A Conceptual Framework for Knowledge Creation Based on Constructed Meanings Within Mentor-Learner Conversations

2016 ◽  
pp. 167-177 ◽  
Author(s):  
Farshad Badie
Keyword(s):  
Conceptual Framework ◽  
Knowledge Creation

Unveiling the Mechanisms to Rescue the Unknown Knowledge

2021 ◽  
pp. 2150025
Author(s):  
Alba Manresa ◽  
Marta Mas-Machuca ◽  
Frederic Marimon
Keyword(s):  
Conceptual Framework ◽  
Knowledge Creation ◽  
The Unconscious ◽  
Useful Knowledge ◽  
External Agent ◽  
The Creation ◽  
New Strategies

The main aims of this research are threefold: (1) to create a new conceptual framework underlying the dimensions of unconscious knowledge; (2) to explore how people convert the knowledge they do not know into personal and useful knowledge; and (3) to identify the strategies of how the unconscious knowledge can emerge, in an individual way or with the help from an external agent. The paper presents a new conceptual framework based on the unconscious knowledge. Different mechanisms and strategies based on different ways to generate knowledge are proposed. The most important results of this paper are as follows: (1) a new conceptual framework that is based on the unknown knowledge creation; (2) new strategies that move from the unaware knowledge to the learned and conscious one; and (3) new tools, methodologies, and technologies to enhance the creation of this type of knowledge.

scholarly journals New light on the role of instruments in exploration during the 1830 s

2021 ◽  
Author(s):  
Jane Wess
Keyword(s):  
Conceptual Framework ◽  
Network Theory ◽  
Knowledge Creation ◽  
Actor Network Theory ◽  
Detailed Comparison ◽  
Natural Phenomena ◽  
Scientific Instruments ◽  
Geographical Society ◽  
New Interpretation

This paper sets out a new interpretation of the agency of scientific instruments in the field. It uses Actor Network Theory as a conceptual framework, which invokes the concept of non-human agency, meaning that scientific instruments can affect outcomes and processes. It argues that the instruments taken on expeditions by travellers on behalf of the Royal Geographical Society (RGS) had agency in knowledge creation simply by being present. Having bequeathed the instruments, the RGS had sanctioned the expedition, and knowledge had to result regardless of whether the instruments had been utilized as intended. The paper builds on the work of historians on the morality of precision, but, by engaging in a detailed comparison of rhetoric and action in two case studies, it suggests a different approach. Observing the strategies of the RGS for knowledge creation in varying circumstances, it argues that the instruments had agency owing to their embedded resource rather than their tangible numerical outputs. The instruments did not always work as mediators between humans and natural phenomena, as the human actants were not able to exploit them as such. Nevertheless, they had agency in knowledge creation as their presence ensured success. The paper is based on published and unpublished material, the latter in the RGS–Institute of British Geographers archives.

Conceptualizing Learning in the Climate Justice Movement

2018 ◽  
Vol 68 (2) ◽  
pp. 91-107 ◽  
Author(s):  
Jenalee Kluttz ◽  
Pierre Walter
Keyword(s):  
Adult Learning ◽  
Social Movement ◽  
Conceptual Framework ◽  
Knowledge Creation ◽  
Collective Learning ◽  
Climate Justice ◽  
Theoretical Approaches

This article extends Scandrett et al.’s conceptual framework for social movement learning to understand learning and knowledge creation in the climate justice movement. Drawing on radical pluralist theoretical approaches to social movement learning, learning in the climate justice movement is conceptualized at the micro, meso, and macro levels, along two continua of (a) unorganized and organized learning and (b) individual and collective learning. Two critical themes of learning about power and learning about place are used as examples to illustrate learning across the three levels. Article conclusions discuss strengths and limitations of the conceptual framework and directions for further research to better understand adult learning within the climate justice movement.

Making Sense of Knowledge Productivity

2011 ◽  
pp. 133-155
Author(s):  
Christiaan D. Stam
Keyword(s):  
Competitive Advantage ◽  
Conceptual Framework ◽  
Knowledge Economy ◽  
Knowledge Creation ◽  
Radical Innovation ◽  
Effective Model ◽  
Making Sense ◽  
Management Challenge ◽  
Productivity Enhancement

In the knowledge economy knowledge productivity is the main source of competitive advantage and thus the biggest management challenge. Based on a review of the concept from two distinct perspectives, knowledge productivity is defined as the process of knowledge-creation that leads to incremental and radical innovation. The two main elements in this definition are ‘the process of knowledge creation’ and ‘incremental and radical innovation’. The main aim of this chapter is to contribute to a better understanding of the concept of knowledge productivity in order to support management in designing policies for knowledge productivity enhancement. After elaborating on the concept of knowledge productivity, the two main elements are combined in a conceptual framework: the knowledge productivity flywheel. This framework appeared to be an effective model for supporting initiatives that aim for enhancing knowledge productivity.

scholarly journals Iter Community: Prototyping an Environment for Social Knowledge Creation and Communication

2014 ◽  
Vol 5 (4) ◽  
Author(s):  
William R. Bowen ◽  
Matthew Hiebert ◽  
Constance Crompton
Keyword(s):  
Conceptual Framework ◽  
Knowledge Creation ◽  
Collaborative Research ◽  
Pilot Project ◽  
Social Knowledge ◽  
Research Environment ◽  
The Social

This article focuses on the features and challenges of Iter Community (IC), a new collaborative research environment which aims to aid social knowledge creation for the communities that have formed around Iter’s discovery tools and publication platforms. The underlying vision of IC as a flexible environment for communication, exchange, and collaboration is explained via the history and conceptual framework of IC, preliminary details concerning its infrastructure and features, and a brief examination of the Social Edition of the Devonshire Manuscript as an IC pilot project.

Innovation, Interdisciplinarity, and Creative Destruction

2017 ◽  
Author(s):  
Roberto C. S. Pacheco ◽  
Mauricio Manhães ◽  
Mauricio Uriona Maldonado
Keyword(s):  
Problem Solving ◽  
Conceptual Framework ◽  
Evolutionary Theory ◽  
Knowledge Creation ◽  
Creative Destruction ◽  
Complex Problem ◽  
Interdisciplinary Teams ◽  
Complex Problem Solving ◽  
Interdisciplinary Knowledge ◽  
Main Components

Innovation and interdisciplinarity have interesting commonalities. Innovation is a “creative destruction” phenomenon that can only be described through multi-, inter-, and transdisciplinary perspectives. In this light, we build on the work of classical scholars such as Schumpeter, Foucault, and Habermas, and the evolutionary theory of economic change, to argue about the ever-larger need to solve complex business problems—to innovate—through interdisciplinary teams and technologies. In doing so, the chapter argues interdisciplinarity itself can be understood as an innovation, since it disrupted the disciplinary paradigm on complex problem solving. As synthesis, stemming from a cognitive interest perspective, we propose an interdisciplinary conceptual framework on innovation to overview the main components (what), mechanisms (how), stakeholders (who), goals (why), and locus (where) in which innovation takes place. The chapter ends by concluding that pendularly movements between disciplinary and interdisciplinary knowledge creation can be understood as innovation phenomena cycles.

Organisational knowledge creation strategies: A conceptual framework

2010 ◽  
Vol 30 (3) ◽  
pp. 231-238 ◽  
Author(s):  
Chen-Wei Yang ◽  
Shih-Chieh Fang ◽  
Julia L. Lin
Keyword(s):  
Conceptual Framework ◽  
Knowledge Creation ◽  
Organisational Knowledge
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