Exploring Knowledge Creation and Absorption in Higher Education Partnerships

2019 ◽  
Keyword(s):  
Higher Education ◽  
Knowledge Creation ◽  
Higher Education Partnerships

scholarly journals Design, measurement and analysis of a Knowledge Management model in the context of a Mexican University

Innovar ◽  
2016 ◽  
Vol 26 (59) ◽  
pp. 21-34 ◽  
Author(s):  
Gibrán Rivera González ◽  
Igor Antonio Rivera González
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Human Resources ◽  
Knowledge Creation ◽  
Information Technologies ◽  
Model Fit ◽  
Management Model ◽  
Leadership Culture ◽  
Measurement And Analysis ◽  
Question Survey

The paper aims to design and apply a Knowledge Management (KM) model within the context of a Higher Education (HE) institution in Mexico. The model is composed of six enablers: leadership, culture, structure, human resources, information technologies and measurement, which facilitate the processes of knowledge creation, storage, transfer and application. A 53-question survey applied to thirty-six (36) people allowed to evaluate the degree of development and implementation of knowledge enablers and processes. Objectivity, reliability and overall model fit were assessed.

Workforce Development and Higher Education Partnerships

2019 ◽  
pp. 369-382 ◽  
Author(s):  
Sheena Copus Stewart ◽  
James E. Witte ◽  
Maria Martinez Witte
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Workforce Development ◽  
Future Trends ◽  
Collaborative Relationships ◽  
Higher Education Partnerships ◽  
Teaching Learning ◽  
The Impact ◽  
Collaborative Efforts

Workforce development and higher education can benefit from collaborative efforts that incorporate and apply teaching, learning, and research from a variety of environments. This chapter introduces the context of workforce development innovation and the impact on employees. Partnerships, in general, are defined and workforce development and higher education partnerships are examined that have influenced building collaborative relationships. Also included is a review of best practices and future trends related to workforce development and higher education partnerships.

Promoting Digital Competences through Social Software

2012 ◽  
pp. 408-429
Author(s):  
Teresa Torres-Coronas ◽  
María Arántzazu Vidal-Blasco
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Web 2.0 ◽  
Gender Equality ◽  
Knowledge Creation ◽  
Labor Relations ◽  
Learning Experience ◽  
Social Software ◽  
Formal Learning ◽  
Web 2.0 Tools

In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this chapter, we address how digital competences can be developed through formal learning. We show how to design a web 2.0 learning experience that was undertaken at Universitat Rovira i Virgili1 and which developed both digital competences and management knowledge. In particular, the case presented focuses on the field of gender equality within the framework of labor relations in a non-real company created for this purpose, “Quadratonics SA”. Through Quadratonics’, web 2.0 tools and social software students improve their digital competences and, at the same time, are exposed to the most up-to-date innovations in ICT. Our final reflection is that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, who will be the digital workers of the future.

Knowledge Networks in Higher Education

2019 ◽  
pp. 654-662
Author(s):  
Filipa M. Ribeiro
Keyword(s):  
Higher Education ◽  
Knowledge Creation ◽  
Knowledge Networks ◽  
Epistemic Authority ◽  
Epistemic States ◽  
The Social ◽  
Scientific Outputs ◽  
Primary Focus ◽  
Analysis Of Knowledge

Networks function as an appropriate device to explore the processes of creation and adoption of knowledge by academics in higher education institutions (HEIs), and how it can be operationalized with the concept of epistemic authority and the analysis of knowledge networks. The claim that underlies this chapter is that emergent processes of knowledge creation—in terms of epistemic states—are highly shaped by the social and knowledge networks in which academics are engaged. The primary focus of this approach to knowledge networks will be on knowledge creation. Thus, instead of focusing on the vehicles of distribution of knowledge and scientific outputs, the emphasis will be on the role of knowledge networks – seen as epistemic conduits.

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