A Transdisciplinary Approach To Business Education Throughout Family Firms As Communities Of Practice

Abstract

The paper explores the relationship between family businesses (FB), communities of practice (CoP), and entrepreneurship education in the context of the knowledge production and sharing within and between these communities. The relationship between these three spheres of knowledge is presented from a transdisciplinary point of view. The contextual legitimacy identifies the communicational channels between the fields of family businesses and the communities of practice and entrepreneurial education in a transdisciplinary generative synergistic context. The notion of CoP suggests that organizational community boundaries do not correspond with typical functional boundaries, including practice - and person - based networks, while family businesses underlie the necessity of sustainable business education which can be achieved through collaborative interaction in a creative entrepreneurial framework. The paper proposes to find the common ground of the three fields of knowledge and the way these points develop new knowledge windows towards a new entrepreneurial understanding of life, and generating new alternatives.

A Transdisciplinary Approach on the Advanced Sustainable Knowledge Integration

“…The most important question is how knowledge management could help to transform information into trends, products and increased profitability for businesses (Fotea et al, 2012). Integrative sustainable all life learning (pragmatic level) is working in a teaching/learning process as a transdisciplinary multimedia theory, describing a movement toward integrated lessons in order to help people to make connections across curricula, using modern methods and tools, in order to help the actors of this process to make linkages across any borders, barriers (curricula, methodologies, tools of knowledge, or other kind of thresholds) (Lave & Wenger, 1991;Bertea, 2005), in a structural-functional-generative context comprising specific strategies, practices, methods, or approaches (Hyun, 2011;Pop, 2011).…”

“…All kind of knowledge could be attained, possessed and implemented by individuals in communitarian contexts, as productive knowledge, to get values, knowledge communities, knowledge being considered as culture in a historic context (McCarthy, 1996;Hildreth & Kimble, 2004). Especially the "communities of practice" are of a big interest in the context of the knowledge based society/economy (KBS/E) (Fotea et al, 2012). Another such of knowledge communities are Transdisciplinary places, industries, technologies, work and education (Hyun, 2011), some of them being: Transdisciplinary Technoplis Spaces as innovative open territories (Doignon & Falmagne, 1999;Hakkarainen et al, 2004;Pop, 2011), Teaching factory (Alptekin, et al, 2001), Mobile mechatronical platform (Papoutsidakis et al, 2008), Knowledge Intensive Firm (KIF) (Sveiby, 2000), Transdisciplinary Reform School Education 2000+ (Bertea, 2005, and others.…”

Making Air Travelling More Economical, An Innovative Drag Reduction Approach For A Supercritical Wing Section Using Shock Control Bumps

“…Information has a significant potential if it is properly managed, all knowledge being based on information but not all information becomes mandatory knowledge. The most important question is how knowledge management could help to transform information into trends, products and increased profitability for businesses (Fotea et al, 2012). Integrative sustainable all life learning (pragmatic level) is working in a teaching/learning process as a transdisciplinary multimedia theory, describing a movement toward integrated lessons in order to help people to make connections across curricula, using modern methods and tools, in order to help the actors of this process to make linkages across any borders, barriers (curricula, methodologies, tools of knowledge, or other kind of thresholds) (Lave & Wenger, 1991;Bertea, 2005), in a structural-functional-generative context comprising specific strategies, practices, methods, or approaches (Hyun, 2011;Pop, 2011).…”

Innovation Networking, Knowledge Transdisciplinary Spaces

“…In order to provide an adequate environment to create, nurture and sustain the knowledge through a specific networking as interaction with others, the Communities of Practice (CoPs) are considered to be emergent and creative groups working as synergistic/generative centers, where transactive knowledge (knowing what you know) and resource knowledge (knowing who knows what) focus especially on the organizational environment (Wenger & Snyder, 2000;Hildreth & Kimble, 2004;Hildreth et al, 2000). On the other side, it would be possible to take the community of practice view of entrepreneurial learning in family businesses, a synergistic/generative transdisciplinary pattern working as a specific knowledge space as creative innovation (Fotea et al, 2012a). A paradigm shift from the sequential to simultaneous way of knowledge process, to achieve this objective, is required for an integrative educational approach that seeks to develop systemic synergistic-generative thinking learners/teachers, methodologies and specific technics, as well (Pop & Maties, 2011).…”