., Olaisen, J., & Olsen, B. (2001). Mismanagement of tacit knowledge: The importance of tacit knowledge, the danger of information technology, and what to do about it. International Journal of Information Management, 21(1), 3–20. https://doi.org/https://doi.org/10.1016/S0268-4012(00)00047-5
- Knorr-Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Harvard University Press.
- Komorita, S. S., Parks, C. D., & Hulbert, G. (1992). Reciprocity and cooperation in social dilemmas. Journal of Personality and Social Psychology, 62(4), 607–617. https://doi.org/https://doi.org/10.1037/0022-3514.62.4.607
- Konrad, A. M. (2003). Special issue introduction: Defining the domain of workplace diversity scholarship. Group & Organization Management, 28(1), 4–17. https://doi.org/https://doi.org/10.1177/1059601102250013
- Kramer, R. M. (1991). Intergroup relations and organizational dilemmas: The role of categorization processes. In B. M. Staw & L. L. Cummings (Eds.), Research in Organizational Behavior (Vol. 13, pp. 191–228). JAI Press.
- Kramer, R. M. (1993). Cooperation and organizational identification. In J. K. Murnighan (Ed.), The social psychology of organizations: Advances in theory and research (pp. 244–268). Prentice-Hall.
- Lam, A. (2000). Tacit knowledge, organizational learning and societal institutions: An integrated framework. Organization Studies, 21(3), 487–513. https://doi.org/https://doi.org/10.1177/0170840600213001
- Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Harvard University Press.
- Latour, B., & Woolgar, S. (1979). Laboratory life: The construction of scientific facts. Princeton University Press.
- Lau, D. C., & Murnighan, J. K. (1998). Demographic diversity and faultlines: The compositional dynamics of organizational groups. Academy of Management Review, 23(2), 325–340. https://doi.org/https://doi.org/10.5465/amr.1998.533229
- Lau, D. C., & Murnighan, J. K. (2005). Interactions within groups and subgroups: The effects of demographic faultlines. Academy of Management Journal, 48(4), 645–659. https://doi.org/https://doi.org/10.5465/amj.2005.17843943
- Li, J., & Hambrick, D. C. (2005). Factional groups: A new vantage on demographic faultlines, conflict, and disintegration in work teams. Academy of Management Journal, 48(5), 794–813. https://doi.org/https://doi.org/10.5465/amj.2005.18803923
- Locke, E. A., Latham, G. P., & Erez, M. (1988). The determinants of goal commitment. Academy of Management Review, 13(1), 23–39. https://doi.org/https://doi.org/10.5465/amr.1988.4306771
- Lowry, J. R., & Owens, B. D. (2001). Developing a positioning strategy for a university. Services Marketing Quarterly, 22(4), 27–42. https://doi.org/https://doi.org/10.1300/J396v22n04_03
- Lynch, M. (1997). Scientific practice and ordinary action: Ethnomethodology and social studies of science. Cambridge University Press.
- Meyer, B., & Glenz, A. (2013). Team faultline measures. Organizational Research Methods, 16(3), 393–424. https://doi.org/https://doi.org/10.1177/1094428113484970
- Nakagawa, S., & Schielzeth, H. (2013). A general and simple method for obtaining R2 from generalized linear mixed-effects models. Methods in Ecology and Evolution, 4(2), 133–142. https://doi.org/https://doi.org/10.1111/j.2041-210x.2012.00261.x
- National Research Council. (2015). Enhancing the Effectiveness of team science (N. J. Cooke & M. L. Hilton, Eds.). National Academies Press.
- Nishii, L. H., & Goncalo, J. A. (2008). Demographic faultlines and creativity in diverse groups. In K. W. Phillips (Ed.), Diversity and group (research on managing groups and teams) (Vol. 11, pp. 1–26). Emerald Group Publishing Limited.
- Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5(1), 14–37. https://doi.org/https://doi.org/10.1287/orsc.5.1.14
- Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. Oxford University Press.
- O’Reilly III, C. A., Caldwell, D. F., & Barnett, W. P. (1989). Work group demography, social integration, and turnover. Administrative Science Quarterly, 34(1), 21–37. https://doi.org/https://doi.org/10.2307/2392984
- Pearsall, M. J., Ellis, A. P. J., & Evans, J. M. (2008). Unlocking the effects of gender faultlines on team creativity: Is activation the key? Journal of Applied Psychology, 93(1), 225–234. https://doi.org/https://doi.org/10.1037/0021-9010.93.1.225
- Pelled, L. H., Eisenhardt, K. M., & Xin, K. R. (1999). Exploring the black box: An analysis of work group diversity, conflict and performance. Administrative Science Quarterly, 44(1), 1–28. https://doi.org/https://doi.org/10.2307/2667029
- Pluut, H., & Curşeu, P. L. (2013). The role of diversity of life experiences in fostering collaborative creativity in demographically diverse student groups. Thinking Skills and Creativity, 9, 16–23. https://doi.org/https://doi.org/10.1016/j.tsc.2013.01.002
- Polanyi, M. (1983). The tacit dimension. Peter Smith.
- Qu, X., & Liu, X. (2017). Informational faultlines, integrative capability, and team creativity. Group & Organization Management, 42(6), 767–791. https://doi.org/https://doi.org/10.1177/1059601117716008
- Reid, N., & Shah, I. (2007). The role of laboratory work in university chemistry. Chemistry Education Research and Practice, 8(2), 172–185. https://doi.org/https://doi.org/10.1039/B5RP90026C
- Richard, O. C., Barnett, T., Dwyer, S., & Chadwick, K. (2004). Cultural diversity in management, firm performance, and the moderating role of entrepreneurial orientation dimensions. Academy of Management Journal, 47(2), 255–266. https://doi.org/https://doi.org/10.5465/20159576
- Rousseeuw, P. J. (1987). Silhouettes: A graphical aid to the interpretation and validation of cluster analysis. Journal of Computational and Applied Mathematics, 20, 53–65. https://doi.org/https://doi.org/10.1016/0377-0427(87)90125-7
- Sauer, S. J., Thomas-Hunt, M. C., & Morris, P. A. (2010). Too good to be true? The unintended signaling effects of educational prestige on external expectations of team performance. Organization Science, 21(5), 1108–1120. https://doi.org/https://doi.org/10.1287/orsc.1090.0523
- Shibayama, S., Baba, Y., & Walsh, J. P. (2015). Organizational design of university laboratories: Task allocation and lab performance in Japanese bioscience laboratories. Research Policy, 44(3), 610–622. https://doi.org/https://doi.org/10.1016/j.respol.2014.12.003
- Smith, E. A. (2001). The role of tacit and explicit knowledge in the workplace. Journal of Knowledge Management, 5(4), 311–321. https://doi.org/https://doi.org/10.1108/13673270110411733
- Sonner, G. (1995). Who succeeds in science? The gender dimension. Rutgers University Press.
- Streiner, D. L. (2003). An introduction to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1), 99–103. https://doi.org/https://doi.org/10.1207/S15327752JPA8001_18
- Strough, J. N., Berg, C. A., & Sansone, C. (1996). Goals for solving everyday problems across the life span: Age and gender differences in the salience of interpersonal concerns. Developmental Psychology, 32(6), 1106–1115. https://doi.org/https://doi.org/10.1037/0012-1649.32.6.1106
- Stvilia, B., Hinnant, C. C., Schindler, K., Worrall, A., Burnett, G., Burnett, K., Kazmer, M. M., & Marty, P. F. (2011). Composition of scientific teams and publication productivity at a national science lab. Journal of the American Society for Information Science and Technology, 62(2), 270–283. https://doi.org/https://doi.org/10.1002/asi.21464
- Taber, K. S. (2018). The use of cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/https://doi.org/10.1007/s11165-016-9602-2
- Tajfel, H. (1982). Social psychology of intergroup relations. Annual Review of Psychology, 33(1), 1–39. https://doi.org/https://doi.org/10.1146/annurev.ps.33.020182.000245
- Thatcher, S. M. B., & Patel, P. C. (2011). Demographic faultlines: A meta-analysis of the literature. Journal of Applied Psychology, 96(6), 1119–1139. https://doi.org/https://doi.org/10.1037/a0024167
- Tian, J., Nakamori, Y., & Wierzbicki, A. P. (2009). Knowledge management and knowledge creation in academia: A study based on surveys in a Japanese research university. Journal of Knowledge Management, 13(2), 76–92. https://doi.org/https://doi.org/10.1108/13673270910942718
- Tobin, K. (1990). Research on science laboratory activities: In pursuit of better questions and answers to improve learning. School Science and Mathematics, 90(5), 403–418. https://doi.org/https://doi.org/10.1111/j.1949-8594.1990.tb17229.x
- Tsui, A. S., Egan, T. D., & O’Reilly III, C. A. (1992). Being different: Relational demography and organizational attachment. Administrative Science Quarterly, 37(4), 549–579. https://doi.org/https://doi.org/10.2307/2393472
- Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., & Wetherell, M. S. (1987). Rediscovering the social group: A self-categorization theory. Blackwell.
- Valls, V., González-Romá, V., & Tomás, I. (2016). Linking educational diversity and team performance: Team communication quality and innovation team climate matter. Journal of Occupational and Organizational Psychology, 89(4), 751–771. https://doi.org/https://doi.org/10.1111/joop.12152
- van Griethuijsen, R. A. L. F., van Eijck, M. W., Haste, H., den Brok, P. J., Skinner, N. C., Mansour, N., Gencer, A. S., & BouJaoude, S. (2015). Global patterns in students’ views of science and interest in science. Research in Science Education, 45(4), 581–603. https://doi.org/https://doi.org/10.1007/s11165-014-9438-6
- van Knippenberg, D., & Schippers, M. (2007). Work group diversity. Annual Review of Psychology, 58(1), 515–541. https://doi.org/https://doi.org/10.1146/annurev.psych.58.110405.085546
- Xie, Y., & Shauman, K. A. (1998). Sex differences in research productivity: New evidence about an old puzzle. American Sociological Review, 63(6), 847–870. https://doi.org/https://doi.org/10.2307/2657505
- Zack, M. H. (1999). Managing codified knowledge. Sloan Management Review, 40(4), 45–58.
- Zenger, T. R., & Lawrence, B. S. (1989). Organizational demography: The differential effects of age and tenure distributions on technical communication. Academy of Management Journal, 32(2), 353–376. https://doi.org/https://doi.org/10.5465/256366
- Zuckerman, H., Cole, J. R., & Bruer, J. T. (1991). The outer circle: Women in the scientific ommunity. W. W. Norton and Company.