Knowledge Transfer and Disseminative Capacity: a review and propositions for further research on academic knowledge transfer

Kuiken, Janna; der, Peter Sijde van

doi:10.3990/2.268476235

Cited by 2 publications

(1 citation statement)

References 32 publications

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“…The dimensions of systems thinking can be reflected in the ability to manage a sequence of events, causal sequence, multiple possible causations, variation in different types (random/special), feedback and interrelations of factors, and patterns of relationships [42]. Systems thinkers also demonstrate an increased capacity for the community-minded components of cognitive and affective empathy [43]; thus, systems thinking might be seen as a key influencer in dynamic knowledge transfer [44,45] when employing the four essential systems thinking skills: making distinctions, organizing systems, recognizing relationships, and taking multiple perspectives [11]. In a meaningful educational setting, learning instructors, when using a systems thinking approach, must leverage wide prior knowledge to fit the phenomena best [46].…”

Section: Learning Dynamics In Technology-enhanced Education Ecosystemsmentioning

confidence: 99%

Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning

Avsec,

Jagiełło-Kowalczyk,

Żabicka

et al. 2023

Sustainability

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In recent years, teaching and learning practices have transformed greatly due to emerging technologies. Despite various pedagogical and technological innovations, the learning effectiveness of the new learning environments is still being debated. Systems thinking concepts and methods are needed regarding how to accommodate digital technology to optimize the efficacy of students’ learning, especially when student cohort specificities are addressed. For the purpose of this study, we used an empirical research design supported by a bibliometric analysis. Multiple regression using dummy coding of the predictor variables was conducted to compare the prediction models across different groups of first-year students, while a sequential mediation model was used to examine the students’ perceptions of systems thinking, engagement in the design course, and information communication technology (ICT) self-concept in relation to academic achievements. The results indicate that systems thinking centered around the understanding of feedback behaviors and causal sequences in the system has a direct effect on the design outcome and ICT self-concept related to problem solving and cognitive engagement, while, indirectly, systems thinking also mediates achievement in design courses. The ICT self-concept related to problem solving and cognitive engagement mediates the relationship between systems thinking and design course achievement. This study highlights the importance of leveraging learning system dynamics factors in diverse student cohort design courses and provides implications for developing a high-performance digital education sustainable ecosystem.

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Section: Learning Dynamics In Technology-enhanced Education Ecosystemsmentioning

confidence: 99%

Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning

Avsec,

Jagiełło-Kowalczyk,

Żabicka

et al. 2023

Sustainability

View full text Add to dashboard Cite

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The Transfer of Knowledge in Intra-Organizational Networks: A Case Study Analysis

2014

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Background: In today's business environment, a company is able to maintain its competitive position if it constantly generates knowledge and disseminates this knowledge within the organization, as well as transforms it into new competences. The ability to transfer knowledge becomes one of the key factors in the improvement of a company's competitive position. This hypothesis is applicable particularly in the case of cooperation within networks, as they are an excellent opportunity for mutual learning between partners. Objectives: The purpose of the paper is to analyse the process of knowledge transfer in intra-organizational networks. Method: Due to the specificity of the research object, the case study method has been chosen. In order to make an in-depth analysis of the case study, we selected a group of several criteria based on the theory which we believe to be fundamental to the effectiveness of knowledge management in networks, and compared them with the situation in the ArcelorMittal Group. Results: Our research show that ArcelorMittal Group has met almost all the criteria of effective knowledge management in its intra-organizational network. Some exceptions, albeit merely to an extent, are mostly the result of historical circumstances, , i.e. the process of growth through acquisitions, and the acquisition of companies at different stages of organizational development, as well as organizational culture. Conclusion: Based on theoretical assumptions, the study analysed in details the components of knowledge management applied by the corporation in question. Therefore this study might be utilised to formulate a refutable hypothesis and verify them on a larger group of companies from different sectors of the economy. The main limitations of the paper are mostly related to the inherent approach therein.

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Knowledge Transfer and Disseminative Capacity: a review and propositions for further research on academic knowledge transfer

Cited by 2 publications

References 32 publications

Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning

Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning

The Transfer of Knowledge in Intra-Organizational Networks: A Case Study Analysis

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