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451.
As demonstrated in the literature, knowledge management (KM) is a multidisciplinary field of study which encompasses topics from several disciplines. As a consequence, a range of different educational programs has appeared among different stakeholder groups, resulting in competition for ownership of the field on occasion. Although understandable, this competition might more usefully be replaced by collaborative relationships that take a holistic view of the topic. Based on the findings of current research into the implications of KM for Library and Information Science (LIS) education, this paper investigates the issue of collaboration in KM education from the viewpoint of the LIS community. The research findings reveal an appreciation within the LIS community of the importance of collaborative approaches for KM education, and the need for LIS schools to enter liaisons with other interested parties, particularly with business schools and with industry. The findings also suggest that there are few serious impediments to the making of such collaborations, once schools recognise the need for such arrangements. 相似文献
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Bill Voelker 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(2):76-82
The computer, still less than 40 years old, is shaping radical changes in the manner in which we work and play, think and feel, plan and manage. As the ultimate machine (much as the brain is the ultimate, irreplaceable organ) it is laden with emotional implications. And reasonably so, for our success in attempting to integrate it humanely into society will determine the future course of human conflict and development. There is no turning back. And upon the shoulders of educators will fall a major share of the responsibility for directing this inevitable computer-induced change. 相似文献
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