Modell-basierte Identifikation interorganisationaler Wissensflüsse

Im interorganisationalen Wissensmanagement müssen Organisationen zum einen Kernkompetenz relevantes Wissen schützen, um überhaupt attraktiv für Kooperationen zu sein. Anderseits müssen Organisationen innerhalb von Partnerschaften Wissen teilen, um wertvoll für eine Kooperation zu sein. Daher muss interorganisationales Wissensmanagement gleichzeitig den Schutz und die Teilung von Wissen berücksichtigen. Insbesondere der Schutz von Wissen ist im intraorganisationalen Wissensmanagement nicht sehr verbreitet und auch nicht sehr sinnvoll. Dies unterscheidet intra- vom interorganisationalem Wissensmanagement. Dieser Artikel zeigt, wie in einem interorganisationalen Umfeld Modell-basierte Methoden dazu genützt werden k?nnen, um auf einer Wissensebene interoperabel zu werden. Konzeptionelle Probleme bei der Entwicklung von Knowledge Management GRIDs werden systematisch aus einem Modell-basierten Blickwinkel betrachtet.     

Voices from Manukau: recruitment and success of traditionally under represented undergraduate groups in New Zealand

This paper describes a research project, “Voices from Manukau”, that investigated the impact of a joint initiative by a university and an institute of technology in New Zealand. The purpose of the initiative was to increase the participation of students traditionally under represented at tertiary-level study, particularly Māori (indigenous people) and individuals from Pacific Island nations. Many of the participants were adults who had not experienced high levels of success during their compulsory period of education and they lived in low socio-economic areas. We found that participation of under-represented groups increased. The “Manukau” students were as successful as other undergraduate students studying at the university. Of particular interest was the high level of success of Māori and Pacific Island students.     

Investigating location effects in a multicultural teacher education programme

This study investigated student perceptions of the significance of having a teacher education programme located in a culturally and ethnically diverse community in New Zealand. Four successive student cohorts were interviewed each year of their teacher preparation, and also during their first year of employment. Students identified location as a major source of the programme's strength, both for pragmatic reasons, such as providing access to tertiary study, and for reasons of community dynamics. The students noted a sense of familiarity and community that was a source of unity and strength in shaping their engagement with the institution. They indicated also that the diverse student group was a rich resource in preparing them for teaching careers in diverse urban schools. The evidence presented in the study suggests that attention to location of teacher education programmes may be an important factor in addressing imperatives for teacher educators in today's increasingly multi-ethnic, multicultural, multiracial, multi-religious and multilingual classrooms.