The specialized knowledge that exists among information systems development (ISD)
teams must be shared and integrated to successfully develop systems solutions. Unfortunately,
knowledge sharing and integration continues to be problematic. In this study, we seek
out those antecedent characteristics that ISD teams should possess to facilitate the
collaboration and knowledge integration necessary for enhanced performance. We propose
cooperative learning theory as a lens to understand knowledge integration activities
in ISD projects. We suggest that knowledge integration behaviors are discretionary,
and that ISD professionals must feel autonomy in deciding to engage in them. We investigate
whether the effects of autonomy on cooperative learning and of cooperative learning
on work outcomes vary depending on the types of autonomy present in ISD teams. A research
model is proposed, and it is empirically tested through a study of 206 ISD professionals
from 38 ISD teams. Our findings suggest that autonomous teams engage more frequently
in cooperative learning behaviors, and consequently perform more effectively and are
more satisfied. We also find that relationships exist between the type of autonomy
present in teams and the resultant elements of cooperative learning and work outcomes.
