基于核心竞争力的民办大学知识管理研究

民办大学的核心竞争力取决于其知识创新与应用的能力。本文首先分析了民办大学核心竞争力的内涵,然后对民办大学知识管理对提升民办大学核心竞争力的作用进行了分析,最后从五个方面就民办大学知识管理的途径进行了研究。     

创新、学习与企业核心竞争力的培育

不断创新是企业核心竞争力的基础，但是固有的价值观念和制度具有僵化的趋势，必须实现不断的变革，才能保持企业的竞争力。企业为保持其竞争力长盛不衰，必须使企业成为一个学习型组织。学习型组织是企业创新能力的基础。高层管理者、普通职工都应当善于学习，企业应当建立实用有效的共享信息系统，从日常经验中学习，塑造以创新为核心的企业文化。     

知识管理与高职院校核心竞争力的提升

对高职院校核心竞争力进行了界定，详细阐述了知识管理与形成高职院校核心竞争力的关系，分析了高职院校核心竞争力形成的动态过程和机理，并从确立以提升核心竞争力为目的的知识管理目标、进行以知识管理为核心的资源整合、建设支持知识管理的组织文化、构建学习型学校、以及制定鼓励知识创造和转移的激励措施等五个方面提出了提升高职院校核心竞争力的策略。     

我国企业实施知识管理培育核心竞争力的策略

企业进行有效的知识管理,必须克服传统管理中忽视人才培养、知识创新以及知识资本价值等弊端,全面深入地推进知识管理,构建信息平台,建立学习型组织,创新企业文化,变革组织结构,深化决策,推进知识共享与创新,从而达到提升核心竞争力的目的。     

应用知识管理提升物流企业核心竞争力

为实现物流系统智能化的目标,物流信息化必将走向知识管理阶段。知识管理是在信息管理基础上的延伸,它以信息资源的开发、收集、存储、整合、利用为前提,利用信息与人、组织的交互活动,将信息资源发展为企业的知识资源,实现知识创新的管理活动。我国物流知识管理整体成熟度尚在初始阶段,应当采用多种知识管理策略来促进企业核心竞争力的提升。     

知识创新在企业知识管理中的核心作用

企业要在日趋激烈的市场竞争中获得长久的竞争优势,培育核心竞争力是其根本任务。在知识经济条件下,培育企业核心竞争力的关键是知识管理,而知识管理的核心是知识创新。     

通过知识管理提升企业核心竞争力

由于知识管理对于企业核心竞争力的提升具有重大意义，我国越来越多的企业开始重视并尝试实施知识管理。从知识管理的定义、内容、运作、实施步骤、容易陷入的误区等几个方面论述了我国企业应如何实施知识管理。     

知识创新与知识组织管理

本文对知识创新概念进行了讨论，提出了认同创新公认概念的同时，对知识创新适当给以泛化，并提出了为知识创新的成功实现，必须对知识组织管理的旧观念进行了变革，使知识组织管理成为创新主体决策层的重要任务。     

基于知识管理视角的大学核心竞争力研究

核心竞争力作为大学获得可持续发展、保持永久竞争优势的综合发展能力,决定了一所大学未来的生存与发展。从知识管理的视角看,大学核心竞争力主要包括大学的核心知识技能体系、核心产品、核心资源和核心文化与特色等,具有异质性、溢出性、创新性、用户价值性等特质。培育大学核心竞争力系统,应树立大学知识管理观念,建构学习型大学组织,提高知识管理能力,完善大学知识管理的信息系统。     

The role of organizational learning in transformational leadership and organizational innovation

Leadership is an important factor affecting organizational innovation. Many studies show that transformational leadership has positive and significant influence on organizational innovation. Based on a literature review and previous work, this study aims to investigate the influence of transformational leadership on organizational innovation and to examine whether organizational learning is a mediator between their relationships. Structural equation modeling was used to test the model. The research sample consisted of 330 teachers in charge of administration in postsecondary schools. The findings of this study provide evidence that transformational leadership and organizational learning have significant positive relationship influence on organizational innovation. The research also demonstrates that there is significant effect on the role of mediation in organizational learning on the relationship between transformational leadership and organizational innovation. The study suggests that if school principals use the strategies of transformational leadership and organizational learning at the same time, organizational learning was highly effectiveness to achieve organizational innovation in the postsecondary schools.     

The relationship between career competencies, career identity, motivation and quality of choice

In this article we focus on the effects of career education and guidance among students (ages 12–19) enrolled in prevocational and secondary vocational education in The Netherlands. Our study included 3,499 students and 166 teachers in 226 classes in 34 schools. The results showed that career competencies positively contributed to learning motivation, experienced quality of study choice, experienced fit of choice with learning tasks, and experienced fit of internship. Career identity positively contributed to career outcomes, and career dialogue contributed more than traditional interventions have with respect to career outcomes.     

Action learning: developing critical competencies for knowledge era workers

For most of the twentieth century, the goal in education was the generation and dissemination of information. With the rise of technology and unlimited access to information, it is the ability to apply knowledge and learn from experience that is the new priority for employee development. Action learning, with its emphasis on action and reflection, provides an effective means to develop the learning competencies our new world requires. This article describes the action learning process used in a Fortune 500 company and highlights the findings of a learning competencies evaluation survey.     

The relationship among prior knowledge,accessing learning supports,learning outcomes,and game performance in educational games

Educational technology research and development - In-game learning supports aim to help students solve game levels (i.e., game-related supports), and connect to underlying content (i.e.,...     

Teacher knowledge: The relationship between caring and knowing

While everyone acknowledges the importance of the “caring teacher,” little acknowledgment of caring as an issue exists at the level of educational policymaking. This paper presents teacher and researcher stories which describe a teacher's knowledge in practice and argues for recognition of an epistemological role for caring in teaching. The teacher's narratives describe what she knows from caring and being in relationship with her students - her relational knowing (Hollingsworth et al., 1993, 1994)- and how this knowledge alters her pedagogy and the curriculum that is constructed with each student. Caring for the person (Noddings, 1984, 1992) is revealed as central to what the teacher knows. The findings of this research suggest that for the teacher, the relationship between caring and knowing is complex and involves a constant reflective process. In attempting to situate caring within existing theories for teacher knowledge, Elbaz' (1983) structures are found to be too neat and the boundaries too well defined. A construct of teacher knowledge as relational and dynamic is described. This builds upon Lyons' provisional characterization of the epistemological relationship between students and teachers as nested knowing: “that is, students and teachers are considered to have nested, interacting epistemological perspectives” (1990a, p. 162). In this view, knowledge is not limited to what one person knows, but the intersection where the knowing of two persons in-relation overlap and the consequences for student learning (and teacher development) when one of those persons is a teacher.     

The relationship between student-generated learning issues and self-study in problem-based learning

A major assumption of problem-based learning (PBL) is that learning issues, generated by students while discussing a problem, are used as guides for self-directed learning activities. This assumption, though basic to PBL, has never been tested. At the University of Limburg, the Netherlands, two procedures have been developed that reflect the extent to which students are able to identify important learning issues given a particular problem, and whether subsequent, independent, learning corresponds with these learning issues. The focus of the present article will be on the relationship between the two. We have explored to what extent student-generated learning issues are a major factor influencing the nature of students' self-study, or whether other factors may be involved in decisions on what to study and how much time to spend on topics selected. First, the production of learning issues was studied and represented as the percentage of overlap between learning issues raised by students and pre-set faculty objectives for each problem. The second procedure consisted of the administration of a Topic Checklist (TOC) which purports to measure students' actual self-directed learning activities. The TOC consists of a list of topics specifying the intended course content. Students were asked to indicate on a five-point Likert scale how much time they had spent studying each topic and to what degree they had mastered that topic. Third, learning issues and TOC topics were compared directly in a qualitative sense. Comparisons between the procedures revealed that a low proportion of variance of TOC scores could be predicted from the percentage of faculty objectives identified for each problem and the direct match between learning issues and TOC scores. It is concluded that scrutinizing student-generated learning issues and topics covered during self-study may provide information about what content is covered by students in tutorial groups. The discrepancy between the results of the measurements suggests, however, that learning issues produced during group discussion are not the sole source on which students base self-study decisions. Several other factors may be involved, such as tutor guidance, content already covered in previous units, issues raised during sessions with resource persons, and the nature of the learning resources available. Therefore, the relationship between learning issues and content covered during self-study is not as straightforward as is suggested.     

Developing career management competencies among undergraduates and the role of work-integrated learning

This paper explores undergraduate capabilities in career self-management and the influence of work-integrated learning (WIL). Career management competencies are an important aspect of individual employability and impact on wellbeing, graduate job attainment and long-term career success. Enhanced competencies among graduates can assist Faculty in achieving strong employment outcomes and support industry partners who wish to employ graduates able to self-manage their career pathways effectively amid flatter organisational structures and greater employee mobility. Our findings indicate that business undergraduates at one UK and one Australian university consider themselves reasonably proficient in career self-management yet variations exist across the different dimensions of self-awareness, opportunity awareness, decision-making learning and transition learning. Participation in work placements and study and employment characteristics influenced certain elements of career self-management. Our study highlights the importance of nurturing career management competencies in undergraduates and we discuss strategies, particularly in relation to WIL, which may promote effective career self-management.     

混合式学习模式与继续教育、终身教育的内在联系

混合式学习模式将传统的面对面学习与网络学习有效结合,使课堂学习延伸到生活、工作中去,实现了"生活即学习,学习即生活"的学习状态,它在继续教育领域英语教学中的应用,有效地促进了学生的自主学习、终身学习,对建设终身学习型社会起着重大的推动作用。