Quality Assessment of Experiential Knowledge

Abstract

In recent years knowledge has been considered a critical organizational asset. As any other asset, knowledge provides value to organizations only when it conforms to a set of specifications and standards; in other words, when it is of good quality. Several proposals have addressed the issue of quality of knowledge, but there is not a widely accepted way of measuring such a concept. This article introduces a new approach to measure explicit knowledge in a semi-automatic way using software agents. The ideas described in this article are part of the e-Decisional Community concept, an agent-based platform for sharing experiential knowledge. The results of this research process show that it is possible to obtain a percentage of knowledge that represents an approximate measure of an individual's knowledge.

Assessment of uncertainty in the quality of knowledge in the research publication review process

“…However, the literature review in this area is relatively segmented due to nature of knowledge (more subjective than information) [14][15][16], the context of the knowledge [18][19][20] and finally defining the quality of knowledge [3]. Like any other field of study, the peer review mechanism has also borrowed its own version of quality for knowledge [1], [4], [16], [21], [22]. This customized form of quality for knowledge in different areas has made an arbitrary list of quality factors that assessments are based upon.…”

Assessing Knowledge Quality Using Fuzzy MCDM Model

“…Based on the fuzzy weight average (FWA) method [30][31][32][41][42][43][44][45], this study proposes a knowledge quality fuzziness index (KQFI) to help make the Go/No go decision of the knowledge proposal. KQFI can be described as Equation (10), where r i and w i are the fuzzy assessment and fuzzy weight of the knowledge proposal, respectively, and i denotes the criteria for evaluating the knowledge proposal.…”

A discourse analysis of the College of Early Childhood educators communications: how do they shape the professional identity of Ontario's registered early childhood educators?

“…Experiential knowledge is a part of a women's knowledge base that in recent years is considered a critical asset. Traditionally knowledge is valuable only when it supports conformity of specific standards (Mancilla-Amaya, Sanín, & Szczerbicki, 2012). Applied in this study, the concept allows for the inclusion of reflections on how women (who make up a majority of the CECE) understand their professional identity constructions.…”