Knowledge Acquisition and Management

2000 ◽  
pp. 333-349
Author(s):  
Jean L. Johnson
Keyword(s):  
Knowledge Acquisition ◽  
Organizational Memory ◽  
Starting Point ◽  
Literature Synthesis ◽  
Knowledge Types ◽  
The Individual ◽  
Acquisition Processes ◽  
Virtual Setting ◽  
Development And Management

This chapter provides an integrative review and synthesis of the knowledge acquisition and management literature. As a starting point, the role of the individual in organizational learning processes is discussed and reconciled. This issue is extended and discussed for the virtual setting. In following sections, the author derives three major theoretical principles from the literature synthesis. These include the knowledge types, knowledge acquisition processes, and organizational memory. Again, each of these principles are extended to the virtual setting. Based on the integration of these principles, a number of conceptual refinements are offered and important strategic implications elaborated. Subsequently, the strategic implications are contrasted and developed for the virtual setting. Communication constraints inherent to the virtual organization bring a unique and likely problematic set of issues with regard to the development and management of organizational knowledge.

Toward an Ethics of Organizations

1999 ◽  
Vol 9 (4) ◽  
pp. 619-638 ◽  
Author(s):  
Robert A. Phillips ◽  
Joshua D. Margolis
Keyword(s):  
Political Philosophy ◽  
Moral Theory ◽  
Organizational Ethics ◽  
Nation State ◽  
Starting Point ◽  
The Individual

Abstract:The organization is importantly different from both the nation-state and the individual and hence needs its own ethical models and theories, distinct from political and moral theory. To develop a case for organizational ethics, this paper advances arguments in three directions. First, it highlights the growing role of organizations and their distinctive attributes. Second, it illuminates the incongruities between organizations and moral and political philosophy. Third, it takes these incongruities, as well as organizations’ distinctive attributes, as a starting point for suggesting an agenda for an ethics of organizations.

scholarly journals Educational and cultural background as a learner individual difference and the role of motivation in learning

2019 ◽  
Vol 2 (4) ◽  
pp. 14-15
Author(s):  
Yuldosheva Charos Olloyor qizi ◽  
Alimjanova Shohsanam Azamat qizi ◽  
Anvarova Sarvinoz Jumanazar qizi
Keyword(s):  
Individual Difference ◽  
Foreign Languages ◽  
Learning And Teaching ◽  
Individual Difference Variables ◽  
Learning Attitudes ◽  
The Subject ◽  
Learner Differences ◽  
The Individual ◽  
Acquisition Processes

In the literature of learner characteristics in applied linguistics, learning attitudes, strategies and motivation have received most attention. These learner individual difference variables have usually been seen as background learner variables that modify and personalize the overall trajectory of the language acquisition processes (Dörnyei, 2009).It means the individual differences of learner affect the learning and teaching process. And also, without any motivation or positive attitude, there can hardly be a successful process of learning. The question why people learn foreign languages can be put forward.A variety of factors can create a desire to learn. Perhaps the learners love the subject they have chosen, or maybe they are simply interested in seeing what it is like. Perhaps, as with young children, they just happen to be curious about everything, including learning. So, there are given some results of research on individual learner differences and the role of motivation in learning

Information, data, and knowledge in the cognitive system of the observer

2020 ◽  
Vol 76 (4) ◽  
pp. 893-908 ◽  
Author(s):  
Boris Bosancic
Keyword(s):  
Knowledge Acquisition ◽  
Cognitive Process ◽  
Design Methodology ◽  
Cognitive System ◽  
Cognitive Domain ◽  
Content Type ◽  
Data Representations ◽  
Acquisition Processes ◽  
Role Of Information

PurposeIn line with the cognitive viewpoint on the phenomenon of information, the constructivist tradition based on Maturana and Varela's theory of knowing, and some aspects of Shannon's theory of communication, the purpose of this paper is to shed more light on the role of information, data, and knowledge in the cognitive system (domain) of the observer.Design/methodology/approachIn addition to the literature review, a proposed description of the communication and knowledge acquisition processes within the observer's cognitive system/domain is elaborated.FindingsThe paper recognizes communication and knowledge acquisition as separate processes based on two roles of information within the observer's cognitive system, which are emphasized. The first role is connected with the appropriate communication aspects of Shannon's theory related to encoding cognitive entities in the cognitive domain as data representations for calculating their informativeness. The second role involves establishing relations between cognitive entities encoded as data representations through the knowledge acquisition process in the observer's cognitive domain.Originality/valueIn this way, according to the cognitive viewpoint, communication and knowledge acquisition processes are recognized as important aspects of the cognitive process as a whole. In line with such a theoretical approach, the paper seeks to provide an extension of Shannon's original idea, intending to involve the observer's knowledge structure as an important framework for the deepening of information theory.

scholarly journals The Interplay of Space, Place and Identity: Transforming Our Learning Experiences in an Outdoor Setting

2015 ◽  
Vol 8 ◽  
pp. 27 ◽  
Author(s):  
Alice Cassidy ◽  
Alan Wright ◽  
William B. Strean ◽  
Gavan Watson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Well Being ◽  
Professional Development Workshop ◽  
Outdoor Setting ◽  
Starting Point ◽  
Potential Benefits ◽  
The Individual ◽  
Place And Identity

In this paper, we use a day-long professional development workshop for higher education faculty conducted in an outdoor setting as the starting point for an examination of the value of such activities. We explore the potential benefits, in terms of learning and holistic well-being, of educational activities designed to provide participants with sessions either in the natural environment or the built (urban) environment beyond the four walls of the traditional classroom. Drawing on the literature of ‘place-based learning’, the well-established traditions of some conference organizations, the emerging trend to mount such pre-conference workshops in the Society for Teaching and Learning in Higher Education (STLHE: Canada) and the feedback of past participants, we explore the nature of these experiences and the various outcomes, grappling with the challenge of identifying tangible ‘takeaways’ at the individual and community levels. We conclude with directions for further analysis of the role of this type of session in terms of conference pedagogy and means of measuring impact on the well-being, outlook, and practices of instructors in higher education.

scholarly journals O lúdico no processo de ensino-aprendizagem das ciências

2019 ◽  
Vol 88 (220) ◽  
Author(s):  
Alcina Silva ◽  
Marsyl Mettrau ◽  
Márcia Barreto
Keyword(s):  
Learning Process ◽  
Cognitive Structure ◽  
Point Of View ◽  
Individual Student ◽  
Constructivist Approach ◽  
Starting Point ◽  
The Subject ◽  
The Individual ◽  
Teaching Learning

Propõe-se a refletir sobre as relações que envolvem o lúdico e o ensino-aprendizagem das Ciências, a partir de uma perspectiva em que as concepções prévias de conceitos científicos sejam compreendidas como ponto de partida e parte ativa de um processo para a construção de novos conhecimentos. Nesta perspectiva, coerente com a Epistemologia Genética e com uma abordagem socioconstrutivista, o objeto é apreendido por meio de uma estrutura cognitiva constituída pelo sujeito a partir de seus interesses e necessidades. A motivação vem a ser o elemento propulsor neste processo, tendo em vista que despertar o interesse implica envolver o indivíduo/estudante em algo que tenha significado para si. As seguintes questões norteiam esta reflexão: Qual o significado de motivar? Este significado passa apenas por proporcionar prazer por meio de atividades lúdicas ou vai para além de sua relação com o lúdico? Qual o papel do professor ao trabalhar com atividades lúdicas? Palavras-chave: lúdico; aprendizagem; motivação; conhecimento científico. Abstract The objective of this paper is to reflect upon the relations involving the ludic activities and the teaching-learning process of sciences, from a perspective in which the pre-conceptions of scientific notions are recognized as the starting point and also as an active part of a process for the construction of new knowledge. From this point of view, which is coherent with the Genetic Epistemology and with a socio-constructivist approach, the object is seized by means of a cognitive structure elaborated by the subject based on his interests and needs. The motivation becomes the propelling element in this process, considering that stirring the interest implies involving the individual/student in something meaningful to himself. The following questions guide this reflection: What is the meaning of motivating? Does this meaning have the sole purpose of providing pleasure by means of ludic activities or does it surpass its relation with the ludic activities? What is the role of the teacher while working with ludic activities? Keywords: ludic; learning process; motivation; scientific knowledge.

scholarly journals The Relevance of Learning Processes for IT Implementation

2011 ◽  
pp. 1-23 ◽  
Author(s):  
Tanya Bondarouk ◽  
Klaas Sikkel
Keyword(s):  
Information Technologies ◽  
Group Learning ◽  
Learning Processes ◽  
Positive Direction ◽  
Managerial Support ◽  
It Implementation ◽  
Starting Point ◽  
The Individual

The starting point of this chapter is the belief that it is neither the quality of the technology, nor that of the individual users, but the interactions amongst people in groups of users concerning a new system that determines the success or failure of IT implementation. Aiming at conceptualisation of the role of group learning in IT implementation, we first develop a theoretical framework based on the experiential learning cycle that includes five processes: collective acting, group reflecting, knowledge disseminating, sharing understanding, and mutual adjustment. Second, we illustrate the roles of learning processes in three case studies. Analysis of the interviews with 98 users of information technologies has revealed a unique function of group learning in the IT implementation. It is shown that group learning emerges immediately after a new IT is introduced to the targeted users; it may take different directions (for or against adoption of the technology); it itself can develop during the IT implementation and either progress or take a turn for the worse. The chapter elaborates on three organisational conditions important for directing the constructive group learning: managerial support issues, structural and nonstructural group characteristics, and technological features that turn group learning in a positive direction.

scholarly journals Role of Multiple HLR1 Sequences in the Regulation of the Dual Promoters of the psaAB Genes in Synechocystis sp. PCC 6803

2010 ◽  
Vol 192 (15) ◽  
pp. 4031-4036 ◽  
Author(s):  
Tomoko Takahashi ◽  
Nanako Nakai ◽  
Masayuki Muramatsu ◽  
Yukako Hihara
Keyword(s):  
Response Regulator ◽  
High Light ◽  
Fine Tuning ◽  
Upstream Region ◽  
Starting Point ◽  
Genes Encoding ◽  
The Individual ◽  
Dual Promoters ◽  
Pcc 6803

ABSTRACT Previously, we analyzed the promoter architecture of the psaAB genes encoding reaction center subunits of photosystem I (PSI) in the cyanobacterium Synechocystis sp. PCC 6803. There exist two promoters, P1 and P2, both of which show typical high-light (HL) response of PSI genes; their activities are high under low-light (LL) conditions but rapidly downregulated upon the shift to HL conditions. In this study, it was suggested that a response regulator RpaB binds to multiple high-light regulatory 1 (HLR1) sequences in the upstream region of the psaAB genes. We explored the regulatory role of cis-elements, including these HLR1 sequences on the individual activity of P1 and P2. Under LL conditions, the most influential cis-element is HLR1C (−62 to −45, relative to the transcriptional starting point of P1) working for positive regulation of P1. The other HLR1 sequences also affect the promoter activity under LL conditions; HLR1A (−255 to −238) is involved in repression of P1, whereas HLR1B (−153 to −126) works for activation of P2. Upon the shift to HL conditions, regulation via HNE2 located within the region from −271 to −177 becomes active in order to downregulate both P1 and P2 activities. A positive effect of HLR1B on P2 may persist under HL. These results suggest that cis-elements, including multiple HLR1 sequences, differently regulate the activities of dual promoters of the psaAB genes to achieve the fine-tuning of the gene expression.

The psychology of peasant religious conversion for the purpose of disease control: The role of belief in understanding Chinese rural religious practices

2019 ◽  
Vol 5 (4) ◽  
pp. 474-508 ◽  
Author(s):  
Lang Zhou ◽  
Qiuyun Sun
Keyword(s):  
Religious Conversion ◽  
Field Research ◽  
Religious Practice ◽  
Psychological Status ◽  
Religious Practices ◽  
Religious Revival ◽  
Starting Point ◽  
Religious Psychology ◽  
The Individual

This paper focuses on the religious psychology of peasants who undergo religious conversion in order to cure an illness or disease. Field research was conducted in Wang village in Northern Jiangsu, examining the psychology of newly converted peasants. In academic circles psychology of peasants is usually critiqued according to utility and rationality. In this paper, belief is a starting point for understanding the psychology of peasants. The natural mentality and family ethics of the peasants lead them to place high expectations on religion as a tool for curing disease and facing life crises and dilemmas. The three levels of religious practice include: religious construction of ‘belief’; emotional embedding of ‘belief’; and developing ‘faith’. These requirements lead to the transformation of the individual’s psychological status from secular to religious. Based on the interaction between the individual and religion which is affected by the initial disease and its seriousness, peasants’ religious psychology is divided into three types: collapse of belief; transition of belief; and upgrading of belief. The rituals and different attitudes towards belief constitute the mechanism of developing religious psychology and also shape peasants’ attitudes towards faith. In addition, this paper explores the role of belief in understanding individual religious psychology, religious conversion, and religious revival in Chinese rural religious practices.

On the role and importance of core assumptions in the field of entrepreneurship research

2014 ◽  
Vol 20 (3) ◽  
pp. 216-236 ◽  
Author(s):  
Mikael Scherdin ◽  
Ivo Zander
Keyword(s):  
Design Methodology ◽  
Theory Development ◽  
Content Type ◽  
Knowledge Accumulation ◽  
Entrepreneurship Research ◽  
The Past ◽  
Starting Point ◽  
The Individual

Purpose – Entrepreneurship researchers have recently engaged in discussions on the boundaries and legitimacy of the field of entrepreneurship research but have overlooked the significance and implications of core assumptions. The purpose of this paper is to invite a more focussed discussion on the role of assumptions in the field of entrepreneurship research and how such assumptions may contribute to the formation of a more distinctive, legitimate, and rapidly advancing field of research. Design/methodology/approach – The paper draws upon the neurophilosophy literature to delineate one possible set of core assumptions about the individual and her engagement with the environment, which the paper suggests could serve as a starting point for continued and more explicit discussions about the nature and role of assumptions than existed in the past. Findings – Implications for theory development, knowledge accumulation, and the distinctiveness of the field of entrepreneurship research are discussed. Originality/value – The paper develops the connection between neurophilosophy and entrepreneurship research and focuses attention on an underemphasized element in the debate on the boundaries and legitimacy of the field of entrepreneurship research.

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