Knowledge Management and Lifelong Learning in Archival Heritage

2011 ◽  
pp. 116-131
Author(s):  
Triantafillia Kourtoumi
Keyword(s):  
Knowledge Management ◽  
Knowledge Sharing ◽  
Lifelong Learning ◽  
Social Benefits ◽  
Potential Contribution ◽  
Technology Research ◽  
Digital Collections ◽  
New Developments ◽  
The Third ◽  
Educational Perspective

Archives have a key role to play in underpinning learning in its broadest sense, both as a formal activity within an institution and informally within the community. This is becoming especially important in an increasingly KM-based environment. This chapter provides an overview of technologies that can be applied to archival knowledge management. Furthermore, it assesses their actual or potential contribution to the basic processes of knowledge sharing within archival organizations, with a focus on lifelong learning. The scope of the first section (the screens) is to identify new developments that seem to be significant and to relate them to technology research in the archival field. The second section (the frames) discusses the concepts supporting digital collections by integrating collections of digitized archival resources to create new services and infrastructures. The third section (the agendas) analyses-from the educational perspective of lifelong learning-important social benefits, both quantitatively and qualitatively, of developing new infrastructures for accessing and using archival resources.

scholarly journals Lifelong Learning and ICTs

2015 ◽  
Vol 3 (2) ◽  
pp. 15
Author(s):  
Athanasios Drigas ◽  
Vasiliki Tsolaki
Keyword(s):  
Knowledge Sharing ◽  
Lifelong Learning ◽  
Virtual Worlds ◽  
Special Focus ◽  
Formal Learning ◽  
Learning Tools ◽  
Web Technologies ◽  
The Third ◽  
E Learning

The purpose of this paper is to present a review of sample papers that have been published from 2003-2013 regarding lifelong learning and ICT. The use of ICT in lifelong learning is viewed in relation to different settings of learning i.e. formal, informal and non-formal learning, with special reference to the third-age. A special focus is also given on the technologies and specific tools which are used for the provision of lifelong learning. The role of ICT networks, web technologies in e-learning, mobile learning tools and virtual worlds as facilitators of knowledge sharing in all types of learning settings is examined.

scholarly journals Children’s Inductive Reasoning: Developmental and Educational Perspectives

2015 ◽  
Vol 14 (3) ◽  
pp. 389-408 ◽  
Author(s):  
Patrick Perret
Keyword(s):  
Developmental Psychology ◽  
Inductive Reasoning ◽  
Final Part ◽  
Potential Contribution ◽  
The Third ◽  
Human Thought ◽  
General Rules ◽  
Different Types ◽  
Educational Perspective

Omnipresent in human thought, inductive reasoning consists in (a) detecting regularities, (b) abstracting relations, and (c) deriving general rules. In the first part of this article, I attempt to identify the basic mechanisms underpinning inductive reasoning and the reasons why it is so central to the workings of intelligence. I then go on to describe several factors that researchers in developmental psychology believe may contribute to the development of inductive reasoning. Each factor’s influence is illustrated by its potential contribution to the resolution of Raven’s Progressives Matrices. In the third and final part, I examine the issue from an educational perspective, showing how developmental hypotheses can inform different types of interventions designed to foster inductive reasoning in children.

Audit Firms as Networks of Offices

2017 ◽  
Vol 37 (3) ◽  
pp. 211-242 ◽  
Author(s):  
Scott E. Seavey ◽  
Michael J Imhof ◽  
Tiffany J. Westfall
Keyword(s):  
Knowledge Management ◽  
Knowledge Sharing ◽  
Network Effects ◽  
Audit Quality ◽  
Discretionary Accruals ◽  
Big 4 ◽  
Audit Firms ◽  
Network Connectedness ◽  
Partner Knowledge ◽  
Office Level

SUMMARY Prior audit research suggests that most, if not all, audit quality can be explained at the office level. However, the question remains of whether office-level audit quality is contingent on how individual offices relate to the firm as a whole. Motivated by theories of knowledge management, organizational learning, and networks, we posit that individual offices are connected to their audit network through partner knowledge sharing and oversight, which impact office-level audit quality. We interview Big 4 audit partners and learn that knowledge sharing between partners in different offices is common and intended to aid in the provision of audit services. Using network connectedness to proxy for knowledge sharing and oversight between offices of the same firm, we document that more connected offices are associated with fewer client restatements and lower discretionary accruals. We additionally find that network effects are magnified when accounting treatments are more complex and require greater auditor judgement.

scholarly journals Dominance relationships and coalitionary aggression against conspecifics in female carrion crows

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Benedikt Holtmann ◽  
Julia Buskas ◽  
Matthew Steele ◽  
Kristaps Solokovskis ◽  
Jochen B. W. Wolf
Keyword(s):  
Social Interactions ◽  
Social Environment ◽  
Social Rank ◽  
Social Benefits ◽  
Same Sex ◽  
The Third ◽  
Dominance Relationships ◽  
Dominant Individual ◽  
The Individual

Abstract Cooperation is a prevailing feature of many animal systems. Coalitionary aggression, where a group of individuals engages in coordinated behaviour to the detriment of conspecific targets, is a form of cooperation involving complex social interactions. To date, evidence has been dominated by studies in humans and other primates with a clear bias towards studies of male-male coalitions. We here characterize coalitionary aggression behaviour in a group of female carrion crows consisting of recruitment, coordinated chase, and attack. The individual of highest social rank liaised with the second most dominant individual to engage in coordinated chase and attack of a lower ranked crow on several occasions. Despite active intervention by the third most highly ranked individual opposing the offenders, the attack finally resulted in the death of the victim. All individuals were unrelated, of the same sex, and naïve to the behaviour excluding kinship, reproduction, and social learning as possible drivers. Instead, the coalition may reflect a strategy of the dominant individual to secure long-term social benefits. Overall, the study provides evidence that members of the crow family engage in coordinated alliances directed against conspecifics as a possible means to manipulate their social environment.

Knowledge management strategies for sustaining Lesson Study

2019 ◽  
Vol 9 (2) ◽  
pp. 167-178
Author(s):  
Eric C.K. Cheng
Keyword(s):  
Information Technology ◽  
Knowledge Management ◽  
Hong Kong ◽  
Knowledge Sharing ◽  
Lesson Study ◽  
Structural Equation ◽  
Explicit Knowledge ◽  
Relative Effectiveness ◽  
Management Strategies ◽  
Content Type

Purpose The purpose of this paper is explore the relative effectiveness of people-based and information technology-based knowledge management (KM) strategies as implemented by principals in Hong Kong schools to facilitate and sustain Lesson Study for teachers’ knowledge sharing and internalization. Design/methodology/approach Data from 184 principals in Hong Kong were collected by a cross-sectional quantitative survey. Confirmatory factor analysis and reliability tests have been used to examine the constructed validity and reliability of the instrument. A structural equation model was applied to confirm the predictive effect of people-based and information technology-based KM strategies on teachers’ knowledge sharing and internalization through Lesson Study. Findings Results show that people-based KM strategy predicts knowledge sharing and internalization by and among teachers. However, while information technology-based knowledge management strategies predict teachers’ knowledge sharing, they do not predict how effectively they internalize knowledge. Practical implications Cultivating communities of practice, professional learning communities and mentoring schemes in schools can nurture a knowledge-sharing culture to facilitate and sustain Lesson Study for teacher learning. Institutionalizing an information technology system can help teachers to retrieve, share and store the school’s explicit knowledge. Originality/value The paper not only suggests school management strategies and practices for school leaders to facilitate and sustain Lesson Study, but also brings a new research dimension, KM, to the research area.

Beginning a journey of knowledge management in a secondary school

2016 ◽  
Vol 20 (2) ◽  
pp. 364-385 ◽  
Author(s):  
Kai Wing Chu
Keyword(s):  
Knowledge Management ◽  
Secondary School ◽  
Knowledge Sharing ◽  
Knowledge Base ◽  
Lesson Study ◽  
Lessons Learned ◽  
Digital Archive ◽  
Case Study Methodology ◽  
Content Type

Purpose Despite the fact that schools should be places where learning occurs, most schools have overlooked the importance of knowledge. In contrast, commercial firms have recognized knowledge as a strategic intangible asset and a key resource of the enterprises. Therefore, enterprises have already harnessed knowledge to a great extent with wide practice of knowledge management (KM). The purpose of this paper is to show that KM could be applied to the education sector similar to the practice in the business world for leveraging intellectual assets. This paper examines how schools can kick off the process of KM implementation. This paper also reports what have been done and what should be done in KM implementation better in a school. This can give insights for schools which will try KM in near future. Design/methodology/approach The paper uses a case study in a secondary school to explore how KM can be kicked off and sustained in a school setting. A KM system called knowledge base and a document management system called Digital Archive were developed to serve as the infrastructure for knowledge sharing. Lesson study and communities of practice (CoPs) were adopted to be the platforms for knowledge sharing among teachers in the school. A case study of the processes and lesson learned was done in this paper. Multiple sources of data, including observations, questionnaires and interviews, have been collected for evaluation. Findings In this paper, KM implementation was found to be effective through dual approaches: information-based and people-/interaction-based approaches. A knowledge base and a Digital Archive as knowledge repositories and lesson study and CoPs as platforms for knowledge sharing have been successfully established to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Challenges faced and the related coping strategies during the process of implementation were shared and reflected. It was also found that building sharing culture is the critical turning point of the process of KM implementation. Breaking through the barrier of sharing was found to be very essential to KM implementation. Research limitations/implications This paper adopts case study methodology to report the process of KM implementation in a school. Although these results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study will be a strong empirical evidence of research of KM implementation, especially in schools. Because of the limited number of prior studies and the importance of the pioneering work of launching KM implementation, this paper tries to address the research gap by using theory building from cases as a research strategy rather than theory testing research, especially in “how”and“why” in the steps of kicking off KM implementation in an unexplored research area. Practical implications This paper shows a case of KM implementation in a school with thoughtful procedures of implementing information-based and people-/interaction-based approaches. The paper is a showcase that will shed light on the processes and lessons learned and also helps to provide a model for schools who are interested in applying KM in their schools. Social implications Most people might think that KM can be applied only in commercial sector. This paper shows that KM can also be adopted in schools as well as other sectors. Originality/value This paper represents one of the pioneering work of implementing KM in a school. It hopes to make contributions for KM implementation also in the public sector within which are non-profit-making organizations.

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