The Knowledge Economy and Lifelong Learning

Livingstone, D. W.; Guile, David

doi:10.1007/978-94-6091-915-2

Cited by 36 publications

(2 citation statements)

References 156 publications

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“…As our knowledge-driven world sees “a greater reliance on intellectual capabilities than on physical inputs or natural resources” (Powell and Snellman, 2004, p. 199), flexibility, agile working, knowledge and creativity are gaining importance over routine jobs and industrial production (Livingstone and Guile, 2012). A neoliberal condition has become prominent in many domains such as business, industry, HRM and education, emphasising competition, performance and the importance and value of knowledge (Huber, 2016).…”

Section: Introductionmentioning

confidence: 99%

Professional tacit knowledge sharing in practice. Agency, boundaries, and commitment

van Houten

2023

JWL

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Purpose The purpose of this study is to gain insight into the dynamics and considerations of professionals regarding the sharing of tacit, personal knowledge in their practice. Design/methodology/approach Adopting a social-constructivist ontology, the qualitative design deploys semi-structured interviews and focus groups. Data were coded, and analysed through interrelating and reasoning. Findings Personal knowledge is difficult to share precisely, but can be shared to some extent using reflection and stories. Knowledge also provides a position and professional agency, emphasising boundaries and impacting the decisions on interaction and sharing. As such, professional commitment is vulnerable and contextual and, by extension, material becomes part of this interplay of professional practice and collaborative development. Research limitations/implications Findings imply that exchange and use of knowledge and material present in organisations are impacted by individual professionals’ autonomy and decisions, which consequently impact on employees’ practice. This calls for research that focuses on individual factors such as autonomy, professionalism and attitudes in addition to organisational and facilitative matters. Practical implications Stimulating professional commitment and interpersonal learning is a matter of valuing personal knowledge and practice to avoid protectionism, boundaries and segregated agency. Management and professionals should consider how and why individuals exchange their personal knowledge, paying attention to social structures and individuals’ voices and objectives in forming communities. Originality/value This study combines the concept of tacit knowledge with the younger field of practice theory. By connecting personal knowledge to practice, it extends agency to the material world and offers a more individual perspective to knowledge sharing in and between entities.

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Section: Introductionmentioning

confidence: 99%

Professional tacit knowledge sharing in practice. Agency, boundaries, and commitment

van Houten

2023

JWL

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“…Knowledge management (KM) of students while a course study in the comprehensive PBL environment is based on realization of KM concept (Sallis& Jones, 2002;Livingstone &Guile, 2012;Rooney, McKenna&Liesh, 2014;Altinay, Dagli&Kasimoglu, 2015). According to the concept, knowledge development of students is attained through knowledge creation, knowledge sharing, and knowledge utilization (Tiwana, 1999;Petrides&Nodine, 2003;Dalkir&Liebowitz, 2011;Edwards, 2015).…”

Section: Introductionmentioning

confidence: 99%

An Adaptive Approach to Managing Knowledge Development in a Project-based Learning Environment

Tilchin

Kittany

2016

Journal of Education and Training Studies

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In this paper we propose an adaptive approach to managing the development of students' knowledge in the comprehensive project-based learning (PBL) environment. Subject study is realized by two-stage PBL. It shapes adaptive knowledge management (KM) process and promotes the correct balance between personalized and collaborative learning. The six-step approach comprises planning the development of students' knowledge providing the needed instructional materials; KM of students by teaching a subject in the PBL environment leading to acquiring subject knowledge while work on a sample-project every student of a study group; sustaining adaptive self-formation of knowledge heterogeneous collaborative groups through sharing accountability among students for results of performing project tasks; guiding collaborative performance of group projects aimed at setting adaptive assessments of knowledge for collaborative groups and individual students based on the current state of knowledge, dynamic choice of control tests for individual students and projects of suitable complexity for collaborative groups, and adjustment of an instructor's control questions to complexity levels of projects performed by groups; assessing the knowledge gained by each student after completion of a group project by the control tests of different complexity; and evaluating knowledge dynamics of students through the proposed coefficient of knowledge development.

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Capturing the Elusive

Broad¹,

Lahiff²

2019

The Wiley Handbook of Vocational Education and Training

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The Knowledge Economy and Lifelong Learning

Cited by 36 publications

References 156 publications

Professional tacit knowledge sharing in practice. Agency, boundaries, and commitment

Professional tacit knowledge sharing in practice. Agency, boundaries, and commitment

An Adaptive Approach to Managing Knowledge Development in a Project-based Learning Environment

Capturing the Elusive

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