scholarly journals High school principal communication and organizational knowledge creation

2007 ◽  
Author(s):  
Matthew S. Pearce
Keyword(s):  
High School ◽  
Knowledge Creation ◽  
Organizational Knowledge ◽  
School Principal ◽  
High School Principal ◽  
Organizational Knowledge Creation

Organizational Knowledge Creation in the Chinese Context

2009 ◽  
Vol 5 (2) ◽  
pp. 261-278 ◽  
Author(s):  
Ian J. Walsh ◽  
Mamta Bhatt ◽  
Jean M. Bartunek
Keyword(s):  
Institutional Change ◽  
Knowledge Creation ◽  
Organizational Knowledge ◽  
Organizational Forms ◽  
Institutional Perspective ◽  
Chinese Context ◽  
Organizational Knowledge Creation

This paper elaborates theories of organizational knowledge creation by exploring the implications of institutional change for organizational knowledge creation in Chinese organizations of different ownership forms. Using a dynamic institutional perspective, we discuss prominent characteristics of the Chinese context and develop propositions about knowledge creation patterns in different organizational forms. We also theorize about the effects of increasing institutionalization on patterns of organizational knowledge creation in China and the consequent implications for innovation. We conclude with a discussion of the theoretical implications of this model and suggestions for further research.

The Call for Raising Standards: Promising Responses

2002 ◽  
Vol 25 (2) ◽  
pp. 57-61
Author(s):  
Lee Alvoid
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
School Principal ◽  
High School Principal ◽  
The Status ◽  
Talented Students

What is the status of ambitious national recommendations designed to develop the talent of our brightest students? Have states, districts, and individual schools taken action? Are we much further along as a nation in raising the expectation level for gifted and talented students? As a former middle and high school principal, I have pictures of specific students in mind when I contemplate these answers. There has been progress, but not nearly enough has been accomplished.

COMMUNICATION

PEDIATRICS ◽  
1978 ◽  
Vol 61 (1) ◽  
pp. 76-76
Author(s):  
Keyword(s):  
High School ◽  
School Principal ◽  
High School Principal ◽  
Foreign Languages ◽  
Gifted Child ◽  
Learning Program ◽  
Individualized Learning ◽  
County Fairs ◽  
Objective Being ◽  
Major Emphasis

Here is . . . part of a message a Houston high school principal recently sent to the parent of a pupil: "Our school's cross-graded multi-ethnic, individualized learning program is designed to enhance the concept of an open-ended learning program with emphasis on a continuum of multi-ethnic, academically enriched learning using the identified intellectually gifted child as the agent or director of his own learning. "Major emphasis is on cross-graded, multi-ethnic learning with the main objective being to learn respect for the uniqueness of a person." The parent wrote back. "I have a college degree, speak two foreign languages and four Indian dialects, have been to a number of county fairs and three goat ropings, but I haven't th Submitted by Studente faintest idea as to what the hell you are talking about. Do you?"

The Impact of Culture on the Application of the SECI Model

2010 ◽  
pp. 26-47 ◽  
Author(s):  
Markus Haag ◽  
Yanqing Duan ◽  
Brian Mathews
Keyword(s):  
Organizational Culture ◽  
National Culture ◽  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Organizational Knowledge ◽  
Seci Model ◽  
Organizational Knowledge Creation ◽  
Contextual Environment ◽  
The Impact

The concept of culture and its relationship with Nonaka’s SECI model, a widely used model of organizational knowledge creation, is discussed in this chapter. Culture, in various forms, is argued to impact on the SECI model and the model itself is embedded in a certain context. This context determines the characteristics of the knowledge creation modes as described by SECI and therefore makes the model either more, or less, pertinent in a given context. This is regardless of whether that context is primarily determined by national culture, organizational culture or other factors. Differences in emphases in a given contextual environment on either tacit or explicit knowledge also impacts on knowledge creation as defined by SECI. Finally, it is emphasized that being conscious of the cultural situatedness of the SECI model can lead to a more adequate use of the model for organizational knowledge creation.

Sign in / Sign up

Export Citation Format

Share Document