Issues in the management of embedded knowledge in project-based organizations: the project actor’s role     

Sophie?d'ArmagnacEmail author 《知识管理研究与实践》2015,13(4):446-462

Knowledge management (KM) in project-based organizations has received substantial attention in recent years, as knowledge processes are insufficiently supported within the organization as a whole. This study specifically focuses on the project actor’s role in managing knowledge. From an actor’s perspective, the problems raised by knowledge embeddedness are identified as a key issue to link project knowledge and organizational knowledge. A conceptual framework is developed that addresses three different aspects of knowledge embeddedness: a relational dimension, a temporal dimension and a structural dimension. Three cases are studied, covering varying forms of organizations in different areas (a consulting firm, an R&D department and an industrial business unit). The results concerning the relational dimension indicate that project actors re-build the network of relationships supporting knowledge. Regarding the temporal dimension, and specifically in their professional field, actors frame professional knowledge related to their project experience. However, actors fail to surmount the problems raised by the structural dimension of knowledge embeddedness. The resulting recommendations for KM concern both Human Resource Management practices and organizational design.  相似文献   

South African Deaf education and the Deaf community     

Storbeck C  Martin D  Parkin I  Magongwa L  Druchen BP  Batchelor M  McIlroy G  De Villiers D  Captieux-Bhana N  Rasebopye L  Rasebopye D  Krige-Henderson S  Krige F  Louw A  Surtees T  Smit AL  Cox R  Henderson M 《American annals of the deaf》2010,155(4):488-518

In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa.  相似文献   

Between the Arsenal and the Cabinet: A Story Whose Heroes are Objects     

Sophie Roux 《Metascience》2009,18(1):69-73

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Could teacher grading practices account for unexplained variation in school achievements?     

Claude Montmarquette  Sophie Mahseredjian 《Economics of Education Review》1989,8(4)

In the economics of schooling literature, input substitutions have been identified as the major difficulty in assessing school and teacher effectiveness. In this paper we examine whether a teacher's grading practice can improve students' academic achievements by reducing these input substitutions. We use the teacher-student interaction model of Correa and Gruver (1987) to enhance the specification of the traditional production functions of students' academic achievements by introducing a teacher grading parameter in these functions. Under specific conditions, Correa and Gruver show that a student may respond either positively or negatively to the teacher's greater effort and/or harder grading, depending upon the student's preferences; thus the issue of an efficient grading practice is, as usual in the economics of education research, an empirical issue. To implement the econometric specification of the model, we define a latent grading variable from an error components specification on class grade regressions. This variable is used to explain the students' grade specific standardized test results for a sample of first and fourth-graders of Montreal francophone public elementary schools.  相似文献   

Oxford Scholarship Online     

Sophie Goldsworthy 《Learned Publishing》2006,19(3):175-181

An account is given of Oxford Scholarship Online (OSO), a website containing a growing collection of new and backlist titles from Oxford University Press. The technical set‐up, the design of the site, and its business model are described. It is proposed as an important step towards solving the so‐called ‘monograph crisis’ and improving the availability of scholarship world‐wide.  相似文献   

Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance     

Sophie von Stumm  Kaili Rimfeld  Philip S. Dale  Robert Plomin 《Child development》2020,91(3):705-714

We compared the extent to which the long-term influence of family socioeconomic status (SES) on children's school performance from age 7 through 16 years was mediated by their preschool verbal and nonverbal ability. In 661 British children, who completed 17 researcher-administered ability tests at age 4.5 years, SES correlated more strongly with verbal than nonverbal ability (.39 vs. .26). Verbal ability mediated about half of the association between SES and school performance at age 7, while nonverbal ability accounted for a third of the link. Only SES, but not verbal or nonverbal ability, was associated with changes in school performance from age 7 to 16. We found that SES-related differences in school performance are only partly transmitted through children's preschool verbal abilities.  相似文献   

Students’ experiences of academic success with dyslexia: A call for alternative intervention          下载免费PDF全文

Sophie Pitt  Anita Soni 《Support for Learning》2017,32(4):387-405

This article describes a small‐scale study exploring the perspectives of five undergraduate students with dyslexia. Semi‐structured interviews were conducted in two universities in the UK. The interviews explored participants’ perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to identify facilitating factors that supported participants with dyslexia during their education. The following themes were identified: age of dyslexia identification, family support, dyslexic identity, self‐advocacy skills and learning resources. The study makes a case for an intervention for children and young people (CYP) with dyslexia that, in addition to remedial literacy support, explores self‐advocacy, thinking and study skills and facilitates positive academic self‐concepts. Future research could evaluate such an intervention for its effectiveness on CYP's social emotional well‐being and literacy skills.  相似文献   

大师与大师     

farfar  Sophie luo 《收藏》2015,(2):52-53

作为中法建交50周年系列活动之一及第十六届中国上海国际艺术节参展项目的"大师与大师——徐悲鸿与法国学院大家作品联展"在上海的中华艺术宫展出。"Masters and Masters——Exhibition of Artworks of Xu Beihong and French Masters"was held at China Art Museum in Shanghai as a part of the celebration of the 50th anniversary  相似文献   

Teaching in an "III-Structured" Situation: The Case of Socrates     

Sophie Haroutunian-Gordon 《Educational theory》1988,38(2):225-237

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The social geography of childcare: making up a middle‐class child     

Carol Vincent  Sophie Kemp 《British Journal of Sociology of Education》2004,25(2):229-244

Childcare is a condensate of disparate social forces and social processes. It is gendered and classed. It is subject to an excess of policy and political discourse. It is increasingly a focus for commercial exploitation. This is a paper reporting on work in progress in an ESRC funded research project (R000239232) on the choice and provision of pre‐school childcare by middle‐class (service class) families in two contrasting London locations. Drawing on recent work in class analysis the paper examines the relationships between childcare choice, middle‐class fractions and locality. It suggests that on the evidence of the findings to date, there is some evidence of systematic differences between fractions in terms of values, perspectives and preferences for childcare, but a more powerful case for intra‐class similarities, particularly when it comes to putting preferences into practice in the ‘making up of a middle‐class child’ through care and education.  相似文献