Knowledge Transfer In Education Research Articles

Public management in the education sphere: Prospects for realizing human capital in the development of knowledge management technologies

The study aims to form and test a knowledge management model for universities, which made it possible to identify the most influential factors and their relationship with knowledge management processes. The sample of the study (N = 100) included members of the administrations of the United Arab Emirates universities, senior students (graduate students) and teachers. The data were collected based on a Google Forms questionnaire (65 questions). The model includes 6 main factors: leadership, organizational culture, organizational structure, human resources, information technology, measurement and control. It is assumed that the favourable influence of these factors will contribute to the effective implementation of the knowledge management process. Statistical analysis of the collected data was performed in SPSS and EViews. The model was verified with the help of the root-mean-square error of approximation. The factors "organizational culture", "human resources", "organizational structure", as the processes of creation, storage and use of information demonstrate the highest degree of compliance (value is 0.5 and below). Internal consistency was checked by calculating Cronbach's alpha (total Cronbach alpha is 0.97). To assess the existing relationships between the processes and factors of knowledge management, an analysis of Spearman's ρ correlation was performed (confidence level is 99%). The findings of the study show that the factor "organizational culture" has the greatest impact on the process of creating knowledge, and the factor of the organizational structure considerably affects knowledge management. It has been concluded that information technology is the least influential factor in the knowledge management process. The model demonstrates that the greatest influence of the “leadership” factor can be observed in the context of the process of applying knowledge. The validity of the model makes it possible to argue that it can be used as a public policy tool for the implementation of knowledge management initiatives in universities. The practical significance of the research lies in the fact that on the basis of the model described in the study, it is possible to perform a preliminary assessment of the knowledge assets of universities in order to improve the process of knowledge transfer in education and research. The model will provide university administrations with an opportunity to identify areas for improvement in order for the knowledge management process to be more effective, which ultimately should result in the creation of human capital that meets modern needs.

The long-term impact of providing nursing education in a low-income country.

To measure long-term knowledge gain after provision of nursing education in a low-income country. Global health education research has often focused on the short- term effects of providing education and direct patient care. Assessment of long-term knowledge gain is key for determining whether education knowledge transfer is sustainable. This prospective cohort study of educational training for nurses in Haiti tested knowledge gain before, immediately after, and 6months after education. Quantitative assessments were obtained through multiple choice tests at 3 time points. Qualitative data were obtained through focus groups and self-assessments. Knowledge gain was significant from pretest to immediate posttest, and knowledge retention was assessed at 6months after the education. Qualitative data showed improvement in reported confidence levels and patient care activities. Short-term knowledge gain was statistically significant for improvement; however, long-term knowledge gain was statistically significant in only 4 of 19 lectures. Reported qualitative improvements in patient care indicated added value of providing education to the nursing staff. Hands-on learning techniques were important to long-term retention, and building trust was vital to the completion of our study.

Peered and tiered learning: action research as creative cultural pedagogy

This article presents and problematizes a peered and tiered model of creative and educational knowledge transfer piloted in Culture Shack, a community-based arts education program in Melbourne, Australia. Drawing on Eisner and Sefton-Green and Soep, I argue the value of this approach as a potential new pedagogical strategy in both secondary learning and teacher education courses, refocused on collaborative and process learning rather than outcome-focused pedagogy and assessment. Because education is a key factor for successful integration of those from refugee-background and emerging communities, self-reliance and creative problem-solving can be enhanced through arts programs such as Culture Shack that increase participation in continuing, collaborative educational pathways. In this paper I argue that this peered and tiered collaborative learning model offers possibilities for working cross-sectorally, interdisciplinarily, and interculturally for effective pedagogical outcomes and for the value of arts-based action research-as-pedagogy.

India‑Singapore Relations: Constructing a “New” Bilateral Relationship

��� For much of their pre-independence history, India and Singapore maintained close relations. As a trading post established by the British East India Company in 1819, Singapore was directly administered by British India, and official linkages continued to exist even after Singapore was put under the purview of the British Colonial Office in 1876. The colonial period also saw significant immigration from British India into Singapore. However, in the post-independence phase, relations between the two states generally cooled in the context of the Cold War. Nevertheless, over the past fifteen years, bilateral relations have experienced an upswing, characterized by collaboration across a range of areas. This paper examines recent trends in the India-Singapore relationship, looking at both “traditional” issue areas like economic and defence-strategic ties, as well as “non-traditional” issue areas like education-knowledge transfer and building societal-level links between the two countries. The paper also explores future possibilities and potential pitfalls in bilateral ties.

Questions of Epistemology

Given the state of total neglect of the child’s experience and knowledge in existing classroom practices, the emphasis of the National Curriculum Framework (NCF) 2005 on child-centred education is important. Equally important, if not more so, is the disentangling of issues of pedagogy, learning theories and epistemology. This essay argues that in the NCF 2005 there seems to be some confusion between pedagogy, cognition and epistemology. It also compares its pedagogic approach to that of the Hoshangabad Science Teaching Programme (HSTP) which was based on learning science through experiments. However, both are silent on the philosophical issues of knowledge creation and the transfer of knowledge in education. While focusing on these issues, this essay questions the notion of the child as a constructor of knowledge from an epistemological perspective.

The MSc in Information Management of the University of Sheffield taught in Portugal: an example of knowledge transfer in education

This paper describes the background to the estab lishment of a collaborative, distance-learning Master's pro gramme in Portugal, involving the Centre for Technical Infor mation for Industry of the Laboratório Nacional de Engen haria e Tecnologia Industrial, and the Department of Intor mation Studies at the University of Sheffield. Previous collab oration on an intensive, six-month training programme for Information Intermediaries had led to an awareness of a market readiness for a more advanced course and. following a year of preliminary work, the MSC programme was imple mented with the aid of funds from PFDIP. In this paper, after a brief overview of the training in Information in Portugal. including a short reference to the Postgraduate Course for Information Intermediaries launched by ( ITI, the experience of setting up the Master's Programme in Information Management ot the University of Sheffield, at I NETI/CITI is outlined.