KNOWLEDGE IN PRACTICE

2018 ◽  
Vol 28 (1) ◽  
pp. 85-88
Author(s):  
Ilona Zenker
Keyword(s):  
Tacit Knowledge ◽  
Common Sense ◽  
Explicit Knowledge ◽  
University Education ◽  
Easy Access ◽  
Theoretical Knowledge ◽  
Comprehensive Knowledge ◽  
The University ◽  
Forms Of Knowledge ◽  
Knowledge In Practice

Knowledge is an understanding of someone or something, such as facts, information, descriptions or skills, which is acquired by individuals through education, learning, experience or by discovering. We have to distinguish two forms of knowledge, which is on the one hand “explicit knowledge” and on the other hand “tacit knowledge”. Explicit knowledge is not a homogenous resource, but it can be qualified as factual knowledge, which is verbalized, codified, systematic and formal. Persons have easy access to explicit knowledge and it can be easily transmitted to others. It is transferred through written or verbal media.Tacit knowledge can be defined as skills, procedure and ideas and is learned mostly through experience over time. Tacit knowledge is a personal type of knowledge that cannot be shared simply through written or verbal communication, because it is not codified. Tacit knowledge can be seen as the knowledge practitioners have in their minds. To put theoretical knowledge into practice means to create tacit knowledge. Knowledge in general is an accumulation of education and experience – a mixture of explicit and tacit knowledge. Both forms of knowledge together make the difference between a novice and an expert. An efficient tool transferring collective knowledge into practice is called “Knowledge Management” (KM). Strategies and processes to gather, identify, structure, value, and share intellectual assets of companies. As a kind of “map of knowledge” it is considered as a useful tool to distribute knowledge and is seen as a help to settle in the world of “Practice” more quickly. A “community of practice” (CoP) is a group of people who share a common interest or create a platform with the goal of gaining knowledge related to a specific topic. The members of the group learn from each other by sharing information and experience within the group. The path becoming a lawyer can be a long process in Germany. The university education is marked by the idea, that a lawyer has to understand all branches of law und its system. The German system of studying law followed two predominant ideas, which is Comprehensive Knowledge and a dual education system. A jurist has to understand and to know every branch of law and was prepared with comprehensive knowledge for the next step – walking in the field of daily business matters. Specialization for a certain field of law is a personal and individual matter and doesn`t influence the university education. Comprehensive knowledge should enable the candidate to handle various challenges and to apply their knowledge in practice without being limited on a special kind of theoretical knowledge. Transferring explicit knowledge into tacit knowledge starts with using common sense, empathy and active listing skills. Transferring knowledge into practice needs first at all common sense. Common sense is practical judgement or a basic ability to perceive, understand and judge daily situations without special knowledge and without specialized training or deliberative thoughts. What distinguishes the humanities from the natural sciences is the mode of approach to any question. Knowledge in relation to Humanity means a structured way of thinking, which is a process of putting a framework to an unstructured problem. Knowledge means also critical thinking, which is the objective analysis of facts to form a judgement. Solving legal problems needs a rational, skeptical and unbiased analysis and the evaluation of factual evidence. Efficient transferring knowledge into practice needs structured thinking in both matters and is the only successful way to connect knowledge and practice.

A systematic approach to develop risk registry frameworks for complex projects

2018 ◽  
Vol 8 (4) ◽  
pp. 334-347 ◽  
Author(s):  
Rana Khallaf ◽  
Nader Naderpajouh ◽  
Makarand Hastak
Keyword(s):  
Tacit Knowledge ◽  
Explicit Knowledge ◽  
Multiple Forms ◽  
Content Type ◽  
Knowledge Based ◽  
Complex Projects ◽  
And Performance ◽  
The Impact ◽  
Forms Of Knowledge ◽  
Tacit And Explicit Knowledge

Purpose The purpose of this paper is to build upon the extensive application of risk registries in the construction literature and establish a systematic methodology to develop risk registries. Risk registries channel judgment of experts as a basis for risk analysis and should be tailored for each project to be more effective. Given their prevalence, there is a need for systematic integration of tacit and explicit knowledge to develop practical risk registries. Design/methodology/approach A combined approach is proposed using the systematic literature review (SLR) technique to integrate explicit knowledge and Delphi technique to integrate tacit knowledge in the development of risk registries. This two-step approach further increases the robustness of the registries by validating them through integrating and contrasting multiple forms of knowledge for a tailored risk registry. Findings The application of the proposed approach indicates that the use of multiple forms of knowledge can increase the robustness and practicality of risk registries. It also showcased its potential in the development of risk registries for complex projects. Examples include modification of risk factors obtained from the explicit sources of knowledge based on contextual tacit knowledge. Originality/value The proposed approach is an imperative step to standardize the development of risk registries. With its inherent validation process through integrating and contrasting tacit and explicit knowledge, practitioners can use this approach to develop practical risk registries for different categories of projects. Integrating different forms of knowledge can increase the impact of registries beyond risk assessment and in contexts such as decision making and performance assessment.

scholarly journals Collective Visioning: Igniting the Radical Imagination

2020 ◽  
Vol 118 ◽  
Author(s):  
Matt York
Keyword(s):  
Social Movements ◽  
Social Change ◽  
Student Teacher ◽  
University Education ◽  
Significant Potential ◽  
Current Wave ◽  
The University ◽  
Current Movement ◽  
Forms Of Knowledge

As the spaces which once existed within the university for the co-imagining of liberatory political praxes diminish, social movements are increasingly reverting to methods of collective visioning which have been developed on the streets to theorise radical social change.  I argue that such methodologies provide important opportunities for a reappraisal of our hierarchical student/teacher relations, and make the case that we can collectively learn much more from within our movements than anyone might hope to teach us from outside.  The article traces our current movement wave, and locates contemporary forms of collective visioning within a wider lineage of knowledge co-production in social movements.  The neoliberal subversion of university education is examined, and proposals made for ways in which we might challenge these hegemonic conditions.  I conclude that the liberatory epistemologies and forms of knowledge co-production explored in this article offer significant potential for developing new modes of praxis for our current wave of ecological and anti-capitalist activists both inside and outside the university.

scholarly journals A Values-based Methodology in Policing

2019 ◽  
pp. 21-38
Author(s):  
Jens Erik Paulsen
Keyword(s):  
Decision Making ◽  
Quality Control ◽  
Tacit Knowledge ◽  
Common Sense ◽  
Police Officers ◽  
Explicit Knowledge ◽  
Professional Autonomy ◽  
Professional Services ◽  
Professional Work ◽  
The Past

Professional work is currently based on explicit knowledge and evidence to a greater degree than in the past. Standardising professional services in this way requires repetitive (or at least similar) scenarios and might be seen as a challenge to professional autonomy. In the context of policing, officers perform a range of familiar tasks, but they may also encounter novel challenges at any moment. Moreover, police tasks are not well-defined. Therefore, many missions require police officers to rely on common sense, tacit knowledge or gut feeling. In this article, I argue that a values-based methodology may serve as a tool to help evaluate decisions in unfamiliar situations, to learn from experience, as well as be a quality control for established routines. Keywords:  ethics, policing, decision-making, values, experiential learningroutines.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

The Sinful University?

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Daniel James Cook
Keyword(s):  
University Education ◽  
Moral Failure ◽  
To Come ◽  
The University

There is a difference between doing something well and doing something good. And there is a difference between failing to do something well, and failing to do something good. In this paper, I assess our contemporary University in the latter sense of failure. While the University can be ineffective, or fail to function well, there is more at stake if the University, as an institution, is in conflict with nature. That is, it is one thing for the University to be ineffective in its means, but here I will pose the question: is the contemporary University sinful? Using Josef Pieper's elucidation of moral failure and John Henry Newman's analysis of the proper ends of University education, I defend the thesis that because the aim of our contemporary University seems to come in conflict with the goal of nature as a whole, it may be understood as sinful.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

A University Education

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
University Education ◽  
Modern World ◽  
Controversial Issues ◽  
The Us ◽  
The Individual ◽  
The University ◽  
First Time ◽  
The Relationship

Universities have a crucial role in the modern world. In England, entrance to universities is by nation-wide competition which means English universities have an exceptional influence on schools--a striking theme of the book. This important book first investigates the university as an institution and then tracks the individual on their journey to and through university. In A University Education, David Willetts presents a compelling case for the ongoing importance of the university, both as one of the great institutions of modern society and as a transformational experience for the individual. The book also makes illuminating comparisons with higher education in other countries, especially the US and Germany. Drawing on his experience as UK Minister for Universities and Science from 2010 to 2014, the author offers a powerful account of the value of higher education and the case for more expansion. He covers controversial issues in which he was involved from access for disadvantaged students to the introduction of L9,000 fees. The final section addresses some of the big questions for the future, such as the the relationship between universities and business, especially in promoting innovation.. He argues that the two great contemporary trends of globalisation and technological innovation will both change the university significantly. This is an authoritative account of English universities setting them for the first time in their new legal and regulatory framework.

Decolonizing Science, Digitizing the Occult: Theory from the Virtual South

2021 ◽  
Vol 64 (1) ◽  
pp. 86-104
Author(s):  
Sasha Newell
Keyword(s):  
Social Media ◽  
Intimate Relationships ◽  
Digital Technology ◽  
World Wide ◽  
Western Science ◽  
The World ◽  
University Of Cape Town ◽  
The University ◽  
Second World ◽  
Forms Of Knowledge

AbstractIn this article Newell uses two case studies to explore one of the central threads of Mbembe’s Abiola lecture, the idea that there is a relationship between the plasticity of digital technology and African cosmologies of the deuxième monde. One case concerns the viral YouTube video #sciencemustfall, in which students at the University of Cape Town criticize “Western” science and demand that African forms of knowledge such as witchcraft be incorporated into the meaning of science. The second case considers fieldwork among the brouteurs of Côte d’Ivoire, internet scammers who build intimate relationships on false premises using social media. They acquire shocking amounts of wealth in this way which they display on their own social media accounts. However, they are said to use occult means to seduce and persuade their virtual lovers, trapping their prey in the sticky allure of the world wide web. Newell uses both examples to highlight the overlaps between the transformational efficacies embedded in both occult ontologies and digital worldings, calling for the possibility of using African cosmologies of the second world to produce a ‘theory from the south’ of virtual sociality.

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