Sustainable Innovation and the “Learning Drive”

McElroy, Mark W.

doi:10.1016/b978-0-7506-7608-3.50018-9

Cited by 33 publications

(65 citation statements)

References 5 publications

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“…An increasing range of disciplines have drawn attention both to the significance of knowledge and its various codified and explicit forms in terms of business success (Nonake 1991;Grant 1996 andMcElroy 2003). Much of the focus has been not only on the handling of different types of knowledge but also on aspects of knowledge transfer and in particular how innovations 2 in new technologies, business practices and methods are incorporated into different organisations (Tidd, Bessant and Pavitt 2005).…”

Section: Introductionmentioning

confidence: 99%

Knowledge transfer and management in tourism organisations: An emerging research agenda

2009

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This paper reviews current research on knowledge management and knowledge transfer in the context of innovations. Specific attention is focussed on the integration of management perspectives into tourism research. The paper explores some of the key mechanisms and conduits of knowledge transfer within tourism. In doing so it explores such concepts as interlocking directorships, communities of practice, learning regions and labour mobility. There is also an emerging research agenda on knowledge management within tourism but progress is variable with most research being within the hotel sector, where a range of recent studies have examined aspects of knowledge transfer. The paper also draws attention to the need to give closer attention to the nature of innovations within tourism and to consider these in a knowledge management framework

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Section: Introductionmentioning

confidence: 99%

Knowledge transfer and management in tourism organisations: An emerging research agenda

2009

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“…These factors were: the ICT skills base of the participants (Slowinski 2000); technical issues with the ICT platforms (Basiel and Hatzipanagos 2008); the role of a facilitator and or peer support (Amirian 2002); the importance of the design of the online experience and of the relationship of that design to learning objectives (Dix 1995); the social nature of learning (Beatty and Allix 2005;McElroy 2003;Tiwana 2000;Wick 2000); the opportunities offered through the online environment of multitasking (Amirian 2002;Fruchter et al 2007). We discuss these factors below.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many other authors recommend that online learning environments should promote genuine social interaction, intelligent collaboration, and active and dynamic learning (Beatty and Allix 2005;McElroy 2003;Wick 2000). This electronically mediated social interaction has the potential for powerful influence on learning, for as Semin & Smith (2002 : p10) suggest, social groups "have the ability to facilitate social construction of mental representations and information processing (socially situated cognition), in ways that go beyond what isolated individuals are able to do'.…”

Section: Literature Reviewmentioning

confidence: 99%

Towards an understanding of the learning processes that occur in synchronous online seminars for the professional development of experienced educators

Seddon¹,

Postlethwaite

James³

et al. 2011

Educ Inf Technol

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The National College for School Leadership (now the National College) exists to serve the development needs of school leaders in England. The college has begun to use web conferencing in several areas of its work including its professional development programmes, strategic initiatives and support and networking opportunities. Web conferencing tools offer a range of modes of interaction including audio, chat, text, desktop sharing, presentations and video conferencing. It thus has the potential for multi-process learning. The research reported here investigated the ways in which multi-process learning using these tools can be understood. It asked 'What insights can be gained into the learning processes occurring in synchronous online seminars involving experienced educators ? A literature review was carried out to provide background on the current thinking about learning through web conferencing and to explore factors that might be essential for the collective construction of knowledge in this context. Recorded internal and external NCSL web conferences were chosen as case studies; these provided the data for independent qualitative analysis by each of the researchers. From this analysis a model of the learning processes, identified in the data, was developed and related to the current literature. The major findings and model were further reviewed, in the light of their own web-conferencing experiences, by a large number of expert college educators. The resulting 'model of multi-process learning in web conferencing' identifies the part played by social, informational, individual internalisation and co-construction stages in multi-process learning.

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“…In an earlier "Viewpoint" in TLO we presented a three-tier framework (see Figure 1) of business processes and outcomes (Also see McElroy, 2003, 2003a, distinguishing operational business processes, knowledge processes, and processes for managing knowledge processes. Operational processes are those that use knowledge but, apart from routinely produced knowledge about specific events and conditions, don't produce or integrate it.…”

Section: The Nature Of Km As a Type Of Activity Or A Set Of Processesmentioning

confidence: 99%

On doing knowledge management

Firestone¹

2008

Knowledge Management Research & Practice

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Sustainable Innovation and the “Learning Drive”

Cited by 33 publications

References 5 publications

Knowledge transfer and management in tourism organisations: An emerging research agenda

Knowledge transfer and management in tourism organisations: An emerging research agenda

Towards an understanding of the learning processes that occur in synchronous online seminars for the professional development of experienced educators

On doing knowledge management

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