Integrating information management knowledge and skills in the pre-clinical curriculum

2006 ◽  
Vol 40 (5) ◽  
pp. 467-468 ◽  
Author(s):  
Henry C Barry ◽  
Christopher B Reznich
Keyword(s):  
Information Management ◽  
Knowledge And Skills ◽  
Management Knowledge ◽  
Clinical Curriculum

scholarly journals Classroom Management Competencies for School Counselors: A Delphi Study

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1983429
Author(s):  
Helen Runyan ◽  
Tim Grothaus ◽  
Rebecca E. Michel
Keyword(s):  
Classroom Management ◽  
School Counseling ◽  
School Counselors ◽  
Delphi Study ◽  
Core Curriculum ◽  
Essential Element ◽  
Management Competencies ◽  
Knowledge And Skills ◽  
Comprehensive Program ◽  
Management Knowledge

The school counseling core curriculum is an essential element of a comprehensive program. School counselors need to be proficient in classroom management to successfully implement this intervention, yet few recent empirical investigations of school counselors’ classroom management knowledge and skills exist. We conducted a Delphi study with school counseling classroom management experts to create a consensus list of competencies associated with effective classroom management for school counselors. We provide implications for school counseling stakeholders.

scholarly journals Gestão da informação e gestão do conhecimento na prática organizacional: análise de estudos de casos Information management and knowledge management in the organizational practice: cases’ studies analysis

2011 ◽  
Vol 8 (2) ◽  
pp. 1 ◽  
Author(s):  
Fabiana Borelli Amorim ◽  
Maria Inês Tomaél
Keyword(s):  
Knowledge Management ◽  
Literature Review ◽  
Information Management ◽  
Management Practices ◽  
Organizational Practice ◽  
Corporate University ◽  
Management Knowledge ◽  
The Difference ◽  
Book Knowledge

Estudos sobre gestão de conhecimento (GC) e gestão da informação (GI) vêm sendo apresentados em profusão na literatura. Diversas discussões emergem a respeito das principais divergências e convergências destes conceitos, mas na prática a distinção ainda é bastante confusa. Desta forma, a proposta deste estudo é identificar as principais características de GC e de GI, por meio da literatura e pela análise de estudos de caso de empresas brasileiras apresentados no livro Gestão do Conhecimento no Brasil, organizado por Angeloni (2008). Os resultados demonstram e exemplificam a adoção de várias práticas de gestão como: lista de discussões, universidade corporativa, compartilhamento de conhecimento e experiências, entre outras, que em alguns casos culminaram na Gestão do Conhecimento.AbstractStudies about knowledge management (KM) and information management (IM) have been presented in great quantity in the literature nowadays. There are several discussions regarding the main divergences and convergences of these concepts, but in practice the difference is still quite confused. This way, the proposal of this study is to identify the main characteristics of KM and IM, through the literature review and by analysis of compared Brazilian companies’ casse presented in the book Knowledge Management in Brazil, organized by Angeloni (2008). The results demonstrate and exemplify the adoption of several management practices like: list of discussions, corporate university, knowledge and experiences sharing, among others, that in some cases resulted in Knowledge Management.Keywords: Information management; Knowledge management; Organizational practice

A Model of Intraorganizational Knowledge Sharing

2011 ◽  
pp. 284-313
Author(s):  
I-Chieh Hsu ◽  
Yi-Shun Wang
Keyword(s):  
Knowledge Management ◽  
Literature Review ◽  
Knowledge Sharing ◽  
Information Management ◽  
Business Strategy ◽  
Top Management ◽  
Management Knowledge ◽  
Management Processes ◽  
Perceived Environmental Uncertainty ◽  
Policies And Practices

Prior research has reported different knowledge management processes, considering each universally applicable. This article proposes that context influences company knowledge sharing policies and practices and their effectiveness. Through a literature review, a model of intraorganizational knowledge sharing is proposed. Within this model, three organizational antecedents of knowledge sharing policies and practices are included, namely: top management knowledge values, an innovation business strategy, and perceived environmental uncertainty. Further, top management knowledge values and knowledge sharing policies and practices are hypothesized to lead to knowledge sharing effectiveness. The model was constructed by taking into account industrial contexts in Taiwan, and was examined using survey data collected from companies in Taiwan. The results showed that top management knowledge values and innovation business strategy are positively and significantly associated with knowledge sharing policies and practices, which in turn lead to knowledge sharing effectiveness. Finally, this article identifies and discusses implications for international information management.

Providing project management knowledge and skills through scaffolding and project-based learning strategy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shaligram Pokharel
Keyword(s):  
Project Management ◽  
Learning Strategy ◽  
Learning Model ◽  
Project Based Learning ◽  
Survey Method ◽  
Management Skills ◽  
Content Type ◽  
Knowledge And Skills ◽  
Management Knowledge ◽  
Practical Implications

Purpose Project management skills are important for today’s engineers, as they get involved in various project-based employment roles. The purpose of this paper is to discuss a learning model to provide project management knowledge through scaffolding and project-based learning (PjBL) methods in the project engineering course. Design/methodology/approach This paper discusses a generic learning model that includes how scaffolding and project-based methods are integrated to provide project management skills to the students. The paper uses the survey method to collect and analyze data on the applicability of the model. Findings Statistical analysis of the collected data shows that the respondents positively perceive the value of the learning model to gain project management knowledge and skills. The response shows that the model is useful not only to the current students but also the graduates who use project management skills in their employment. Practical implications The learning model can be used by the instructors to provide project management skills to undergraduate and graduate students from all education disciplines. Originality/value This paper focuses on the development of a unique learning model, and artifacts used by the students and the instructors for interactive learning and gaining skills on project management.

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