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1.
Research agenda setting is a critical dimension in the creation of knowledge since it represents the starting point of a process that embeds individual researchers’ (and the communities that they identify themselves with) interest for shedding light on topical unknowns, intrinsic and extrinsic factors underpinning that motivation, and the ambition and scope of what a research endeavor can bring. This article aims to better understand the setting of individual research agendas in the field of higher education. It does so by means of a recently developed framework on research agenda setting that uses cluster analysis and linear modeling. The findings identify two main clusters defining individual research agenda setting—cohesive and trailblazing—each with a different set of determining characteristics. Further analysis by cross-validation through means of sub-sampling shows that these clusters are consistent for both new and established researchers, and for frequent and “part-time” contributors to the field of higher education. Implications for the field of higher education research are discussed, including the relevance that each research agendas cluster has for the advancement of knowledge in the field. 相似文献
2.
Ji Hoon Song 《Performance Improvement Quarterly》2008,21(2):87-102
The primary purpose of this research is to explore the impacts of knowledge creation practices on organizational performance improvement. Research has been empirically assessed on the basis of the collected data from three Korean private organizations. The concept of knowledge creation theory was adapted as the theoretical framework of this research (Nonaka & Takeuchi, 1995). Structural equation modeling has been used in order to assess the fit of the hypothesized model with the collected data. The result of the confirmatory factor analysis suggests that the hypothesized measurement model is a reliable and valid construct in the Korean context; multiple regression analysis reveals that knowledge creation practices have a positive and strong influence on performance improvement. Conclusions, limitations, and implications for human resource development are discussed. 相似文献
3.
This study examines how organizational procedural justice affects team performance through team‐level knowledge creation practices and the extent to which these practices mediate the association between organizational procedural justice and team performance. The target samples were drawn from six organizations in Korea. A total of 348 cases were used for this study. Structural equation modeling was used to test the proposed research framework. The results indicate that all the direct paths among the research variables were statistically significant. In addition, this research confirms the mediating effect of knowledge creation practices in the relationship between organizational procedural justice and team performance. Conclusions, implications for human performance technology, limitations of the study, and further research also are discussed. 相似文献
4.
Emily Yarrow 《British Educational Research Journal》2021,47(3):579-598
This article explores the role of gendered academic networks in the context of research evaluation, and women’s lived experiences of UK universities. Gendered power is conceptualised as an important aspect of inequality regimes, providing insight into how men maintain power and how power dynamics and informal networks function, characterised in this article as ‘the hustle’. A case study comprising 80 in-depth, semi-structured qualitative interviews was completed in a UK university. Acker’s theory of inequality regimes informed the central analytical framework, and Bradley’s resource-based theory of power was used to explore the power dynamics in the case study. The findings have resulted in the creation of a conceptual framework which theorises the hybridised nature of inequality, gendered power and organisational lived experience, in which inequality regimes and gendered power interact and are mutually reinforced through informal processes. This article argues, from the findings of the empirical research, that in the context of the neoliberal university, inequality regimes and gendered power interact, and are mutually reinforced through informal processes and networks—‘the hustle’. 相似文献
5.
Seyede Mehrnoush Hosseini 《Asia Pacific Education Review》2011,12(2):263-270
The research aims to define SECI model of knowledge creation (socialization, externalization, combination, and internalization)
as a framework of Virtual class management which can lead to better online teaching–learning mechanisms as well as knowledge
creation. It has used qualitative research methodology including researcher’s close observation and attendance in the online
MBA classes of Iran University of Science and Technology for one academic semester as well as semi-structured interviews with
the professional facilitators. The article has defined a practical SECI framework in which 4 phases of socialization, externalization,
combination, internalization, and their required “ba” contexts are explained with regards to tasks and responsibilities of
both students and facilitators. 相似文献
6.
本研究遵循研究型大学知识创新成果的阶段性产出规律,以高深知识资源为中间产出,将知识创新生产过程划分为两个阶段,即知识创造阶段和知识应用阶段,并据此构建效率评价的两阶段理论模型与基于网络DEA的测算模型。本研究通过评价2006—2017年我国29所研究型大学的知识创新生产总体和两个阶段的相对效率发现:知识创造阶段制约了研究型大学知识创新生产总体效率的提升;占较大比例的综合类和理工类研究型大学知识创造阶段的生产效率相对低于知识应用阶段,并呈现逐年降低的趋势;师范类研究型大学知识创造阶段的生产效率相对最高,知识应用阶段的生产效率连续几年下降后出现大幅回升。研究型大学应通过强化知识生产者激励机制、加强知识创新生产过程管理、优化创新驱动发展战略等措施,促进两个阶段知识创新成果产出效率的提升。 相似文献
7.
Sang Hoon Bae Ji Hoon Song Sunyoung Park Hye Kyoung Kim 《Performance Improvement Quarterly》2013,26(3):33-58
This research examined the structural relationships among transformational leadership, work engagement, knowledge creation practices, and the level of creativity among the teachers in career and technical education (CTE), and investigated the mediating role of work engagement and knowledge creation practices in explaining the association between transformational leadership and the level of teachers' creativity. A total of 304 responses from CTE school teachers were analyzed. The structural equation modeling (SEM) method was employed. Transformational leadership was found to have positive impacts on work engagement and knowledge creation practices of teachers, but no direct relationship was found between transformational leadership and the level of teachers' creativity. Teachers' work engagement and knowledge creation practices were respectively associated with their perceived creativity levels. Therefore, work engagement and knowledge creation practices of teachers may be considered as mediating factors in the relationship between transformational leadership and teacher's creativity. To promote teachers' creativity, transformational leadership should be complemented by a school climate where teachers' work engagement and knowledge creation are encouraged. 相似文献
8.
Research agendas are understudied, despite being key to academic knowledge creation. The literature suggests that the ways that academics determine their research agendas are conditioned by individual, organisational and environmental characteristics. This study explores the cognitive aspects of academics' research agendas in the social sciences by using a theory on thinking styles as an analytical framework. The results suggest that the research agendas of academics in the social sciences are significantly associated with their thinking styles. These findings aid understanding of how academics set their research agendas. This study also represents an important landmark in research on thinking styles, focusing on academic research work as a potential venue for further studies. The findings are relevant for policymakers, research funding agencies, university administrators and academics because they have implications for academic research development processes, outcomes, and for research and academic identity socialisation during doctoral studies. 相似文献
9.
Bente Elkjaer 《International Journal of Lifelong Education》2013,32(5):481-494
A pragmatic theory of learning is introduced as a possible way of creating organizational learning and learning organizations. This learning theory rests upon what may be termed the inquiry metaphor. Two other metaphors of learning—the knowledge acquisition and the participation metaphor—are introduced as they are mirrored in the literature and in organizational development in practice. It is argued that the important element of organizational learning and learning organizations is the creation of an experimental arena for learning in which employees are able to engage in inquiry into workplace problems and, by doing so, develop their experiences with work and workplaces. 相似文献
10.
11.
Kathleen M. Iverson 《Performance Improvement》2009,48(7):20-25
This article presents a conceptual framework for the writing process to facilitate motivation, learning, retention, and knowledge transfer in readers of expository material. Drawing from four well‐developed bodies of knowledge—cognitive science, learning theory, technical communication, and creative writing—the author creates a model that allows developers of performance and educational content to facilitate learning by addressing such principles as engagement, connection, metacognition, learning, and practice. 相似文献
12.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(1):165-181
Personalisation of learning is a recurring trend in our society, referred to in government speeches, popular media, conference and research papers and technological innovations. This latter aspect—of using personalisation in technology‐enhanced learning (TEL)—has promised much but has not always lived up to the claims made. Personalisation is often perceived to be a positive phenomenon, but it is often difficult to know how to implement it effectively within educational technology. In order to address this problem, we propose a framework for the analysis and creation of personalised TEL. This article outlines and explains this framework with examples from a series of case studies. The framework serves as a valuable resource in order to change or consolidate existing practice and suggests design guidelines for effective implementations of future personalised TEL. 相似文献
13.
Anita Sinner 《Educational Philosophy and Theory》2013,45(5):502-514
In a case study of an undergraduate course in art education, modes of mastery learning and propositions of intellectual emancipation were explored as interventions in curriculum design. By adopting Rancière’s framework of a ‘will to will’ relationship between instructor and students, the core assignment—a visual journal—became a site of student positionality through mastery methods, rather than information gathering. The visual journal provided a record of the event of knowledge and served as a forum to verify that acts of student thinking were done with attention, congruent with Rancière’s perspective that learning generates greater consciousness, feeling and action. Requiring both qualitative and quantitative criteria within the parameters of the visual journal functioned as a means to experiment with the potential convergences of mastery and emancipatory approaches. The visual journal then operated as a third space where ongoing, consistent engagement demonstrated the capacity of students to encounter more equitable relations with the instructor and with the content in ways that have implications for knowledge creation in teaching and learning. 相似文献
14.
Teacher knowledge,curriculum materials,and quality of instruction: Unpacking a complex relationship 总被引：2，自引：2，他引：0
The set of papers presented in this issue comprise a multiple-case study which attends to instructional resources—teacher knowledge and curriculum materials—to understand how they individually and jointly contribute to instructional quality. We approach this inquiry by comparing lessons taught by teachers with differing mathematical knowledge for teaching who were using either the same or different editions of a US Standards-based curriculum. This introductory paper situates the work reported in the next four case-study papers by outlining the analytic framework guiding the exploration and detailing the methods for addressing the research questions. 相似文献
15.
While the use of situated cognition theory in teacher education programmes has the potential to teach prospective teachers, research on teacher knowledge and learning from a situated perspective has been slow to emerge in reference to prospective teacher education. In this paper, we present a situated case-based knowledge framework to explain the development of prospective teachers’ knowledge and beliefs. The framework includes conceptual case knowledge, strategic case knowledge, and the shared identities and beliefs of practicing teachers. In addition, we summarize findings from a study wherein the situated case-based knowledge framework was applied to support prospective teachers’ learning, as well as discuss implications for research and practice. 相似文献
16.
《信阳师范学院学报(哲学社会科学版)》2017,(4):63-67
教师是知识的主要传授者,但是教师的隐性知识在网络环境下的转化受到多方面因素的影响。采用ISM解释结构模型法对网络环境中教师隐性知识转化的影响因素进行结构化分析,构建网络环境下影响教师隐性知识转化影响因素的解释模型,该模型显示网络环境下影响教师隐性知识转化的因素间的关系结构可以划分为四层:首先,最表层、最直接的因素是教师作为隐性知识提供者的主观意愿和知识接收者对新知识的接收意愿;其次,教师隐性知识有序化的能力、知识接收方的理解吸收能力、激励机制以及双方之间的信用关系;再次,隐性知识转化的技术渠道、隐性知识的复杂性、知识交流双方的知识差异、文化差异;最后,隐性知识的专有性是影响隐性知识转化的最深层因素。 相似文献
17.
马超 《清华大学教育研究》2012,33(1):81-86
群体知识观对传统的个人主义知识观进行了批判.群体知识观视域下的教师专业社群,关注整个教师专业社群的发展和教师群体实践培训.教师专业社群为教师教育提供了新的探索方向. 相似文献
18.
Prior research has had a limited approach to identifying organisational factors related to knowledge management (KM) practices of higher education institutions (HEIs), the centre for knowledge creation. This qualitative study explored such factors affecting KM capabilities from the perspectives of 30 full-time academics in public universities, and identified the dimensions of the KM capabilities framework. Results revealed that physical conditions, budget, human and technological resource management, division of labour, workload, time management, communication, bureaucracy, structural differentiation, motivation, individualism, and organisational behaviour affect KM infrastructure capabilities; bureaucracy, KM teams, institutional platforms, organisational structure, knowledge maps, vision, individual attitudes, academic collaboration, process management, budget, decision-making processes, sustainable academic KM, transparency, labour force, knowledge security, organisational culture, accessibility, and archiving affect KM process capabilities. These results contribute to identifying the organisational factors influencing KM that are critical to guiding practitioners and administrators of HEIs in developing more effective KM strategies and practices. 相似文献
19.
空间叙事理论突破传统叙事中的时间维度,凸显空间因素对叙事的影响。本文运用CiteSpace软件,以中国知网的文献作为数据来源,对空间叙事理论相关论文的高频关键词和时间等参数进行可视化图谱分析,并基于图谱总结空间叙事理论的研究热点、现状和趋势,着重分析了空间叙事理论在文学领域的应用。研究发现空间叙事理论的研究范围不断扩大、研究内容不断细化并与国家发展及社会实际紧密联系,但尚未形成系统化的研究体系和框架。空间叙事理论未来的发展应结合中国特色,更好地服务于人民群众的生活和文化需求。 相似文献
20.
Anne Ryan 《Irish Educational Studies》2013,32(2-3):179-198
Reflection and change are pivotal themes in this paper, which outlines the rationale, methodology and principal findings of a research undertaking on teacher development in Ireland. The study was based on the premise that teachers’ practices are guided in large measure by a ‘tacit knowledge’ of education, formed in response to personal and contextual factors. It was held that sustained teacher and school development relate primarily to acquiring an awareness of and engaging in ongoing reflection on this implicit theory. Participants were facilitated in structuring such reflection through images—as subjective knowledge structures which capture their latent understandings of teaching and learning processes. It was an enlightening and empowering experience for the teachers involved, who, as a consequence, could both envision and initiate necessary improvements in their educational practices. The findings have notable implications for pre-service and in-service teacher education. 相似文献