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This paper provides an overview of the knowledge management systems (KMSs) adopted by small and medium enterprises (SMEs). KMSs are divided into two categories: knowledge management tools (KM-Tools) and knowledge management practices (KM-Practices). On the basis of the analysis of the literature, two research questions (RQs) were identified and addressed through semi-structured interviews carried out in a sample of 35 SMEs operating in high-tech industries. The first RQ concerns the degree of adoption of KMSs by SMEs. The second RQ regards the relationship between KM-Tools and KM-Practices. As far as the degree of adoption of KMSs, the paper highlights that SMEs are not a homogeneous world but there are a variety of approaches and behaviours. As far as the relationship between the degree of adoption of KM-Tools and KM-Practices, the paper identifies three groups of SMEs that seem to point out the stages of the process of adoption of KMSs: Introduction, SMEs that deal with the process of knowledge management exploiting practices and tools that are already known; Growth, SMEs that adopt specialist practices of knowledge management acquiring new organisational and managerial competence in the field of knowledge management; Maturity, SMEs that invest in new technology and that acquire new technological competence in the field of knowledge management. This categorisation paves the way for further theoretical and practical implications for both managers and policy makers. 相似文献
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Castro Gregorio Martín-de Delgado-Verde Miriam Amores-Salvadó Javier Navas-López José Emilio 《知识管理研究与实践》2013,11(2):123-132
In a knowledge-based economy, firms' technological innovations represent one of the best ways in order to survive and to achieve firm success. Nonaka and Takeuchi stated that technological innovation is close to firms' intellectual or knowledge asset management, and additional efforts are needed to understand these complex causal relationships. If we can assume that technological innovation causation rarely has a single cause, and that these causes rarely operate in isolation from each other, empirical research needs a new configurational perspective, where the integrity of firms' technological innovations as complex configurations of causal factors are preserved. This way, using a configurational approach, and primary data of 251 technology-based firms based in Spain, this paper explores firms' human, technological, and relational assets configurations and product innovations.
相似文献13.
Giuseppe Bruno Emilio Esposito Andrea Genovese Kholekile L. Gwebu 《The Information Society》2013,29(1):16-28
Several composite indexes grouping several variables into a single figure have been proposed for measuring the digital divide. In this article, the authors analyze shortcomings of extant indexes. Using multivariate analysis tools, they show that in the definition of composite indexes it is possible to individuate a limited set of more influencing and significant variables. This finding suggests the possibility of replacing some redundant variables with other dimensions that include other aspects of the digital divide that are not considered in extant measures. 相似文献
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Helyn Kim Chelsea A. K. Duran Claire E. Cameron David Grissmer 《Child development》2018,89(2):476-494
This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty‐five 5‐year‐olds (kindergarteners) and one hundred nineteen 6‐year‐olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed. 相似文献
15.
Emilio Gómez Cristina Rodríguez‐Marciel 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):576-591
The purpose of this paper was to provide information about the virtual learning environment known as PGDnet (the Spanish acronym for Plataforma de Gestión Docente or Educational Management Platform in English), which was developed by the innovative education group at the Technical University of Madrid known as “Nuevas metodologías docentes en ingeniería mecánica y fabricación” (New Teaching Methodologies in Mechanical Engineering and Manufacturing). This tool has been created on an ad hoc basis to cover specific teaching requirements for some engineering courses, which would be difficult to implement on general educational platforms such as Moodle or Blackboard. PGDnet was essentially created as an online engineering problem‐solving tool. These exercises are checked and corrected automatically, providing students with their final and partial scores, and with the solutions to these various sections. A stochastic programming model selects different exercises each time that an activity is performed and attaches the tables, graphs, figures and annexes that are needed for their resolution in each case. As is common with these types of tools, PGDnet provides effective management of publication and delivery dates for the proposed work, and contains records and databases, which allow the stored information to be processed. Its main features include ease of use, reliability and great versatility as a specific tool in the area of technical university education. 相似文献
16.
Robert L. Duran 《Communication quarterly》2013,61(4):320-326
The purpose of this research was to reassess the validity and increase the variance accounted for by the Communicative Adaptability Scale (CAS). Previous research produced two factors, social confirmation and social experience, accounting for 28% of the variance. The present study tested the inclusion of four additional dimensions: social composure, articulation, wit, and appropriate disclosure. The Communicative Adaptability Scale was administered to adult and student populations. The relationships among the dimensions of the CAS, self‐esteem, and communication apprehension were investigated. This project indicated a stable factor structure and consistent results across samples. 相似文献
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Robert L. Duran Bill Yousman Kaitlin M. Walsh Melanie A. Longshore 《Communication quarterly》2013,61(1):49-68
The general purpose of this study was to test the effectiveness of a college course in media literacy. Specifically, the course took a holistic approach to media literacy and was designed to heighten college students' awareness of media structures, content, and impact, as well as to encourage students to become more critical/informed participants in the media environment. A pre-test, post-test, control group post-test only, quasi-experimental design was employed to assess the effectiveness of this approach to media literacy education. Overall, students' responses produced significant differences between the control group and the experimental groups' post-test scores on most (but not all) dependent measures. The implications of these results and suggestions for future research were discussed. 相似文献
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Emilio Sánchez 《Infancia y Aprendizaje》2013,36(44):35-57
ResumenEn este trabajo se revisa la literatura para describir las características de los sujetos con una baja capacidad de comprensión, entendida aquí como capacidad para aprender mediante la lectura. Las características son agrupadas en tomo a estos dos aspeaos: qué es lo que obtienen de la lettura y cómo operan para obtener esa limitada representación. En la parte empírica del trabajo, se comparan dos muestras seleccionadas de sujetos de buena y pobre comprensión (6.°, 7.° y 8.° de EGB) en sus perfiles de recuerdo, su capacidad para apoyar su recuerdo en la organization lógica de los textos, su capacidad para reconocer el tema de párrafos y en su capacidad para resumir, demostrándose que en todos esos capítulos aparecen claras diferencias (p<.001) en los dos niveles seleccionados. 相似文献
19.
Acquiring complex conceptual knowledge requires learners to self-regulate their learning by planning, monitoring, and adjusting the process but they find it difficult to do so. In one experiment, we examined whether learners need broad systems of support for self-regulation or whether they are also able to learn with more economical support configurations. Eighty-six undergraduate students with little prior domain knowledge learned plate tectonics from a multimedia presentation involving animation with concurrent narration and support in one of four forms: minimal support, two variants of intermediate support, or extensive support. After the presentation, participants solved retention and transfer tests. The results revealed that participants receiving the broadest system of support outperformed those in the other conditions, which did not differ from one another. This means that it is so difficult for learners to self-regulate learning that they need considerable support if they are to learn complex conceptual knowledge. 相似文献
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