A KNOWLEDGE MANAGEMENT TOOL COLLABORATIVE LEARNING: A CASE STUDY USING A WIKI.

Technology and knowledge seem to be at hand for everyone, but evidence shows that both still are eluding us. The University of Guadalajara (UDG) as well as other higher education institutions create knowledge from research on a daily basis. Nevertheless, in UDG there is not a system that promotes creation, preservation, and sharing of knowledge created experiences from research work among faculty members. Nonaka and Takeuchis Theory of Spiral Knowledge Creation had used as theorical foundation for the present study. This theory proposes that tacit knowledge is transformed into explicit knowledge creating new knowledge among members of an organization through for types of knowledge conversion: Externalization, socialization, Combination and Internalization. At the University of Guadalajara-South Coast campus, a virtual community was created in a Wiki website, which was used as a Knowledge Management System (KMS) tool for collaboration and experiences interchange among its members to promote knowledge creation when conducting research. The Wiki contained a set of 27 topics related to research issues previously posted. For three months its members were able to post questions, answers and/or replies on corresponding topics. Findings suggest that the Virtual of Community is comprised of one or two leaders and its followers. They also suggest for a knowledge item to be created in the Wiki what matters is not how interesting the subject matter but how actively members participate on the discussion. Evidence from the study suggests that informal knowledge is created and shared among the members of the Virtual Community, although it does not follow the strict sequence of knowledge conversion of Nonaka and Takeuchi\u27s (1995) creation spiral theory of knowledge. Furthermore, evidence also suggests that for successful KMS important characteristics such as shared culture, internet tool knowledge, and members\u27 identity disclosure are needed. Questions have arisen from this study with implications for future research, such as why did not knowledge creation necessarily follows the proposed sequence of knowledge conversions of Nonaka and Takeuchi\u27s Knowledge Creation Spiral theory proposes? What are its implications of knowledge creation does not follow the strict sequence of the four knowledge conversion in the theory proposed by Nonaka and Takeuchi? What is the cost in human resources terms of creating a knowledge sharing culture in higher education institutions? These new questions open a research window on Knowledge Management Systems for future research work

Peran Knowledge Management Dalam Meningkatkan Kinerja Perguruan Tinggi

As the information technology become one of the production factors in human life,knowledge is the important factor for the organization. Toffler, Drucker, Nonaka andsome others say that with the knowledge firm or organization can win the competitionin this post millennium era.Higher Education Institution (HEI) as an organization can also use knowledgeas a management tools. Moreover, it can be one of the engine that can help them toachieve the goals such as improve the performance of HEI to support the studentsand community.In this paper, author argue that the implementation of Knowledge Managementin HEI will be improve the performance of HEI in doing ”Tridharma PerguruanTinggi”. However, the implementation is not only refer to the use of some informationtechnology tools, but also with the creation of learning organization

Knowledge creation and transfer amongst post-graduate students : a research project.

M. Com. University of KwaZulu-Natal, Durban 2014.Knowledge is believed to be the last competitive advantage that organizations have, be it academic or corporate, small to medium enterprises, and non-government and government organizations. The knowledge that an organization has stems from the individuals they develop and the tangible and intangible resources available. The skill shortages, hypercompetitive economic environments, and untapped economies that exist have created great deal of focus in knowledge. Continuously creating and transferring the valuable resource of knowledge is integral for every organization. The purpose of the research project is to address by what methods post graduate students are generating along with transferring knowledge in the School of Management, IT, and Governance at the University of KwaZulu-Natal. The primary focus of the research project is established from the knowledge (SECI) spiral model which was developed by Nonaka and Takeuchi (1995), and the knowledge conversion modes that are embedded within the knowledge spiral. An extensive literature review was carried out to gain valuable insight and understanding of the knowledge (SECI) spiral model developed by Nonaka and Takeuchi (1995). The literature review focused on the interpretations of tacit and explicit knowledge, the interplay between the two concepts (knowledge conversion), the knowledge spiral, the theory of Ba, the knowledge enablers, as well as the building blocks of the knowledge spiral - data, information, and knowledge. An e-mail and personally administered questionnaire survey was employed to collect data from post-graduate students at the School of Management, IT and Governance in the University of KwaZulu-Natal. The data was analyzed and utilized to distinguish in Nonaka and Takeuchi's model is in use or not based on the four modes of knowledge conversion. Frequency tables provided the researcher with a means to study differences between respondents. What has been identified is that the School of Management, IT and Governance in the University of KwaZulu-Natal has the mechanisms in place to facilitate knowledge creation and transfer but tend to focus on the four modes of knowledge conversion in varying degrees

Developing a Framework for Managing Tacit Knowledge in Research using Knowledge Management Models

This research investigates whether and how selected models from Knowledge Management (KM) can be used to devise a framework for building coherent and rigorous methodologies for research in the creative and practice-led disciplines (CPD). This research has arisen from methodological problems of research in art and design in the UK concerning how, and the extent to which, non-propositional and tacit kinds of knowledge (e.g. experiential, procedural) can be included and communicated within research. The proposed research builds on previous studies by the authors into the role and relationship of different kinds of knowledge in research (Niedderer, 2007a, 2007b), and into how knowledge management (KM) and creative disciplines provide complementary insights on how knowledge can be managed and transferred (Imani, 2007). The research investigates whether and how the SECI model (Nonaka &amp; Takeuchi, 1995; Nonaka, 2000) can be used to develop a framework for managing different kinds of knowledge in research. Our research goes beyond existing approaches by offering a generic and flexible framework which researchers can use to better understand and build their own research methodologies and to integrate individual methods with regard to managing different kinds of knowledge.</p

Vocational training and knowledge development:a deeper understanding

Construction management research literature has identified the importance of understanding the practical realities of skills and training provision and the role of reflective practice in the development of knowledge. This paper examines vocational training of experienced site staff in the development of their knowledge through SVQ training to investigate the primary factors for successful learning in site-based construction staff with a supervisory/management role. Using semi-structured interviews the impact of vocational training on individual candidates and other sitebased staff are investigated. The paper explores, through the reflections of 26 SVQ candidates (20 SVQ3 and 6 SVQ4), a deeper understanding of how site supervisors and site managers learn through the SVQ process and develop tacit knowledge through formal reflection. Reflective practice develops practical wisdom (Phronesis). The investigation explains aspects of practical wisdom and how knowledge, practice and skills are developed through vocational training. There is a clear perception by those completing the qualification that it has enabled them to perform their job better identifying numerous examples relating to problem solving, critical thinking, making decisions and leadership. It has been found that Phronesis is evident on a day-to-day basis on site activities developed through reflective practice in personal development. The reflective practice in developing knowledge also builds, within individuals, a better understanding of themselves and their capabilities through the learning achieved in the SVQ. Future work is identified around analysing the role of the assessor in facilitating Phronesis in the SVQ context

Collaborating in virtual teams

Abstract. This paper describes some early results from observin

Knowledge integration and the integration of knowledge : management in the organisation

Copyright and all rights therein are retained by the authors. All persons copying this information are expected to adhere to the terms and conditions invoked by each author's copyright. These works may not be re-posted without the explicit permission of the copyright holdersNew knowledge is constantly created in the organisation, yet most do not realise the benefit of this new knowledge. Indeed, knowledge integration has been one of the key failures for Knowledge Management (KM) practice. In this paper, we propose a model of knowledge integration which encapsulates current thinking on the subject. We then use a case study to highlight some of the challenges experienced by organisations in their attempts to integrate knowledge. The upshot of our proposal is that integration of knowledge should be aligned to a wider KM philosophy and culture in the organisation instead of being regarded as a single and disparate activity within the KM proces