scholarly journals Leveraging Generational Differences to Reduce Knowledge Transfer and Retention Issues in Public Administration

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Reuben F. Burch V ◽  
Lesley Strawderman
Keyword(s):  
Knowledge Transfer ◽  
Public Administration ◽  
Generational Differences ◽  
Transfer And Retention

scholarly journals 3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

2021 ◽  
Vol 13 (14) ◽  
pp. 7916
Author(s):  
Martin Krajčovič ◽  
Gabriela Gabajová ◽  
Marián Matys ◽  
Patrik Grznár ◽  
Ľuboslav Dulina ◽  
...  
Keyword(s):  
Knowledge Transfer ◽  
Learning Environment ◽  
Conventional Method ◽  
Teaching Method ◽  
Training Design ◽  
Interactive Learning Environment ◽  
Teaching Process ◽  
Interactive Training ◽  
Transfer And Retention

The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.

The Knowledge Transfer from Universities to Tourism Companies – Identification of Barriers and Opportunities for their Reduction

2016 ◽  
Vol 41 (0) ◽  
pp. 45-61
Author(s):  
Marcin Olszewski ◽  
Bartłomiej Walas
Keyword(s):  
Knowledge Transfer ◽  
Public Administration ◽  
The Public ◽  
Sources Of Knowledge ◽  
Paper Review ◽  
Barriers And Opportunities ◽  
Tourism Enterprises ◽  
Analysis Of Knowledge ◽  
Practical Implications

Purpose. The purpose of this article is to identify the role of universities as sources of knowledge, and to recognise barriers in knowledge transfer from universities to tourism companies. Moreover, the activities, which can stimulate such cooperation were also proposed. Method. In the article, a critical review of the literature is applied. Findings. The key barriers to the knowledge transfer are identified. The barriers are grouped into the following categories: companies related barriers, universities related barriers and relational barriers. Moreover, author’s own proposals of the activities contributing to intensification of the knowledge transfer from academia are presented. Research and conclusion limitations. Both the identified barriers, as well as proposals to reduce them have not been empirically verified in the Polish context. Practical implications. In the article, the recommendations of activities stimulating knowledge transfer for universities, tourism enterprises and the public administration sector are presented. Originality. The analysis of knowledge transfer determinants, takes into account both the perspective of universities, businesses, as well as the sphere of relations between them (the concept of the proximity in many dimensions). This comprehensive approach is not found in previous publications. The multithreading of the part containing practical implications. Type of paper. Review article.

scholarly journals Reporting on Accessibility Challenges Experienced by South Africa’s Older Mobile Phone Users

2013 ◽  
Vol 9 (4) ◽  
Author(s):  
Judy Van Biljon ◽  
Karen Renaud ◽  
Tobie Van Dyk
Keyword(s):  
Knowledge Transfer ◽  
Mobile Phone ◽  
Developing Country ◽  
Generational Differences ◽  
Teaching And Learning ◽  
Research Question ◽  
The Elderly ◽  
Digital Community ◽  
Developing Communities ◽  
Accessibility Issues

How might accessibility of mobile telephony affect inter-generational knowledge transfer in developing communities? Motivated by this research question, we investigated mobile phones as potential facilitators of knowledge transfer between generations in South Africa, as an example of a developing country. We focused on mobile phone accessibility for the elderly community, as revealed and interpreted by the younger community. Our analysis uncovers severe accessibility issues that hinder the adoption of mobile devices. We also gained novel insights into inter-generational differences in terms of teaching and learning expectations. Finally, we consider what needs to be in place to encourage the growth of a thriving trans-generational digital community in a developing country.

Significant learning and public administration education: The impact of short-term courses

2020 ◽  
pp. 014473942097790
Author(s):  
Christopher L Atkinson
Keyword(s):  
Knowledge Transfer ◽  
Public Administration ◽  
Online Courses ◽  
Public Procurement ◽  
Research Question ◽  
Role Playing ◽  
Added Value ◽  
Short Term ◽  
Quality Learning ◽  
The Impact

This paper considers online courses in human resources, public budgeting, and public procurement, within a public administration program, developed and taught during one calendar year at a public regional university in the southeastern United States. Each course had an underpinning of required reading, but also included individual and collaborative role-playing and simulation activities. The effect of shorter term online classes on the potential for significant learning, in public administration programs or otherwise, has not been fully explored. The research question is: What impact do short-term classes have on the potential for significant learning? A survey of students was conducted, and the resulting corpus was analyzed, using a two-cycle coding strategy. It is concluded that short-term classes may limit the ability of students to fully gain knowledge transfer and applied skill. There are specific concerns raised by study participants about work expectations that are voluminous, even given the accelerated nature of programs, and how this might undermine the potential for quality learning outcomes. At minimum, short-term courses raise significant potential learning-related issues, and show gaps between the expectations of a knowledge-transfer-centered program and the added value of significant learning opportunities.

scholarly journals Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise

2021 ◽  
Author(s):  
Lucy V. Rosby ◽  
Henk G. Schmidt ◽  
Gerald J. S. Tan ◽  
Naomi Low-Beer ◽  
Silvia Mamede ◽  
...  
Keyword(s):  
Medical Students ◽  
Knowledge Transfer ◽  
Online Training ◽  
Far Transfer ◽  
Near Transfer ◽  
Training Exercise ◽  
X Ray ◽  
Transfer And Retention ◽  
Chest X Ray ◽  
Mean Time

AbstractIt was recently shown that novice medical students could be trained to demonstrate the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. However, the effectiveness of this training can only be fully evaluated when considering the extent to which knowledge transfer and long-term retention occur as a result, the former of which is known to be notoriously difficult to achieve. This study aimed to investigate whether knowledge learned during an online training exercise for chest X-ray diagnosis promoted either knowledge transfer or retention, or both. Second year medical students were presented with, and trained to recognise the features of four chest X-ray conditions. Subsequently, they were shown the four trained-for cases again as well as different representations of the same conditions varying in the number of common elements and asked to provide a diagnosis, to test for near-transfer (four cases) and far-transfer (four cases) of knowledge. They were also shown four completely new conditions to diagnose. Two weeks later they were asked to diagnose the 16 aforementioned cases again to assess for knowledge retention. Dependent variables were diagnostic accuracy and time-to-diagnosis. Thirty-six students volunteered. Trained-for cases were diagnosed most accurately and with most speed (mean score = 3.75/4, mean time = 4.95 s). When assessing knowledge transfer, participants were able to diagnose near-transfer cases more accurately (mean score = 2.08/4, mean time = 15.77 s) than far-transfer cases (mean score = 1.31/4, mean time = 18.80 s), which showed similar results to those conditions previously unseen (mean score = 0.72/4, mean time = 19.46 s). Retention tests showed a similar pattern but accuracy scores were lower overall. This study demonstrates that it is possible to successfully promote knowledge transfer and retention in Year 2 medical students, using an online training exercise involving diagnosis of chest X-rays, and is one of the few studies to provide evidence of actual knowledge transfer.

Debunking Generational Differences

ASHA Leader ◽  
2011 ◽  
Vol 16 (8) ◽  
pp. 2-2
Author(s):  
Maura G. Marks
Keyword(s):  
Generational Differences
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