Problem Of Knowledge Transfer Research Articles

Kafka, New Orleans, the OARs and the KT Boundary

The dying emperor in Kafka's tale has sent you a message of great importance, entrusted to his strongest herald. But the throne room, the palace, the city are so huge and so crowded with people that the message can never reach you. Reverse the tale and you have the problem of Knowledge Transfer (KT)--brutally illustrated by the fate of New Orleans. Important information, of unquestioned validity, soundly based in research and easy to understand, simply does not get through to practice. A recent evaluation of the Ottawa Ankle Rules makes the point all too clearly. Indeed, the KT problem is worse than Kafka's. Economically motivated people and organizations actively distort the messages--and try to trip the herald--while grossly oversimplified frameworks of understanding include no language in which the messages can be expressed. "More research" is not the answer.

Evolving a Regionally-Based Mechanism for the Provision of Technical Knowledge to SMEs

This paper describes and evaluates a pilot project undertaken in the South West of England to develop a computer-based system for facilitating effective technical knowledge transfer to small and medium-sized enterprises (SMEs). It explores the problem of technical knowledge transfer to SMEs, focusing in particular on the policy context. The conceptualization, development and implementation of the pilot project, called ‘e-volve’, are described. The project's failure to develop beyond the pilot period provides the focus for its evaluation. Interview data were collected from system users to identify the main issues affecting the success of the initiative. Key factors concerned with the development of information and communication technologies (ICTs) and system membership are highlighted, as are a number of institutional and political issues relating to the e-volve project. Recommendations relating to both the implementation of technical knowledge systems and associated public policy issues are provided.

East meets West: a case example of knowledge transfer

This article highlights some of the similarities and differences in management theory and practice between the UK and the Former Soviet Union (FSU) and Central and East European (CEE) states. It does so in the context of a debate over the appropriateness and extent of cultural dominance in knowledge transfer of theory and practice, which has occurred during the last decade, and which is still unresolved. It reviews a scheme for knowledge transfer which offered a flexible structure within which the organizers could amend their material in the light of their growing experience with the way in which the scheme operated, and whereby they might avoid some of the mistakes of cultural dominance made within other schemes offered elsewhere The Joint Industrial and Commercial Attachment Programme (JICAP), its structure, approach and some outcomes are outlined as a case example. Sponsored by the British Council to arrange visits by middle and senior managers from the post-command economies to the UK for intensive management training and work placement in an organization complementary to their home employment, JICAP was typical of the best Western thinking in management development of the time. The espousals and realities, the benefits and flaws in this approach are examined, drawing on the perceptions of the JICAP delegates themselves in terms of their personal and business development.Czarniawska's model of the travel of ideas (Czarniawska and Joerges 1996) is used as an organizing framework within which the problems of knowledge transfer, culturally dominant or maximally flexible, can be examined, and the underlying issues identified. This notion of flexibility, within which alternative perspectives can be negotiated and new meanings created, constitutes the main contribution proposed by this paper.

A case study of transfer of learning in a family health nursing course for students in remote and rural areas

This paper describes a case study detailing one approach to tackling the problems of knowledge transfer in an undergraduate course on Research, Decision-Making and Evaluation in Family Health Nursing. Transfer is the ability to access and utilise ones intellectual resources in situations where these may be needed [Nursing Diagnosis 3(4) (1992) 148–154]. The discussion will explore the related issues of transfer of learning, casuistry, and teaching and learning on a course for experienced community practitioners. This course serves as a case example to tease out how teaching and learning can be structured to promote effective transfer of knowledge from the classroom and virtual classroom to clinical practice.

Embedded Firms, Embedded Knowledge: Problems of Collaboration and Knowledge Transfer in Global Cooperative Ventures

Research on global cooperative ventures has tended to focus on governance forms and task structures. This study highlights the importance of knowledge structures and work systems in influencing the success of collaborative ventures. Based on an empirical analysis of a close collaboration in the knowledge-intensive area between a Japanese and a British high-technology firm, it illustrates how the socially embedded nature of knowledge can impede cross-border collaborative work and knowledge transfer. The research has applied and extended Michael Polanyi's con cept of 'tacit knowledge' in a much wider context. It develops a conceptual frame work for analyzing the main differences and 'points of friction' between the Japanese 'organizational' and the British 'professional' models of the organization of knowledge in high-level technical work. It shows how the dominant form of knowledge held in organizations, its degree of tacitness, and the way in which it is structured, utilized and transmitted can vary considerably between firms in dif ferent societal settings. These differences are shown to have contributed to project failures, weakened the technological relationship between the partner firms over time and led to asymmetry in knowledge transfer.

A software simulation of tibial fracture reduction with external fixator

In modern orthopaedic practice, circular external fixators are frequently preferred to plaster cast for various reasons. The realignment of the two fractured bone segments is usually performed under a continuous fluoroscopy checking which involves a long radiation exposure time for both patients and surgeon. In order to overcome this problem, a computer controlled external fixator is under development. One relevant problem which this project faced in its initial stage was the difficulty to define in geometrical terms the manual reduction trajectory normally adopted by the surgeon. Basically it was a typical problem of empirical knowledge transfer from the surgeon to the engineer. Thus, it was necessary to create a common ground where the two experts could carry out the necessary analyses in order to define an empirical algorithm capable of suggesting a correction trajectory. The problem was solved by developing a simulation program called S.E.R.F. (Simulation Environment of a Robotic Fixator) provided with an extremely powerful graphic output, able to visualize the whole reduction trajectory from any viewpoint in space. The authors suggest the use of this kind of tool every time the techno-clinical information exchange is a critical issue.

How to meet an increasing concern of citizens in a city climate

The application of climatological knowledge to building design and urban planning is not only a problem of communication and understanding between meteorologists, civil engineers, architects and urban planners. At present it is increasingly a problem of knowledge transfer to laymen, of discussing and arguing with representatives of building owners, tenants or the general public. This is true for cities in highly industrialized and populated regions in temperate climates as in Central Europe, and also for the rapidly growing cities and settlements in less-developed countries in subtropical or tropical areas.In both cases, administrations have tried to put through the results of centralized planning by experts with decreasing success. Decisions often have been the outcome of simple additive weighting methods applied according to a recipe with a set of objectives, adopted and predetermined by the administration. In the future, the participation of citizens and representatives of various interested groups in the planning process should be used as an opportunity to foster the role of climatological concerns. The appropriate ways for communication and for decision-making by discussion, learning, selecting and eliminating possible solutions in a stepwise process are treated and illustrated by examples.

Socializing the knowledge transfer problem

A central issue in acquiring knowledge is its appropriate transfer beyond the contexts and contents of first acquisition. In contrast to dominant “common elements” transfer theory, an interpretive perspective is developed, according to which “appropriate transfer” is a concept socioculturally rather than objectively defined. “Elements” perceived by the thinker as common between the current and a prior situation are not given in the nature of things but “read” in terms of the thinker's culturally-influenced categorization system, of problem types. A synthesis of cognitive research findings identifies specific features of thinking-skills instruction effective for promoting transfer. These include learning about and practicing knowledge application in multiple contexts of use, constructively participating in bridging instruction across school and nonschool problem situations, thinking and self-management skills taught within domains, and synergistic integration of the learning of different subjects. Recommendations are made for developing new learning technologies that build upon these conditions for enhancing knowledge transfer.

Engineering Education Systems in Japanese Universities

Previous articleNext article No AccessComparative Engineering EducationEngineering Education Systems in Japanese UniversitiesPo S. ChungPo S. Chung Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 30, Number 3Aug., 1986 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446616 Views: 3Total views on this site Citations: 5Citations are reported from Crossref Copyright 1986 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Masako Hosaka Learning to become graduate students: Japanese women's experience in the research unit in engineering, European Journal of Engineering Education 35, no.66 (Dec 2010): 619–626.https://doi.org/10.1080/03043797.2010.502567Masahide Yuma Lifetime list of publications by Hiroya Kawanabe, (Jan 1998): 37–66.https://doi.org/10.1007/978-94-015-9016-7_3Alice Lam Embedded Firms, Embedded Knowledge: Problems of Collaboration and Knowledge Transfer in Global Cooperative Ventures, Organization Studies 18, no.66 (Nov 1997): 973–996.https://doi.org/10.1177/017084069701800604Takuto Yamada, Robert H. Todd The Quest for Relevance: Roles for Academia and Industry in Japan and the U.S., Journal of Engineering Education 86, no.44 (Jan 2013): 341–348.https://doi.org/10.1002/j.2168-9830.1997.tb00307.xP.S. Chung, Yat-Wah Lam Integrative engineering program for modern converging technologies, IEEE Transactions on Education 35, no.11 (Feb 1992): 38–43.https://doi.org/10.1109/13.123415

An Account of the Work of the Cook County and Chicago Normal School from 1883 to 1899

Previous articleNext article FreeAn Account of the Work of the Cook County and Chicago Normal School from 1883 to 1899Francis W. ParkerFrancis W. Parker Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 2, Number 10Jun., 1902 Article DOIhttps://doi.org/10.1086/453130 Views: 116Total views on this site Citations: 10Citations are reported from Crossref Journal History This article was published in The Elementary School Teacher and Course of Study (1901-1902), which is continued by The Elementary School Teacher (1902-1914). PDF download Crossref reports the following articles citing this article:Yi-Huang Shih Exploring F. W. Parker’s notions regarding child education, Policy Futures in Education 25 (Sep 2021): 147821032110374.https://doi.org/10.1177/14782103211037483Yi-Huang Shih Learning content of ‘multiculturalism’ for children in Taiwan’s elementary schools, Policy Futures in Education 18, no.88 (Mar 2020): 1044–1057.https://doi.org/10.1177/1478210320911251Alessandra Arce Hai, Helen May, Kristen Nawrotzki, Larry Prochner, Yordanka Valkanova The Dewey School, USA, (Jul 2020): 27–75.https://doi.org/10.1007/978-3-030-50964-4_2Thomas S. Popkewitz Reform and Making Human Kinds: The Double Gestures of Inclusion and Exclusion in the Practice of Schooling, (Oct 2017): 133–150.https://doi.org/10.1007/978-3-319-61971-2_8Jack Schneider, Ethan Hutt Making the grade: a history of the A–F marking scheme, Journal of Curriculum Studies 46, no.22 (May 2013): 201–224.https://doi.org/10.1080/00220272.2013.790480Jongseok Park, Sangmin Park The Formation Process of Nature-Study in U.S. and Its Implication for Science Education, Journal of the Korean Chemical Society 58, no.11 (Feb 2014): 118–125.https://doi.org/10.5012/jkcs.2014.58.1.118 Natalie Crohn Schmitt Morning Exercise Natalie Crohn Schmitt, Schools 3, no.22 (Jul 2015): 51–62.https://doi.org/10.1086/588876James Kalmbach From liquid paper to typewriters: Some historical perspectives on technology in the classroom, Computers and Composition 13, no.11 (Jan 1996): 57–68.https://doi.org/10.1016/S8755-4615(96)90035-3Elinor Kline, David W. Moore, Sharon Arthur Moore Colonel Francis Parker and beginning reading instruction, Reading Research and Instruction 26, no.33 (Mar 1987): 141–150.https://doi.org/10.1080/19388078709557906Roy D. Pea Socializing the knowledge transfer problem, International Journal of Educational Research 11, no.66 (Jan 1987): 639–663.https://doi.org/10.1016/0883-0355(87)90007-3