Organisations going virtual

Metselaar, C.M.T.; Dael, Ruud van

doi:10.1007/bf01205268

Cited by 10 publications

(5 citation statements)

References 5 publications

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“…Virtual learning organisations provide an extension of the work environment and therefore provide a fit with patterns of polyinclusion. The Web enterprise of agile organization (Metselaar & van Dael 1999) is an ICT-supported temporary network of experts working in a specific field or on a specific topic. "...a spatially dispersed and temporarily flexible cultural community, the reproduction of which is dependent upon learning and innovation of its constituents."…”

Section: Alignment Of Higher Education Within Agile Learning Communitymentioning

confidence: 99%

“…(McLouhglin & Jackson 1997) Knowledge management and the sharing of information among partners are essential elements for an agile organisation. (Metselaar & van Dael 1999;p. 204) ICT acts as a powerful enabler to develop partnerships, learning organisations, and learning communities between partners with different characteristics such as business, universities and local government.…”

Section: Alignment Of Higher Education Within Agile Learning Communitymentioning

confidence: 99%

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Regional knowledge networks for Lifelong Learning

Weert

2004

IFIP the International Federation for Information Processing

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Why are particular communities performing economically better in knowledge economies? Under conditions of intense global competition and complexity it seems that better performing communities enable their members to cultivate human talent: they enable their members to learn. This allows these learning communities to shift resources out of low-wage activities into higher value adding activities, thus providing continued prosperity. The basis of this seems to be a capacity to develop a competitive edge through the application of advanced technology, knowledge and service. From an employment perspective, there is a dangerous mismatch between what the knowledge economy needs of higher education and the "competences" the latter delivers. Lifelong learning provides a paradigm shift to "learning activity undertaken throughout life, with the aim of improving knowledge, skills and competence, within a personal, civic, social and/or employment-related perspective". It provides higher education with the imagination to perceive its future anew, with an engagement to redefine itself in alignment with agile learning communities. It enables learning communities, of which higher education is an integral part, to perform economically better.

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Section: Alignment Of Higher Education Within Agile Learning Communitymentioning

confidence: 99%

Section: Alignment Of Higher Education Within Agile Learning Communitymentioning

confidence: 99%

Regional knowledge networks for Lifelong Learning

Weert

2004

IFIP the International Federation for Information Processing

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“…Knowledge management and the sharing of information among partners are essential elements for an agile organisation". (Metselaar 1999;p. 204) Knowledge management and information sharing are on the one hand integrated in the primary work processes that are organised in a result oriented way.…”

Section: Virtual Learning Organisationmentioning

confidence: 99%

Keynote: New Higher Education for Lifelong Learning

Weert¹

2004

IFIP the International Federation for Information Processing

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Economical, societal and cultural developments in industrialized countries push for educational innovation with Information and Communication Technology (ICT) as an important enabling factor. Moving from industrial to knowledge intensive economies there is a need for modern professionals, knowledge workers with new qualifications. For the modern professional, lifelong working is identical with lifelong learning; the modern professional is a learning professional. Innovation is the driving force in a knowledge intensive economy and for innovation new knowledge is needed. The modern professional therefore is a knowledge creating professional. Also businesses and organisations need new strategic business-knowledge to be able cope with demands from a rapidly changing environment. Modern organisations are therefore learning organisations. Higher Education, as a breeding place of modern professionals, needs to redefine its role. The more so, because a new generation of students is in the making: the media generation. A new educational paradigm of the learning organisation may serve both initial phase, and lifelong learning students. Situation based learning environments may be the materialisation of this new paradigm.

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“…There are several typologies of virtual organisations available. In 'Organisations going virtual' (Metselaar & van Dael 1999) This last type of ICT-supported organisation (d) is a temporary network of experts working in a specific field or on a specific topic. "..a spatially dispersed and temporarily flexible cultural community, the reproduction of which is dependent upon learning and innovation of its constituents" (McLoughlin & Jackson 1997).…”

Section: Learning = Working = Learningmentioning

confidence: 99%

“…"..a spatially dispersed and temporarily flexible cultural community, the reproduction of which is dependent upon learning and innovation of its constituents" (McLoughlin & Jackson 1997). Knowledge management and the sharing of information among partners are essential elements for an agile organisation (Metselaar & van Dael 1999;p. 204).…”

Section: Learning = Working = Learningmentioning

confidence: 99%

IFIP TC3 Lifelong Learning Position Paper

Kendall¹,

Samways²,

Weert³

et al. 2004

IFIP the International Federation for Information Processing

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Three main research questions are identified for higher education to effectively address Lifelong Learning. Lifelong Learning is an educational issue, because it is pulled by the political agenda, by economical, social, civic, cultural, personal and also Information and Communication Technology (ICT) developments. From an employment related perspective 'students' in Lifelong Learning are knowledge workers (knowledge creators) and skills workers (knowledge appliers), basically learning at the workplace. From the social and civic perspective 'students' are people learning in 'learning communities'. From a personal perspective students are persons following initial education to be effective in the workplace (employment related) and in society (community related). The role of ICT is one of empowerment, enhancement of creativity and support. Lifelong Learning is demand driven, flexible learning that will force educational institutions to change. In this special attention should be given to the relevance of Lifelong Learning for countries with emerging knowledge intensive economies.

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Organisations going virtual

Cited by 10 publications

References 5 publications

Regional knowledge networks for Lifelong Learning

Regional knowledge networks for Lifelong Learning

Keynote: New Higher Education for Lifelong Learning

IFIP TC3 Lifelong Learning Position Paper

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