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Mapping knowledge and intellectual capital in academic environments : A focus group study
Abstract
This paper argues that knowledge mapping may provide a fruitful avenue for intellectual capital management in academic environments such as university departments. However, while some research has been conducted on knowledge mapping and intellectual capital management in the public sector, the university has so far not been directly considered for this type of management. The paper initially reviews the functions and techniques of knowledge mapping and assesses these in the light of academic demands. Second, the result of a focus group study is presented, where academic leaders were asked to reflect of the uses of knowledge mapping at their departments and institutes. Finally a number of suggestions are made as to the rationale and conduct of knowledge mapping in academe.
... Some organisations view it as an activity that can help with their strategic planning, while others may use it as a basis for knowledge transfer. It can help to move towards "empowerment of the organisation' which "involves providing access to existing information and expertise' (Hellström & Husted, 2004). In other cases knowledge maps have been used to represent the views of participants and their mutual relations to other views, as well as illustrate the dependencies of learning paths and serve as the basis for the implementation of knowledge management programs (Dang, Zhang, Chen, & Larson, 2011;Einsfeld, Ebert, Kerren, & Deller, 2009;Ivanov & Cyr, 2006;Kim, Suh, & Hwang, 2003). ...
... Further, the researchers (Hansen & Kautz, 2004;Speel, Shadbolt, Vries, Dam, & O'Hara, 1999) expressed that knowledge maps are a key prerequisite for effective KM. Furthermore, from the perspective of KM's role, the researchers (Hellström & Husted, 2004;Tiwana, 1999;White, 2002) agreed that a knowledge map can be used to effectively foster, capture, generate, transfer, codify, store and utilise knowledge in organisations as well as in projects. ...
... In summary, the literature suggests a broad range of knowledge maps benefits; however, the findings provide a clear account of the Dang, Zhang, Hu, Brown, & Chen, 2011;Egbu, 2008;Eppler, 2001;Hansen & Kautz, 2004;Lee, Lee, Ke, & Liu, 2008;Liu, Shi, & Wu, 2009;Moradi & Eghbali, 2012;Jafari, Akhavan, Bourouni, & Amiri, 2009;Nozicka & Republic, 2011;Pyo, 2005;Tao et al., 2006;Woo, Clayton, Johnson, Flores, & Ellis, 2004;Yoon, Lee, & Lee, 2010;Yun, Shin, Kim, & Lee, 2011; Accessing knowledge in time 30 (Balaid, 2012;Van Den & Popescu, 2005;Dang, Zhang, Hu et al., 2011;Donnell, Dansereau, & Hall, 2002;Driessen et al., 2007;Dudezert & Leidner, 2011;Ebener et al., 2006;Lai, Wang, & Chou, 2009;Lee et al., 2008;Liebowitz, 2005;Lin & Hsueh, 2006;Jafari et al., 2009;Okada, 2008;Ong, Chen, Sung, & Zhu, 2005;Pei & Wang, 2009;Pyo, 2005;Republic, 2011;Watthananon & Mingkhwan, 2012;Wexler, 2001;Woo et al., 2004;Yang, Liu, Wang, & Shen, 2013;Yang, Song, Lu, & Zhang, 2007;Yun et al., 2011) Identifying knowledge assets 23 (Balaid, 2012;Burnett, Illingworth, & Webster, 2004;Dudezert & Leidner, 2011;Ebener et al., 2006;Egbu, 2008;Egbu et al., 2006;Eppler, 2001;Hellström & Husted, 2004;Lee et al., 2008;Longe, Ogude, Science, & Ontario, 2011;Jafariet al., 2009;Nelson, 2009;Pei & Wang, 2009;Régine, 2009;Tao et al., 2006;Watthananon & Mingkhwan, 2012;Wexler, 2001;Yang et al., 2007) Identifying knowledge flow 22 (Akhavan & Pezeshkan, 2013;Balaid, 2012;Burnett et al., 2004;Chen & Lin, 2012;Egbu, 2008;Ferreira, 2009;Hansen & Kautz, 2004;Hellström & Husted, 2004;Jalalimanesh & Homayounvala, 2011;Liebowitz, 2005;Longe et al., 2011;Moradi & Eghbali, 2012;Nelson, 2009;Zhang, Hun, Du & Deng, 2009;Subrt & Brozova, 2001;Wexler, 2001;Yoo, Suh, & Kim, 2007) Identifying existing knowledge resources 19 (Balaid, 2012;Dudezert & Leidner, 2011;Ebener et al., 2006;Fu & Dang, 2010;Hellström & Husted, 2004;Moradi & Eghbali, 2012;Pei & Wang, 2009;Zhang et al., 2009;Yang et al., 2013;Yun et al., 2011; Organisational restructure 16 Driessen et al., 2007;Dudezert & Leidner, 2011;Ebener et al., 2006;Liebowitz, 2005;Okada, 2008;Pei & Wang, 2009;Wexler, 2001;Woo et al., 2004;Yang et al., 2007;Yun et al., 2011) Identifying knowledge gaps 14 (Abdul Aziz & Abdullah, Hamidah Ibrahim, 2012; Akhavan & Pezeshkan, 2013;Burnett et al., 2004;Dudezert & Leidner, 2011;Ebener et al., 2006;Egbu, 2008;Hellström & Husted, 2004;Kim et al., 2003;Longe et al., 2011;Jafari et al., 2009;Nelson, 2009;Pei & Wang, 2009;Tao et al., 2006;Wexler, 2001) Kealy, 2001;Liu, Shi et al., 2009;Nelson, 2009;Pei & Wang, 2009;Wexler, 2001;Yun et al., 2011) Identifying untapped knowledge 4 (Burnett et al., 2004;Chen & Lin, 2012;Yoon et al., 2010) key benefits, as reported in the literature, although they may not be complete or mutually exclusive due to the approach applied. Thus, to overcome the limitations future research is encouraged. ...
Nowadays the concept of knowledge mapping has attracted increased attention from scientists in a variety of academic disciplines and professional practice areas. Among the most important attributes of a knowledge map is its ability to increase communication and share common practices across an entire organisation. However, despite being a promising area for research, the knowledge maps community lacks a widespread understanding of the current state of the art.
... As an approach to knowledge management, knowledge mapping is the process of creating a knowledge map which is a constructed architecture of a knowledge domain [6]. Most current researches on knowledge mapping tend to focus on the application of knowledge maps in diverse situations and for different purposes [6][7][8][9][10][11]. Hellstrom T (2004) studied the intellectual capital management in academic environments and argued that knowledge mapping may provide a fruitful avenue for it [6]. ...
... As an approach to knowledge management, knowledge mapping is the process of creating a knowledge map which is a constructed architecture of a knowledge domain [6]. Most current researches on knowledge mapping tend to focus on the application of knowledge maps in diverse situations and for different purposes [6][7][8][9][10][11]. Hellstrom T (2004) studied the intellectual capital management in academic environments and argued that knowledge mapping may provide a fruitful avenue for it [6]. ...
... As an approach to knowledge management, knowledge mapping is the process of creating a knowledge map which is a constructed architecture of a knowledge domain [6]. Most current researches on knowledge mapping tend to focus on the application of knowledge maps in diverse situations and for different purposes [6][7][8][9][10][11]. Hellstrom T (2004) studied the intellectual capital management in academic environments and argued that knowledge mapping may provide a fruitful avenue for it [6]. Seitan O (2009) discussed knowledge mapping processes in the knowledge management system of tourist destination, and explored the possible knowledge map structures by different types of tourist destinations [7]. ...
Keywords clustering, as the basic method of domain knowledge analysis, has some problems such as difficult to understand the clustered tree diagram, scarce of further analysis methods, etc. The paper proposed a new approach to analyze domain knowledge based on keywords clustering. The proposed weighted knowledge model (WKN) is composed of two types of nodes (nodes of high-frequency keywords and nodes of clusters which come from keywords clustering and named as keywords nodes). Based on WKN, some new methods are suggested to analyze domain knowledge, such as main sub-fields analysis and representation, important sub-fields and hot spots of domain knowledge identification, research fronts analysis, etc., and all the analysis results can be illustrated as a sub-network of WKN. In the end, a case study was conducted to verify the feasibility and validity of the methods. Compared with the existing methods, the proposed methods seem more clearly, deeply and conveniently, and present new tools for researchers to study and utilize domain knowledge.
... The specific distribution is illustrated in the table below. The distribution across departments also ensures "diversity of variations" which contributes to the validity of this study (Hellstrom and Husted, 2004 ...
... The researcher and the signed-up participants were notified of the meeting schedule. The various groups represented a sample of individuals that had something to say about information security-a very important feature in the focus group method as noted by Hellstrom and Husted (2004). The participants` demographical and occupational information are presented in the table below. ...
This study related to the importance of information and information technology in today's global business. The global nature of information systems also exposes them to threats which make them prone to security breaches. Information risks are several internal and external, making it almost impossible for only information security professionals to handle. This therefore reinforces the need to involve end-users in by educating them to be aware of threats, and their role in curbing those threats. Related information security literature was reviewed to establish the business problem theoretically. Using focus group discussions and open-ended interview guide, data was collected from non-security employees from Takoradi Polytechnic. The data provided understanding of the employees' present security needs, employees perception of information security, employees' personal security initiative, and level of information security awareness. The key findings in the study suggested that, currently some arrangements have been made to ensure information security; however, there is the need for more non-computer-based arrangements such as physical security, training and data backup systems. Further, because some respondents did not perceive the current security arrangement to be adequate, they took personal initiatives like using passwords, using formal communication channels for obtaining information which falls outside their domain or function, and seldom reporting any perceived security threats. These personal initiatives seemed to be the basis for the employees' self-rating of their level of information security awareness, not some training they had acquired. Received: 8 September 2022 / Accepted: 29 October 2022 / Published: 5 November 2022
... Those that are too broad can create a set of resources that is too large and that could include persons without the proper expertise [McDonald and Ackerman, 1998]. Furthermore, existing knowledge frameworks can inhibit the innovative thinking needed to solve new classes of problem [Hellstrom and Husted, 2004]. Unfortunately, there are still "few very good methods for helping organizations decide what are good maps for guiding them into the future" [Hellstrom and Husted, 2004]. ...
... Furthermore, existing knowledge frameworks can inhibit the innovative thinking needed to solve new classes of problem [Hellstrom and Husted, 2004]. Unfortunately, there are still "few very good methods for helping organizations decide what are good maps for guiding them into the future" [Hellstrom and Husted, 2004]. ...
... In the field of education, the first stage is variegated, dealing with particular issues that, quite surprisingly, are not discussed later. A common characteristic of the five articles belonging to the first stage is their focus on a single perspective as part of the wider idea of IC (Joia, 2000;Mrinalini and Nath, 2000;Chua, 2002;Fine and Castagnera, 2003;Hellström and Husted, 2004). Human capital receives the most attention. ...
... Chua (2002) examines the influence of social interaction on the process of knowledge creation through three different dimensions: structural, relational, and cognitive. Hellström and Husted (2004) discuss the function of knowledge mapping as a tool to enhance human capabilities and, thus, IC. Fine and Castagnera (2003) consider a different perspective on IC, which is not further debated in following studies on IC but is included in research dealing with knowledge management. ...
Purpose
It is important to have a literature review to open any special issue as a way of introducing the state-of-the-art topics and link past research with the papers appearing in this special issue on IC in education.
Design/methodology/approach
This research uses the structured literature to investigate the state-of-the-art and future directions of IC literature in education. 47 articles are explored including nine from this special issue.
Findings
IC in education research is concentrated in Europe and mainly addresses IC in universities. Additionally, current IC research is progressing by examining IC practices inside universities using a third-stage IC approach, with new research also concentrating on third-mission outcomes, thus there is scope to continue IC and education research beyond universities. IC in education can also expand into fifth stage IC research, which abandons the boundaries of the educational institution and concentrate on the impact of IC and education on multiple stakeholders.
Research limitations/implications
Current IC in education research is too narrow and mainly investigates IC in European contexts using case study methodology. However, there is ample scope to widen research that develops new frameworks in different educational and country contexts using a wider range of research methodologies. IC in education needs to expand its boundaries so it does not lose its relevance, and thus be able to contribute to wider policy debates.
Originality/value
The paper presents the current state-of-the-art structured literature review of the articles investigating IC in education.
... In the field of education, the first stage is variegated, dealing with particular issues that, quite surprisingly, are not discussed later. A common characteristic of the five articles belonging to the first stage is their focus on a single perspective as part of the wider idea of IC ( Joia, 2000;Mrinalini and Nath, 2000;Chua, 2002;Fine and Castagnera, 2003;Hellström and Husted, 2004). Human capital receives the most attention. ...
... Chua (2002) examines the influence of social interaction on the process of knowledge creation through three different dimensions: structural, relational, and cognitive. Hellström and Husted (2004) discuss the function of knowledge mapping as a tool to enhance human capabilities and, thus, IC. Fine and Castagnera (2003) consider a different perspective on IC, which is not further debated in following studies on IC but is included in research dealing with knowledge management. ...
... Functionality assessment focuses on evaluating technical proficiency and the ability to perform specific tasks. To assess functional competency, a suitable approach is to employ knowledge mapping and auditing methodologies [59,60]. This involves identifying the necessary knowledge and skills required to fulfill a particular job, identifying any knowledge gaps, and determining the areas of scarce knowledge that need to be addressed. ...
This study examines the relationship between competencies and absorptive capacity in organizations. Absorptive capacity, defined by Cohen and Levinthal, is a firm’s ability to acquire, assimilate, transform, and leverage external knowledge for business opportunities. Competency refers to individual capabilities for effective task performance. The study explores the recursive nature of absorptive capacity, where individual competencies contribute to its development within the firm. Four competency domains - learning capability, business-orientation, self-orientation, and social intelligence - are identified, forming a framework for analyzing competencies required at different absorptive capacity stages. Aligning competency development with specific stage requirements enhances absorptive capacity. Valuable insights are provided for management, especially HR professionals, to design and manage competency, foster absorptive capacity development, and support organizational growth strategies.
... Knowledge mapping analysis is a method of describing knowledge resources and their carriers with visualization technology [46], and it can show the development process and structural relationship of complex knowledge [47]. To improve the accuracy and reliability of the results by knowledge mapping analysis, this paper mainly adopted two kinds of knowledge mapping analysis software, VOSviewer (version 1.6.16) ...
Landslide prediction is one of the complicated topics recognized by the global scientific community. The research on landslide susceptibility prediction is vitally important to mitigate and prevent landslide disasters. The instability and complexity of the landslide system can cause uncertainty in the prediction process and results. Although there are many types of models for landslide susceptibility prediction, they still do not have a unified theoretical basis or accuracy test standard. In the past, models were mainly subjectively selected and determined by researchers, but the selection of models based on subjective experience often led to more significant uncertainty in the prediction process and results. To improve the universality of the model and the reliability of the prediction accuracy, it is urgent to systematically summarize and analyze the performance of different models to reduce the impact of uncertain factors on the prediction results. For this purpose, this paper made extensive use of document analysis and data mining tools for the bibliometric and knowledge mapping analysis of 600 documents collected by two data platforms, Web of Science and Scopus, in the past 40 years. This study focused on the uncertainty analysis of four key research subfields (namely disaster-causing factors, prediction units, model space data sets, and prediction models), systematically summarized the difficulties and hotspots in the development of various landslide prediction models, discussed the main problems encountered in these four subfields, and put forward some suggestions to provide references for further improving the prediction accuracy of landslide disaster susceptibility.
... Intellectual capital is the result of interactions between the experiences and knowledge of all human resources in business organizations, which helps to improve the efficiency of these organizations. Intellectual capital is one of the key indicators and standards widely adopted for the measurement of intangible assets (Hellstrom and Husted, 2004). Based on the above the researcher define the intellectual capital as a mental ability capable of generating new, appropriate and achievable ideas that has the ability to integrate and harmonize different components to reach the desired objectives. ...
This study aims to analyze the relationship between intellectual capital and organizational trust and its impact on achieving the requirements of entrepreneurship strategy at the level of the study sample based on the study framework model. The nature of this study takes into account the relationship between the variables of this study and their dimensions of intellectual capital (structural capital, human capital, and customer capital) and organizational trust (integrity, benevolence, and ability) in achieving the requirements of entrepreneurship strategy (creative capabilities, risk taking, and entrepreneurial culture). In conducting this study, data was collected through primary sources using a survey questionnaire from a random sample of 64 managers at Korek telecom Company. The data obtained was analyzed quantitatively using a SPSS program. The result of this study reveals that the company has human resources with diverse skills, expertise and knowledge and employees at Korek telecom Company and they use different methods to develop and improve their creative abilities in order to achieve the requirements of entrepreneurship strategy.
... Therefore, it emphasizes critical knowledge for achieving the organizational objectives and it indicates the main sources of expertise. According to Hellstrom and Husted (2004), its development assumes analyzing a knowledge intensive process or procedure, identifying the relevant knowledge, developing codes and codebooks, creating a user-friendly interface, and establishing procedures for a continuous update of the map. It focuses on cognitive knowledge and it facilitates the transformation of tacit knowledge into explicit knowledge. ...
Organizational knowledge is a conceptual construct that reflects the convergence of all individual knowledge fields in an organization. That means all explicit and tacit knowledge fields, or changing the paradigm all cognitive, emotional, and spiritual individual fields of knowledge. The result of this integration process is performed in interactive and iterative modes by organizational integrators. Although there are many debates concerning the building up of organizational knowledge from the individual fields, the practice demonstrates that such a dynamic does exist and it encompass knowledge transfer processes from individuals to groups, and from groups to the whole organization. It is a synchronization between individual knowledge fields and the organizational knowledge along the ontological dimension. Organizational knowledge became a strategic resource in the last decades of business development and intelligent managers can transform it into a sustainable competitive advantage for the organization.
... Córcoles & Gordillo, 2014;Secundo et al., 2015;Veltri et al., 2012;Siboni et al., 2013; Ramírez-Córcoles et al., 2007; Sanchez and Elena, 2006;Leitner et al., 2005;Fairchild and de Vuyst, 2005;Hellström & Husted, 2004;Secundo et al., 2010; Habersamet al., 2018 Development of models for: a) identifying a comprehensive strategic measurement process; b) defining sets of specific measures; c) evaluating and benchmarking IC performance 1 C. Managing knowledge for society 4 Secundo et al., 2016; Secundo et al., 2018a; Di Berardino & Corsi, 2018; Cricelli et al., 2018 Development of conceptual and/or practical frameworks for knowledge/IC management which consider: a) value creation for society; b) engagement of multiple stakeholders; c) investing in the improvement of relational capital to achieve HEIs third mission ...
Despite the growing interest in knowledge management (KM) for Higher Education Institutions (HEIs), research on this topic is still fragmented and loosely focused. This paper adds to this research by providing a state-of-the-art of the current literature and outlining overlooked areas of investigation in order to address further studies towards bridging this gap. To this purpose, through a systematic review process, 121 articles have been coded and analysed according to distinct dimensions. Findings reveal that, despite the growing trend of papers on the topic, research on KM in HEIs is still in its embryonic stage with high levels of heterogeneity and lack of wider theoretical constructs. Furthermore, a thematic analysis highlights six main research concepts, from which this paper derives a comprehensive framework integrating the key issues from the literature and suggesting new possible research avenues in the field.
... A range of methods are available for understanding knowledge and competency networks, including social network analysis (Liebowitz 2005), knowledge mapping (Koh and Tan 2006), and focus groups (Hellström and Husted 2004). In this study we chose Net-map because of its ability to empirically map key actors and their relationships, including power differentials (Schiffer and Hauck 2010). ...
Roughly eight hundred million youth are projected to enter the African job market by 2050. This presents both an opportunity and a challenge for urgently needed sustainability transitions on the continent, because with appropriate training and skills this youth bulge could be instrumental in driving systemic change. By training the youth in new practices and approaches, they could be central to creating new systems and African futures that are more sustainable and just. We focus on the question of where the new skills and competencies needed to underpin such transitions could come from and, in turn, how youth might access these competencies. We investigate these questions by exploring an emerging sustainability niche around organic agriculture in the SouthAfrican food system. We used a network and power-mapping tool, Net-Map, to map the key knowledge resources used by successful organic farmers, as well as to understand how actor learning networks develop and disseminate new skills and competencies. We found that although a substantial volume of knowledge has been generated and sophisticated informal learning networks exist within the niche we studied, knowledge is highly fragmented. The development and transfer of knowledge is impeded by the absence of teaching capacity and poor institutional alignment at a provincial and national level. Our findings suggest that state-led extension services and formal training institutions are of little help to niche pioneers and instead contribute toward the path-dependency of the current food regime. The substantial implications of these findings underscore the need for further studies to investigate whether similar patterns hold elsewhere on the continent, and for other niches. If they do, our findings imply that addressing the sustainability challenges on the African continent will require creative approaches and new models of learning that are capable of developing and transferring the knowledge and practices emerging in sustainability niches to the 90% of youth in Africa who will not progress to formal tertiary training but will be central to driving potential sustainability transitions.
... Awad & Ghaziri (2004) emphasized that intellectual capital is a group of individuals who use their minds more than the use of their hands because they have experience, values, culture, creativity and creativity to find a specialized solution or create valueIntellectual capital is the result of interactions between the experiences and knowledge of all human resources in business organizations, which helps to improve the efficiency of these organizations. Intellectual capital is one of the key indicators and standards widely adopted for the measurement of intangible assets (Hellstrom and Husted, 2004). Based on the above the researchers define the intellectual capital as a mental ability ISSN: 2005-4238 IJAST Copyright ⓒ 2020 SERSC capable of generating new, appropriate and achievable ideas that has the ability to integrate and harmonize different components to reach the desired objectives. ...
This study aims to analyze the relationship between intellectual capital and organizational trust and its impact on achieving the requirements of entrepreneurship strategy at the level of the study sample based on the study framework model. The nature of this study takes into account the relationship between the variables of this study and their dimensions of intellectual capital (structural capital, human capital, and customer capital) and organizational trust (integrity, benevolence, and ability) in achieving the requirements of entrepreneurship strategy (creative capabilities, risk taking, and entrepreneurial culture). In conducting this study, data was collected through primary sources using a survey questionnaire from a random sample of 64 managers at Korek telecom Company. The data obtained was analyzed quantitatively using a SPSS program. The result of this study reveals that the company has human resources with diverse skills, expertise and knowledge and employees at Korek telecom Company and they use different methods to develop and improve their creative abilities in order to achieve the requirements of entrepreneurship strategy.
... The essential here is to preserve knowledge relations with other concepts and get a location where relevant knowledge is. Making a review of the literature, we can find some techniques to organize knowledge [13][14][15][16][17][18][19][20]: Concept Maps, Thesaurus, "Yellow Pages", Ontologies, among others. In this paper we only mention Ontologies because that is the structure that we choose from the KE techniques. ...
The constant evolution of Information and Communication Technologies brings new opportunities with multiple forms of communication, therefore new ways of sharing knowledge. In healthcare practice, being updated it’s extremely important in order to provide a better service. The growth of multiple sources of knowledge, mostly supported by technology, gives more opportunity to achieve it. Another way to be updated is sharing knowledge with partners and communities, which is becoming part of the healthcare organizations culture (i.e. Electronic Health Record systems). Healthcare organizations manage with personal information concerning to patients such as clinical treatment, clinical history, drug administration, diseases casuistic, among others; and from many sources, such as patient’s feedback, knowledge from suppliers, knowledge from Internet sources, knowledge from decision support systems and inference knowledge (e.g. knowledge from data mining techniques) that are supported by computer-based systems and therefore, demands cautious when are ethical and legal aspects involved. The Critical Knowledge Monitor System Model, proposed, allows knowledge sharing in a controlled ambient and could be a part of the answer to this paradigm that healthcare organizations face. To implement the Critical Knowledge Monitor System model we’ll need, to capture knowledge in multiple forms in healthcare organizations, to accomplish it knowledge engineering techniques such as text mining techniques, Information retrieval, ontology construction, among others, should be applied. Since not all knowledge manage by healthcare organizations could be considered critical (or much critical), it’s necessary to use specific clinical constructs, such as sensitivity and, we believe, combining it with information security principles CIA and Privacy we could assess documents and classify them as critical to the healthcare organization.
... The essential here is to preserve knowledge relations with other concepts and get a location where relevant knowledge is. Making a review of the literature, we can find some techniques to organize knowledge [13][14][15][16][17][18][19][20]: Concept Maps, Thesaurus, "Yellow Pages", Ontologies, among others. In this paper we only mention Ontologies because that is the structure that we choose from the KE techniques. ...
The constant evolution of Information and Communication Technologies brings new opportunities with multiple forms of communication, therefore new ways of sharing knowledge. In healthcare practice, being updated it’s extremely important in order to provide a better service. The growth of multiple sources of knowledge, mostly supported by technology, gives more opportunity to achieve it. Another way to be updated is sharing knowledge with partners and communities, which is becoming part of the healthcare organizations culture (i.e. Electronic Health Record systems). Healthcare organizations manage with personal information concerning to patients such as clinical treatment, clinical history, drug administration, diseases casuistic, among others; and from many sources, such as patient’s feedback, knowledge from suppliers, knowledge from Internet sources, knowledge from decision support systems and inference knowledge (e.g. knowledge from data mining techniques) that are supported by computerbased systems and therefore, demands cautious when are ethical and legal aspects involved. The Critical Knowledge Monitor System Model, proposed, allows knowledge sharing in a controlled ambient and could be a part of the answer to this paradigm that healthcare organizations face. To implement the Critical Knowledge Monitor System model we’ll need, to capture knowledge in multiple forms in healthcare organizations, to accomplish it knowledge engineering techniques such as text mining techniques, Information retrieval, ontology construction, among others, should be applied. Since not all knowledge manage by healthcare organizations could be considered critical (or much critical), it’s necessary to use specific clinical constructs, such as sensitivity and, we believe, combining it with information security principles CIA
... Knowledge map, as an important tool of knowledge management, has received extensive attention which helps the organization to manage its knowledge. Moreover, knowledge map can promote, retrieve, store, and utilize knowledge in an organization [2]. ...
Nowadays, knowledge map as an efficient tool of knowledge management is widely used in various fields. In this paper, addressing the operational support of aerospace manufacturers, we explore the construction method of knowledge map and possible applications. We propose a five-step procedure for knowledge map construction, consisting of knowledge definition, knowledge extraction, knowledge description, knowledge links and knowledge map creation. Following this procedure, the knowledge map of operational support system for aerospace manufacturers is constructed in an example way. We also show the potential applications of knowledge map in aerospace manufactures.
... Because there was no consensus on a gold standard for analyzing focus-group data (Jackson, 1998;Onwuegbuzie, Dickinson, Leech, & Zoran, 2009;Plummer-D'Amato, 2008), the reflection board opted to use knowledge mapping, a technique for aggregating, structuring, and communicating individual or shared knowledge (Hellström & Husted, 2004). The basic principle of knowledge mapping is simple: The themes and concepts of the topic of the discussion are depicted as central nodes in a network with their relationships depicted as connections (O'Donnell, Dansereau, & Hall, 2002;Wiegmann, Dansereau, McCagg, Rewey, & Pitre, 1992). ...
Background:
Reflexivity can be helpful in developing the methodological rigour necessary to attaining trustworthy qualitative study results.
Objectives:
To evaluate strategies of critical reflexive thinking during a qualitative enquiry rooted in a mixed-methods study.
Methods:
Guided by the questions of Rolfe and colleagues from 2001 ('what,' 'so what,' and 'now what'), we applied reflexive thinking to all aspects of the investigation.
Results:
Critical reflexive thinking strongly supported our efforts to establish methodological rigour and helped reveal shortcomings.Effective strategical use of reflexive thinking takes concerted effort. Both time and space are essential to applying reflexive thinking throughout the qualitative research process.
... Similarly, Davis (2010) found that reflection prompts increased students' knowledge integration in science projects. Other strategies were also studied in the literature, for example, sentence starters (Bell & Linn, 2000), SenseMaker , and mapping tools (Hellström & Husted, 2004) etc. Although these strategies were generally found to promote knowledge integration, most of the studies focused on scientific learning and reasoning. ...
This study reports the effects of using word clouds to support students’ knowledge integration from online inquiry as demonstrated by blog posts, tags and concept maps. Fifty-four undergraduate students from a medium-sized university in the northwestern United States were randomly assigned into two groups and blogged for five weeks. To support students’ online searching activity, the treatment group was provided a list of concepts in the format of a word cloud. The control group received the same list of concepts in an alphabetic order. Data analyses included comparing participant-attached tags and individual concept maps to the instructor’s keyword list. Results revealed that the word clouds facilitated the construction of schema in a top-down deductive approach, which could be a meaningful and efficient way of learning.
... Therefore, it emphasizes critical knowledge for achieving the organizational objectives and it indicates the main sources of expertise. According to Hellstrom and Husted (2004), its development assumes analyzing a knowledge intensive process or procedure, identifying the relevant knowledge, developing codes and codebooks, creating a user-friendly interface, and establishing procedures for a continuous update of the map. It focuses on cognitive knowledge and it facilitates the transformation of tacit knowledge into explicit knowledge. ...
... Secondly, it is required to establish the organizational learning atmosphere to encourage communication, exchange and learning, and the concrete measures include practical community, formal communication, teamwork, relationship network construction, and the formation of knowledge map. As Hellstrom and Husted (2004) considered the knowledge mapping and auditing techniques are benefit to improve the transparency of knowledge in the organization, under the background that firms support development, employees can work together to find knowledge, point out the improvement, and identify the factors hindering the diffusion of knowledge. Before managers making promotions or transfers decisions, they must consider the necessity of job transferring, and weigh the hazards of job tacit knowledge loss. ...
With the globalization of the knowledge economy, knowledge management appears especially important for firms, and has been applied in more and more companies. Knowledge resource has become the key point of the firm’s core competence, while knowledge loss is the problem that can be easily ignored, and has a great effect on firms. In this paper, we define the concept of knowledge loss, the main risks of the firm faced in knowledge loss at first, and then analyze the causes of firm knowledge loss from the internal factors and the external factors. The internal factors include employee turnover, internal staff changes, performance evaluation and salary structure. The external factors consist of the external imitation, corporate strategic alliance and social environment. And finally we put forward corresponding risk control strategies.
... The managerial implication of the characterization of tacit and explicit knowledge leads to attempts to define the skills of employees, in extensive databases, called knowledge management systems or knowledge maps (Buniyamin & Barber, 2004;Hellstrom & Husted, 2004;Kim et al., 2003;Wexler, 2001). But in my perspective this is not a process of disclosing tacit knowledge for an organization. ...
... Higher education institutions, as knowledge-intensive organizations, have been in the knowledge business for a long time . The application of knowledge management in higher education constitutes a recent research field (Benitez et al 2011) (Cranfield and Taylor 2008) (Goh and Sandha 2013) (Hellstrom and Husted 2004) (Leitner 2002) (Oliver Handzic and Toom 2003) (Petrides and Nodine 2003) (Ramirez Loreduy and Rojas 2007) Castrillo 2009) (Sandhez andElena 2006). Williams (2007) and Warhurst (2008) have suggested that intellectual capital is a university's most valuable and strategic capital asset. ...
Knowledge and knowledge sharing are recognised as being important resources for competitive advantage, and key to enhancing the innovation of organisations. It is argued that the encouragement of knowledge‐sharing cultures within learning environments such as universities, can increase the quality of education and can create opportunities for innovation.
This research aims to examine the impact of sharing (donating and collecting) knowledge on product and process innovation. A total of 230 usable questionnaires were collected from private colleges in Iraq. Structural equation modelling with AMOS 20 confirmed the importance of knowledge sharing in developing innovation in higher education.
The results revealed that collecting knowledge has a greater effect on product and process innovation than donating knowledge. Guidelines are developed for academics as well as leaders, and evidence is provided in support of the use of sharing knowledge in enhancing product and process innovation within higher education in developing countries generally and in Iraq in particular. The implications of the findings and suggestions for future research are discussed.
... During the last decade, the IC accounting literature provided some attempts to discuss the use of IC for strategic management purposes with regard to knowledge-intense organisations, such as universities and hospitals. Leitner (2004) focuses on the use of the information delivered by the IC reports in Austrian universities for investments' decision making; Hellström and Husted (2004) use the knowledge mapping technique to highlight the utility of IC for universities' strategic management, while Sànchez and Elena (2006) provide some insight into the utility of the IC framework for a university's management based on a case study. More recently Siboni et al. (2013) highlight the role of IC framework for universities' strategic management in the Italian setting. ...
Purpose
– The purpose of this paper is to report on an action research project carried out in an Italian university hospital that was facing a strategic challenge. The role of intellectual capital (IC) for university hospital strategic management is discussed after developing and applying an IC framework to enhance the visualisation of strategic IC elements.
Design/methodology/approach
– An action research process has been applied in the studied setting based on Susman and Evered’s (1978) definition of the engaged research cycle.
Findings
– The action research process allowed a gap between theory and practice to be bridged; the strategic control process resulted supported by new measures; a different approach to strategy management was launched, and other organisations perceived the relevance of the IC representation and wished to import it.
Research limitations/implications
– Research limitations are related to those recognised for the interventionist research approach.
Practical implications
– The paper contributes to the improvement of managerial and accounting technologies for practitioners managing university hospitals and discusses a university hospital’s strategic goals.
Originality/value
– The paper represents a methodological contribution related to the interventionist research stream of literature, and enriches the limited studies focused on IC in health care organisations. Furthermore, the paper enables appreciation of the role of academics in the convergence of theory and practice.
این مقاله به ارائه الگویی برای تدوین و بازنمایی نقشه دانش یک واحد پژوهشی در شرایط بحرانی با رویکرد شناسایی مهارت ها و تخصص ها
می پردازد. برای این کار مباحثی مانند تعاریف نقشه دانش و انواع آن، علت ترسیم نقشه دانش و اصول کلیدی ترسیم آن، طبقه بندی نقشه های دانش،
مزایا و معایب این گونه نقشه ها و موردکاوی های انجام شده بررسی شدند. سپس با تحلیل نقاط قوت و ضعف موردکاوی های یادشده، یک الگوی شش
مرحله ای برای بازنمایی نقشه دانش در یک واحد تحقیقاتی ارائه شد که شامل شش گام 1. تعیین حوزه دانشی 2. شناسایی سرپرستان و مدیران عملیاتی
3. استخراج روابط بین کارکنان و همچنین فرادانش مربوط به افراد 4. استخراج اطلاعات و دانش افراد 5. ترسیم نقشه دانش و 6. فراهم کردن مکانیسم
روزآمدسازی و تحلیل نقاط قوت و ضعف است.
This article offers a systematic explanation of the usage of the virtual focus group approach in research, frequently employed to gain an in-depth grasp of the nuances of a given phenomenon. How to focus group approach utilization is suitable pros and cons, and data analysis. An application from Brazilian IT faces some challenges in the virtual environment. Finally, the relevance of employing focus groups is discussed, along with a justification for their broader use in qualitative research.
This article offers a systematic explanation of the usage of the virtual focus group approach in research, frequently employed to gain an in-depth grasp of the nuances of a given phenomenon. How to focus group approach utilization is suitable pros and cons, and data analysis. An application from Brazilian IT faces some challenges in the virtual environment. Finally, the relevance of employing focus groups is discussed, along with a justification for their broader use in qualitative research.
The expansion of production for the market along with agricultural intensification in Turkey has also brought the risk in agriculture. These may include market price of risk as well as risks arising from natural conditions. %90 of Turkey's agricultural areas are on the impact of natural risk group. With the passage of Agricultural Insurance Act in 2006, significant changes have occurred in the application for the agricultural insurance. While the insurance concept covered the risk of only a single product and a single risk (hail) in the past, the insurance policy is now comprised of drought insurance coverage. In the future, it is aimed to insure whole farm revenue. Despite such developments in the field of agricultural insurance, agricultural
insurance has still not reached the desired level. Although the state supports insurance premiums above 50%, reluctance on the part of the farmers were evaluated by data obtained from surveys conducted in 2017 with 145 producers in Mersin province, Tarsus district, and the factors affecting the insurance were analyzed by logistic regression. The analysis shows that the market size for agricultural insurance in the region is estimated to increase if education and publication activities were spread, special insurance programs or policies for farmers with high mechanization and professional experience level were organized for producers in agricultural production.
The purpose of this study is to gain an insight about the users' preferences for intellectual capital disclosure (ICD) in the higher education institutions (HEIs) in Norway. This question is addressed by making an inquiry into the ICD preferences and information needs of the two groups of stakeholders: university employees and students. The ICD in the context of the universities has recently gained more attention of researchers. New institutional and political requirements combined with the increased competition in the sector, challenge HEIs to improve effectiveness, efficiency, and transparency in order to gain reputation, legitimacy, and funding. This chapter contributes to the literature on how HEIs can identify, measure, and disclose their knowledge resources. The study revealed a relatively high level of IC importance for the HEIs' stakeholders in Norway. Particular interest was attributed to relational capital and student satisfaction.
Knowledge organizations have been challenged to develop sustainable, actionable and business oriented knowledge management strategies. Many strategies published in the peer reviewed and gray literature include tactics, principle, platitudes and checklists. Organizations often borrow templates from associations or other organizations as starting points for formulating their strategies. These strategies often fall short of expectations. This chapter proposes a framework for an organization to walk through the process of developing a knowledge management strategy that aligns with business-critical capabilities, identifies the intellectual capital and knowledge assets required to support those capabilities, aligns assets and capabilities, and creates a foundation for selecting and monitoring tactics to invest in and manage liabilities associated with those assets. The chapter recommends a strategic infrastructure that is comparable to those developed for financial and physical assets.
The major purpose of this conceptual paper is to integrate the viewpoints of different researchers about Knowledge management infrastructure, process and university performance. After an in-depth study of literature, we concluded that with proper attention towards knowledge management infrastructure, knowledge management processes and technology, universities can outperform their competitors. Initially the research was conducted by the use of Google scholar search engine with the keywords of “Knowledge management infrastructure”, “Knowledge management process” and “University performance” to understand the basic interpretation of vital terminologies. Furthermore, different research papers were searched and collected by using the same key words from Emerald, Science Direct, J-store and EBSCO hosts and a detail review was done of each paper.
Purpose
The aim of this work is to identify and analyze the main areas on which researchers have focused in relation to intellectual capital (IC) and its management in the university context. This review will also analyze how these researchers carried out their work to understand future research directions.
Design/methodology/approach
The analysis was conducted through a structured literature review (SLR) of 866 research contributions (articles, book chapters and books). An analysis of the content was performed to identify the main topics discussed and to ascertain how these studies were carried out.
Findings
This paper highlights how the management of knowledge resources (as IC) has been discussed in the literature, focusing specifically on how universities report the information, which is fundamental for allowing stakeholders to understand the value created by these kinds of organizations.
Research limitations/implications
The manual analysis of the results of the SLR can be considered a limitation of this work. Another limitation of the work is represented by the use of only one database.
Originality/value
This SLR makes several useful contributions for both practitioners and scholars. First, it suggests strengthening the relationship with the external stakeholders to assure the survival of universities. Second, it enables others to replicate scientific research, thanks to its clear and transparent process. It also allows scholars to identify which issues their work should address, as well as suggesting possible future research areas.
Purpose
The purpose of this paper is to provide empirical evidence on the relationships between the dimensions of intellectual capital (IC) and the generation of knowledge in public universities.
Design/methodology/approach
An online survey was developed and administered in Colombia. A total of 209 researchers participated in the study. Data were collected through IC measurements concerning the research mission of the universities. Scientific publications from the respondents and the citations received were taken as proxies for the generation of knowledge. To test the hypotheses, structural equation modeling was used.
Findings
Hypotheses proposing a positive association between the dimensions of IC, namely, human capital, structural capital, and relational capital, and the generation of knowledge were tested. The findings highlight that human capital is indirectly and positively related to the generation of knowledge through relational capital, as well as through the path of structural capital-relational capital.
Practical implications
The study suggests that directors of research at universities could improve the results of this activity by analyzing and understanding the dimensions of IC that contribute to the development of scientific capacities and the generation of knowledge.
Originality/value
This is one of the first studies that has examined the interrelationships between the dimensions of IC at universities and the generation of knowledge.
La gestión del talento humano, es un proceso para incorporar nuevos talentos a las empresas para tener mayor número de empleados de alto potencial profesional y aumentar el valor de la empresa. Es una estrategia de las empresas más competitivas que permite a las empresas tener éxito en su productividad y relación con el cliente. El estudio se fundamenta en que se tendrá que resolver el problema planteado ¿Cómo la aplicación de un Modelo de Gestión del Capital Intelectual mejorará los servicios de la dirección universitaria de educación a distancia en la Universidad Alas Peruanas periodo 2011?.Para eso se formuló el Objetivo para dar respuesta al problema planteado determinar si la aplicación de un Modelo de Gestión del Capital Intelectual mejora los servicios de la dirección universitaria de educación a distancia en la Universidad Alas Peruanas periodo 2011.La metodología usada es la cuantitativa el diseño es no experimental el tipo de investigación aplicada el nivel de investigación es descriptivo la muestra de estudio fue 20 directivos de diferentes carreras de la Universidad Alas Peruanas. Se concluyo que según la encuesta aplicada que los directivos si desarrollan la capacidad investigativa.
This chapter presents an exploratory research framework designed to support quality assessment of faculty in higher education. First, a neutral view of a university is developed which highlights five essential business capabilities, including teaching, research, advising, advocacy, and convening. Activity models are constructed for each capability – identifying inputs, activities, and outputs. Faculty preparation and contributions to inputs, activities, and outputs/outcomes are modeled and described. Deming's model of quality is applied to the five activity models. The quality model is applied to faculty (e.g., tenure and tenure-track, non-tenure track, adjunct, graduate students, clinical, and other specialized faculty). Finally, the research explores whether the current quality management processes are fair for faculty and effective for the university's stakeholders. The exploratory research offers six observations and recommendations. The most significant observation is that only one of the five business capabilities – research has a fair and effective quality process.
The aim of this paper is to investigate the extent and quality of online intellectual capital disclosure (IC) released via websites and social media in relation to university stakeholders’ information needs in Spanish public universities. In addition, this paper examines whether there are differences in the online IC disclosure according to the type of university.
The study applies content analysis and a survey. The content analysis was used to analyse the websites and social media (Twitter, Facebook, LinkedIn and Instagram) of all Spanish public universities in the year 2019. While the survey was submitted to all members of the Social Councils of Spanish public universities.
Findings indicate that university stakeholders attach great importance to online disclosure of specific information about IC. However, our findings emphasize that Spanish universities’ website and social media content is still in their infancy. Specifically, this study found that the quality of disclosed information on IC in public universities’ websites is in the low level, particularly with regard to the disclosure of relational capital. While this study found the information provided by Spanish public universities via social media mainly concerns the structural and relational capital. Likewise, the results of this paper evidence that the larger and more internationally-focused universities reveal more online information on IC.
Results of the research may be beneficial for managers of higher education institutions as a basis for developing adequate strategies addressing IC disclosure through the websites. In order to satisfy the information needs of university stakeholders, Spanish universities can be recommended to focus on reporting higher quality information on financial relations, students’ satisfaction, quality standard, work-related knowledge/know-how and collaboration between universities and other organizations such as firms, local government and society as a whole.
This study explores two innovative tools to provide IC disclosure in the higher education institutions context: websites and social media, while previous studies focuses on traditional tools as annual report. Likewise, this study consider the quality of this information.
The purpose of this paper is to investigate whether universities performance management systems (PMS), consider intellectual capital (IC) management as a criterion for evaluating their managers. The issue has been addressed investigating the case study of the University of Calabria. The evaluation systems for managers of the University of Calabria were analyzed with a longitudinal approach, investigating two different systems (2012–2014 and 2015–2017). Two qualitative tools were employed: document analysis and semi-structured interviews. From a formal analysis of the evaluation systems for managers of the University of Calabria, it emerges that the reference to IC and its subcomponents is easier to identify within the individual performance component, which reduces its weight switching from the 2012–2014 to 2015–2017 evaluation system. From the analysis of semi-structured interviews, it emerges that the University of Calabria is far from considering IC substantially as a key criterion to evaluate its managers. Focusing on IC will require the development of an IC specific project addressed to make sense of this new object and of the consequent new managerial practices to give sense to IC measurements and diffuse them within the organization. The originality of the paper lies in the novelty of its aim, linking together the evaluation of universities managers, too often clouded by respect for the academicians in managerial roles, and the role of IC management as an evaluation criteria to assess their performance. The paper offers both theoretical contributions to different streams of the literature, namely the IC and PMS and public sector literature and practical contributions, filling the void between the evaluation systems of university managers as provided by theory and the application of these models in practice, a gap especially significant for public organizations.
La investigación que dio origen al presente artículo tuvo como propósito el diseñar de una estrategia de gestión de conocimiento científico (las actividades investigativas) para una universidad pública. Para las instituciones universitarias con énfasis en investigación, es necesario incluir la gestión del conocimiento científico como un enfoque estratégico a fin de marcar la diferencia, generar ventajas competitivas, mejorar la posición en su campo de acción y en el entorno en que se desenvuelve. Para poder definir una estrategia se requieren ciertas condiciones previas que faciliten el proceso. Se presenta la integración de tres herramientas de gestión del conocimiento dirigidas a proveer la información necesaria e incentivar la creación de una cultura al interior de los grupos de investigación, que permita definir una estrategia. Estas herramientas comprenden la medición del nivel de madurez, la identificación de brechas de conocimiento y la construcción de Mapas Topográficos de Conocimiento. Las herramientas fueron aplicadas a una muestra representativa
de los grupos de investigación de la Universidad de Antioquia, a través de una metodología cuali-cuantitativa y un análisis interpretativo, utilizando una encuesta electrónica. Los resultados
permitieron demostrar la aplicabilidad y pertinencia al contexto universitario de las herramientas, además de proveer información valiosa acerca de la situación del caso particular, que servirá de
insumo para formular la estrategia.
Purpose
This paper discusses academic spinoffs as an expression of the value creation of university technology transfer investments. More recently, scholars have emphasised intellectual capital’s (IC) importance, also for universities in obtaining competitive advantages and by creating value. Such spinoffs are key to regional development, as a primary aspect of universities’ intellectual capital.
Design/methodology/approach
We tested our aim through a sample of the University of Pisa’s spinoffs. We measured the value the university’s third mission investment generates on the area by means of entrepreneurship through two different approaches. First, we defined a multiplier of the technology transfer investment (University Technology Transfer Multiplier) and then explored the intellectual capital components’ contributions to the academic spinoffs’ enterprise value.
Findings
The results show that the University of Pisa’s technology transfer investments positively impact on the local community through the spinoff system, both in economic terms and in IC. In the long term, these investments can enrich scientific humus and entrepreneurial mindsets.
Research limitations/implications
This is an exploratory study of the University of Pisa’s impacts on the local economy. The results are limited to the context of Pisa and to technology transfer policy. Another limitation is the subjectivity of the enterprise value estimation.
Practical implications
Our results can have some practical implications. The large portfolio of university stakeholders (policymakers, families, students, companies, financiers, etc.) ask for information, especially on long-term results: in a simple way the multiplier is able to communicate important feedbacks to support their decision-making process.
Originality/value
In the study we propose a new tool to measure the impact of the investment in technology transfer on the local community
Este trabajo tiene como propósito identificar, y evaluar los activos componentes del capital intelectual de la Escuela de Ciencias Básicas, Tecnología e Ingeniería (ECBTI) de la Universidad Nacional Abierta y a Distancia, tomando como referente las líneas de investigación y el marco de la sociedad del conocimiento. Para el efecto se siguió un método descriptivo dentro de la tradición cualitativa. Identificándose trece grupos y sendas redes de investigación; trece publicaciones disciplinares y seis publicaciones atinentes al modelo académico y pedagógico de la UNAD, de los cuáles diez, de estos diecinueve documentos, han sido editados en revistas indexadas en categoría C y uno en categoría A2. Documentos que acreditan siete líneas activas de investigación disciplinar y una genérica en los diez programas de la escuela en comento. Con esta información se elaboró un mapa de conocimiento (http://mapainvestigacion.jimdo.com/), el cual permitió concluir que la investigación desarrollada hasta mayo de 2010 está alineada con lo recomendado por el Ministerio de Educación Nacional (MEN), en cuanto a las áreas de conocimiento, las líneas de investigación en ejecución y la producción avalada por pares. Igualmente se concluye que los mapas de conocimiento son una herramienta de apoyo para la gestión del conocimiento y el direccionamiento curricular y profesional de los programas académicos cuando de alta acreditación académica se trata.
The aim of this study is to demonstrate that managing the collective intelligence of the community, that is, tacit and explicit knowledge is key to the sustainable utilisation of resources. Studies have shown that sharing knowledge is problematic in most organizations, whether they are formal or informal. In that regard, a study was conducted to determine how knowledge was shared and distributed in an "open" system such as the Tyolomnqa Estuary in the Eastern Cape. Secondary data was gathered from the existing literature, whereas questionnaires, interviews and focus groups were used to collect primary data. The study revealed that knowledge sharing among the communities using the Tyolomnqa Estuary was fragmented. A model to facilitate the sharing of knowledge on the management of estuaries in the Eastern Cape based on communities of practice and storytelling is suggested.
The paper revisits the socioeconomic theory of the Austrian School economist Ludwig M. Lachmann. By showing that the common claim that Lachmann’s idiosyncratic (read: eclectic and multidisciplinary) approach to economics entails nihilism is unfounded, it reaches the following conclusions. (1) Lachmann held a sophisticated institutional position to economics that anticipated developments in contemporary new institutional economics. (2) Lachmann’s sociological and economic reading of institutions offers insights for the problem of coordination. (3) Lachmann extends contemporary new institutional theory without simultaneously denying the policy approach of comparative institutional analysis.
How does cultural diversity affect the development of knowledge? This chapter explores an under-researched issue namely the relationship between individualism and collectivism and knowledge creation and does this through a study of the research process in universities in a collectivist (Slovenia) and individualistic country (Australia). The Higher Education (HE) sector provides a suitable context in which to study this question since it is home to a research community devoted to knowledge creation (KC) and knowledge management (KM), or intellectual capital management (ICM) as it is sometimes known. However, although this chapter focuses on the processes in the HE sector, the conclusions that are reached are relevant to other contexts such as commercial organisations where information and knowledge management are important.
Knowledge governance is characterised as a distinctive research subject, the understanding of which cuts across diverse fields in management. In particular, it represents an intersection of knowledge management, strategic management, and theories of the firm. Knowledge governance considers how deployment of governance mechanisms influences knowledge processes: sharing, retaining and creating knowledge. We survey the papers in this volume of the special issue, and discuss the remaining research challenges.
This article maintains that the consistent application of subjectivism helps reconcile contemporary entrepreneurship theory with the strategic management literature, particularly the resource-based view of the fi rm. The article synthesizes theoretical insights from Austrian economics, Penrose's (1959) resources approach, and modern resource-based theory, focus-ing on the essential subjectivity of the entrepreneurial process. This new synthesis describes entrepreneurship as a creative team act in which heterogeneous managerial mental models interact to create and arrange resources to produce a collective output that is creatively superior to individual output.
This study reports the findings from an interpretive exploration of tacit knowledge construction and application among the Malaysian academicians. In the knowledge era, higher learning institutions are increasingly exposed to marketplace pressures similar to other business. Therefore, it is pertinent for higher learning institutions to leverage on their knowledge for sustainability. However, efforts to leverage on tacit knowledge faced difficulties due to lack of understanding of tacit knowledge within its contextual boundary. The ambiguities surrounding tacit knowledge require deeper understanding of its construction and application to manage it as an important resource for academic institutions. The study discovered that tacit knowledge is constructed through implicit learning from the accumulated past experiences. Tacit knowledge is applied by the academicians as their adaptation strategies in appropriate job situation to fulfil the academic excellence norm.
The transformation into a full fledge innovative firm requires the firms to embrace, the concept of learning organisation. Transformation should be based on the premise that the foundation of good innovation is good knowledge. Furthermore, it is widely accepted that knowledge is a key component of the concept of learning organisation. Knowledge transfer which central to the innovation chain should be based on good knowledge which has been by appropriate method for measurement of knowledge. It is shown in this paper that assessment of knowledge should result in a better management of innovation. The paper proposes that good innovation strategies are always based on good knowledge and that in order to differentiate between which knowledge is good and which is useful or applicable for innovation, then knowledge must be first evaluated or assessed using an appropriate assessment method. The paper also shows that a method for assessing the attributes of knowledge should encompass nine important characteristics of knowledge.
The knowledge life cycle is applied to two core capabilities of library and information science (LIS) education - teaching, and research and development. The knowledge claim validation, invalidation and integration steps of the knowledge life cycle are translated to learning, unlearning and relearning processes. Mixed methods are used to determine the extent and nature of learning, unlearning and relearning among academic faculty in graduate level library and information science programs. Mixed methods include (1) targeted interviews, (2) manual review of curriculum scope and coverage at seven universities, (3) semantic analysis of the content of 1, 711 course syllabi, and (4) machine based analysis of learning, unlearning and relearning semantic markers in 432 journal articles drawn from twelve peer-reviewed journals. The research results provide a foundation for an open and national survey of LIS faculty in 2015. Research results suggest that there is evidence of learning, relearning and unlearning in teaching methods, but only evidence of learning in curriculum and course development, and research. Unlearning practices appear to be scarce in the field. This has implications for the disciplines ability to generate new knowledge and remain competitive in the knowledge economy.
Promoting organizational knowledge is an important consideration for any business looking toward the future. Understanding the dynamics of knowledge-intensive organizations is a crucial first step in establishing a strong knowledge base for any organization. Organizational Knowledge Dynamics: Managing Knowledge Creation, Acquisition, Sharing, and Transformation introduces the idea that organizational knowledge is composed of three knowledge fields: cognitive knowledge, emotional knowledge, and spiritual knowledge. This book is useful for graduate students, researchers, and practitioners in knowledge management, intellectual capital, human resources management, change management, and strategic management.
The purpose of this study is to examine the role of knowledge management practices in enhancing performance of universities, specifically in the context of Pakistan. A convenient sample of 450 employees from the universities all over the Pakistan was taken for the study. Exploratory factor analysis was performed to identify the elements of knowledge management and linear regression analysis was performed to test the hypotheses presented in the study. This study measures the moderating role of technology in the knowledge management framework. Furthermore, it relied on R&D, employee commitment and industry linkages to construct universities’ performance. The results revealed that knowledge management process and knowledge management infrastructure (HR and culture) are significant predictors of the performance of universities. It was also found that technology moderates the relationship of knowledge management dimensions and universities’ performance. The study highlighted that with proper attention towards knowledge management infrastructure, knowledge management processes and technology, universities can outperform their competitors.
Purpose
– The public sector is one of the least addressed areas of intellectual capital (IC) research. Universities are an interesting area of investigation because they are considered critical players in the knowledge-based society. The purpose of this paper is to develop a more general, flexible and comprehensive “IC Maturity Model” for Universities (ICMM), a framework for defining and implementing IC measurement and management approaches, as part of the whole strategic management of universities. Thus, the ICMM proposes a staged framework to initiate a step-by-step change within a university based upon its current level of IC management maturity. The different steps of maturity might be an answer to cope with the huge diversity of European universities, some of which have strong managerial orientation, while others follow collegial forms of governance.
Design/methodology/approach
– The research approach is based on what has been called the “third stage” of IC research (Dumay and Garanina, 2013), focused on the practices of IC approaches rather than on its theoretical conceptualisation. The ICMM has been developed under the “Quality Assurance in Higher Education through Habilitation and Auditing” project framework, initiated by the Executive Agency for Higher Education and Research Funding of Romania (EUFISCDI). Three Mutual Learning Workshops (MLWs) were organised as a mean to bring together 15 international experts and practitioners to share their views and experience on IC reporting and setting up task forces.
Findings
– An ICMM, which is a flexible model of implementing IC approaches within public universities, is developed. The ICMM provides a theoretical continuum along which the process of maturity can be developed incrementally from one level to the next, moving from IC data collection, awareness of IC, adjustment of IC specific indicators, measurement of IC, reporting of IC, interpretation and decision making, strategy and planning.
Research limitations/implications
– Future research needs to conduct empirical studies in universities to generalise the effectiveness of the ICMM model and guidelines for implementation.
Practical implications
– The ICMM provides a staged framework to initiate a step-by-step change within a university based upon its current level of IC management maturity and its IC value creation dynamics. It allows universities to follow different paths, not necessarily a linear sequence.
Originality/value
– Although several methods for IC measurement and management exist, most of these cannot accommodate the trade-off between the comparability aims and the efforts to capture the institution’s uniqueness when designing an IC model.
Several commentators have remarked that universities are now under constant pressure to promote the commodification of knowledge produced by faculty and students. Although academic opinion on the implications of the drive to commodification remains divided, there is a general consensus that at the very least it has the potential to change the conditions for conducting science. This article provides an analysis of the debate and practices associated with the commodification of knowledge produced in universities. The article concludes that the commodification of knowledge is part of a global process of commodifying everything and that academics are both promoters and victims of the commodification of knowledge.
This article reviews developments in the field of applied knowledge management dating from 1990 and argues that a fragmented mosaic of programs and problematics currently exists, at various levels of incompatibility. Using a software product, we map the information space around applied knowledge management as an illustration of this basic fact. We then describe a research program that extends this logic and develop a model on four dimensions that appears to order the various programs, practices and processes in this divergent field. Implications for managers of knowledge management initiatives are discussed, and avenues for future research suggested.
This paper discusses the identification and measurement of intangible assets in the public sector. A discussion of intellectual capital theory identifies and classifies a number of intangible assets of relevance to the public sector. Multidimensional scaling and related multivariate techniques are proposed for their detection and quantification. The methodology is illustrated with a case study: the provision of council services through the Internet by Spanish municipalities. The technique identifies three intangible assets related to external structural capital: service, image and transparency. Five strategic groups reveal the different objectives, strategic use of the Internet, and actions taken by the various Spanish councils.
Knowledge management (KM) plays important roles in public administration (PA). Each role serves specific constituencies and purposes and is implemented differently. Jointly, they build society’s intellectual capital (IC) to improve the effectiveness of public and private decision making and situation handling. Four public administration KM areas are considered: enhance decision making within public services; aid the public to participate effectively in public decision making; build competitive societal IC capabilities; and develop a knowledge-competitive work force. Numerous KM approaches are adopted to serve these purposes. Most efforts address specific needs. Only few pursue broad, deliberate, and systematic KM. Examples of these approaches and perspectives are discussed. The premise for KM is that, among many factors, effective and intelligent behavior depends on having appropriate understanding in addition to being informed.
This volume offers an exploration of major changes in the way
knowledge is produced in science, technology, social science,
& humanities, arguing that a new mode of knowledge production
promises to replace or radically reform established
institutions, disciplines, practices, & policies. A range of
features - reflexivity, transdisciplinarity, heterogeneity -
associated with the new mode of knowledge production are
identified to illustrate the connections between them & the
changing role of knowledge in social relations.
Methodological difficulties inherent in attempts to describe
a new mode of knowledge production are discussed, &
implications of this mode for science policy & international
economic competitiveness, collaboration, & globalization are
treated. The book is particularly relevant for those
concerned with educational systems, the changing nature of
knowledge, the social study of science, & the connections
between research & development, & social, economic, &
technological development. The book is presented in 7 Chpts
with a Preface & an Introduction. (1) Evolution of Knowledge
Production. (2) The Marketability and Commercialisation of
Knowledge. (3) Massification of Research and Education. (4)
The Case of the Humanities. (5) Competitiveness,
Collaboration and Globalisation. (6) Reconfiguring
Institutions. (7) Towards Managing Socially Distributed
Knowledge. References accompany each Chpt. 2 Tables. W.
Howard (Copyright 1995, Sociological Abstracts, Inc., all
rights reserved.)
This paper argues the need for a new approach to the management of academic
researchers and their research work. It is held that the requirement for a new
management paradigm at the universities is accentuated by all the significant
challenges in the knowledge production system (described as mode 2, triple helix,
post-academic science etc.). The paper not only argues the need for a new
management approach but also attempts to sketch an outline of an approach to micro-level
management of academic researchers. This approach seeks to strike a balance
between autonomy for the academics and organisational steering.
This paper argues the need for a new approach to the management of academic researchers and their research work. It is held that the requirement for a new management paradigm at the universities is accentuated by all the significant challenges in the knowledge production system (described as mode 2, triple helix, post-academic science and so on). The paper also sketches an outline of an approach to micro-level management of academic researchers, which seeks to strike a balance between autonomy for the academics and organisational steering.
As the most comprehensive reference work dealing with knowledge management (KM), this work is essential for the library of every KM practitioner, researcher, and educator. Written by an international array of KM luminaries, its approx. 60 chapters approach knowledge management from a wide variety of perspectives ranging from classic foundations to cutting-edge thought, informative to provocative, theoretical to practical, historical to futuristic, human to technological, and operational to strategic. The chapters are conveniently organized into 8 major sections. The second volume consists of the sections: technologies for knowledge management, outcomes of KM, knowledge management in action, and the KM horizon. Novices and experts alike will refer to the authoritative and stimulating content again and again for years to come.
The successful implementation of new technologies is dependent on many factors including the efficient management of human resources. Furthermore, recent research indicates that intellectual assets and resources can be utilised much more efficiently and effectively if organisations apply knowledge management techniques for leveraging their human resources and enhancing their personnel management. The human resources departments are well positioned to ensure the success of knowledge management programs, which are directed at capturing, using and re-using employees’ knowledge. Through human resources management a culture that encourages the free flow of knowledge for meeting organisational goals can be created. The strategic role of the human resources department in identifying strategic and knowledge gaps using knowledge mapping is discussed in this paper. In addition, the drivers and implementation strategies for knowledge management programs are proposed.
Knowledge is often defined as a belief that is true and justified. This definition has led to its measurement by methods that rely solely on the correctness of answers. A correct or incorrect answer is interpreted to mean simply that a person knows or does not know something. Such methods of measurement have serious deficiencies that can be alleviated by expanding the definition of knowledge to include the test-taker's certainty. The person's certainty about the answers on a test captures important, but now neglected, dimensions of knowledge. Historical roots of certainty as an essential component of knowledge, and some practical benefits of including it, are discussed. An epistemetric method is described which allows people to indicate “How sure are you?” about the correctness of each of their answers. A computer analysis of the person's answers and self-assessment certainty responses provides multidimensional scores about a person's knowledge that remedy some deficiencies of knowledge assessment and achievement tests now employed.
The US$1.2 million company faces critical issues of management succession, business strategy, market expansion and innovative product improvements. These would prevent a steady flow of future potential earnings. The core knowledge resides in the management team who has worked in the factory from young. They have not patented the equipment designs or the proprietary processes. The first step in managing its intellectual capital uses the framework of the ISO 9000 standard to provide a mapping structure for capturing its core knowledge in products, process, management and customers. The focus on quality sets the context for shaping and organising the work of capturing its core knowledge. The ISO 9000 standard provides convenient categories for knowledge mapping, and presents a common language for consultant-client interaction during the mapping process. A limitation in using the ISO 9000 standard for knowledge mapping is its inability to map knowledge concerning the customer base and product opportunities.
Examines the who, what and why of the knowledge mapping process used in the visual display of information in contemporary organizations. Knowledge mapping serves as the continuously evolving organizational memory, capturing and integrating strategic explicit knowledge within an organization and between an organization and its external environment. Knowledge map making is treated as a medium of communication over what is important and actionable information (knowledge) in organizational contexts. Effective knowledge maps take into account the who, what and why of the knowledge mapping process. Effective knowledge maps help identify intellectual capital, socialize new members, enhance organizational learning and help anticipate impending threats and/or opportunities.
Thomas A. Stewart is a member of the board of editors of FORTUNE magazine and has authored several articles on the subject of intellectual capital.
Scientists and 'anti-scientists' alike need a more realistic image of science. The traditional mode of research, academic science, is not just a 'method': it is a distinctive culture, whose members win esteem and employment by making public their findings. Fierce competition for credibility is strictly regulated by established practices such as peer review. Highly specialized international communities of independent experts form spontaneously and generate the type of knowledge we call 'scientific' - systematic, theoretical, empirically-tested, quantitative, and so on. Ziman shows that these familiar 'philosophical' features of scientific knowledge are inseparable from the ordinary cognitive capabilities and peculiar social relationships of its producers. This wide-angled close-up of the natural and human sciences recognizes their unique value, whilst revealing the limits of their rationality, reliability, and universal applicability. It also shows how, for better or worse, the new 'post-academic' research culture of teamwork, accountability, etc. is changing these supposedly eternal philosophical characteristics.
Knowledge exchange at GlaxoWellcome”
- J Duffy
The geography of knowledge: from knowledge maps to the knowledge atlas
- P Seeman
- D Cohen
Handbook of Knowledge Management
- M Easterby-Smith
- M Lyles
Qualitative data analysis: data display model
- E Lyons