Working and learning in a knowledge city: a multilevel development framework for knowledge workers

Abstract

PurposeThe purpose of this paper is to present results of a four‐year qualitative research project on the dynamics of skill development strategies in e‐learning workplace environments.Design/methodology/approachA potential knowledge city, Greater Manchester relies on its human (individual and collective) capitals, put to work in knowledge engines such as its universities. Such context has become a complex and uncharted territory for research. Research analysis within knowledge‐based higher education territory clearly demands knowledge‐based tools. Therefore, the research behind this paper has adopted Carrillo's generic system of capitals, an integrative KM3 taxonomy. Such framework has been instrumental in identifying contextual aspects, drivers and rooted strategies of k‐facilitators' adaptation to emergent learning environments.FindingsThe grounded model reported here further conceptualised how Mancunian e‐learning practitioners seemingly follow an embedded process of adaptation. Practitioners actually develop strategies to adapting in emerging learning spaces while they adapt to swiftly changing conditions in their workplace environments. The skill developments facilitators undertake seemingly allow them to link and connect to learning spaces, as well as to the existing university social systems and networks of learning. Those systems and networks are integrated to the city's knowledge capitals, and beyond.Originality/valueBy exploring Greater Manchester (UK) universities' e‐learning strategies, this paper contributes to KM theoretical understanding of how facilitators develop their knowledge‐based skills in emergent higher education learning spaces.

The Role of Librarians in a Knowledge Society: Valuing Our Intellectual Capital Assets

“…These transactions are the fuel that runs the knowledge economy. The focal point for a knowledge city is not its technologies, not its built environment, or high value businesses-rather the focus is the knowledge transactions that take place among people, households, community, and organizations (Benbya & Van Alstyne, 2010;Carrillo, 2011;Dvir, 2006;Garcia, 2006Garcia, , 2007Goldberg, Pasher, & Sagi, 2006;Krätke, 2011;Dvir, 2011;Cabrera, Collins, & Salgado, 2006). This characterization is very different from the characterizations of science cities and technopolies.…”

“…Knowledge facilitators bridge the "knowing-doing" gap (Pfeffer & Sutton, 1999). Their role, in a library of the future and in the knowledge society of the future, aims to orchestrate the distribution of knowledge (Alvesson, 2001;Alvesson & Kärreman, 2001;Garcia, 2006Garcia, , 2007. The knowledge facilitator's role is to create arenas and opportunities for sharing knowledge.…”

Detection and avoidance of water loss through municipality taps in India by using smart taps and ICT

“…A combination of AI and CI brings a smart environment [22]. The lack of universally accepted definition for 'SMART' invites a few supportive components which are working together for taking quick actions and making effective decisions [23][24][25][26]. Each component is designed and assigned with explicit function according to its capability of monitoring the environment, generating data, work autonomous and collaboration.…”

New e-Learning Environments: e-Merging Networks in the Relational Society

“…But most importantly, they take part in networks that are bringing about "emerging cognitive infrastructure, in the shape of multitude of virtual cities"; these cities will "bring together people with shared values and orientations towards the future, and who are in a position to collaborate to bring something new into the world" (Paquet, 2010). indeed, spaces such as these in which people live, work and learn (Garcia, 2007), are uncharted territories worth exploring in the next paragraphs.…”

“…Not surprisingly, emerging sorts of agents, networks and also cities are progressively finding a place in these new scenarios. For instance, our well known knowledge worker (Drucker, 1973) later diversified into prototypes of the knowledge facilitator (in Garcia, 2007) has been identified in the relationship economy as a knowmad, a type of nomadic knowledge worker (Durrant, 2010, Moravec, 2008. Knowmads are thought to be creative, imaginative, and innovative people who can work with almost anybody, anytime, and anywhere, able to instantly reconfigure their social learning environment (Durrant, 2010).…”