By Joseph Davis, Eswaran Subrahmanian, Art Westerberg
This ebook features a selection of stimulating papers that deal with the severe wisdom administration concerns on the interface among the association and data know-how. they're authored via tested researchers within the KM box and profitable experts and practicing managers. the various subject matters explored within the papers include:
- Conceptual foundations of KM
- diversified varieties of organizational wisdom
- info technology-based options to aid wisdom sharing
- KM and innovation
- Roles of communities-of-practice and communities-of-interest
- techniques to wisdom externalization in organizations
- KM and development
- KM stories in huge tasks and organizations.
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Additional info for Knowledge Management: Organizational and Technological Dimensions
Example text
A resource shared through the technology should address the particular needs of a student with disabilities and his or her particular educational goals based on the curriculum); - Help for users to find others with similar interests, needs, and experiences, and to effectively enable them to find information/resources relevant to the task at hand; - Support for managing personal contact in order to facilitate communication and overcome the sense of isolation. Web2gether allows users to share stories and personal experiences (Denning, 2001, Thomas, 2001) regarding unique cases in which users came up with effective solutions to address their unique needs.
Research Setting and Methods The design, development, use, and assessment of Web2gether took place at various schools in the Boulder Valley School District (BVSD) - a school districted in Colorado, in which our research center is located. In the BVSD, special education services are available to all students whose disabilities interfere with their ability to receive reasonable benefit from general education instruction alone. Currently, the district offers special education support to more than 3400 students, ranging from students with mild learning or emotional disabilities to students with severe multiple disabilities.
Knowledge has been regarded as a stock or a thing that somehow needs to become explicit so that it can be shared among stakeholders within and across organization boundaries. It fails to recognize that tacit and explicit knowledge are mutually constituted (Tsoukas, 1996) and cannot (and should not) be detangled from the practice from which they emerged. In particular, this view has led to two problematic notions of knowledge and the approaches to knowledge, namely, knowledge of the past and knowledge as commodity.
