How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

Trust in the balance; Building successful organizations on results, integrity and concern

This study aimed to determine the factors that affect students’ preferences regarding tutorial modes. A learning-habit inclinations questionnaire (LHIQ) was constructed and administered to 288 students. Factor analysis revealed four factors: “time management,” “ease of access” to learning materials, “positive aspects of interaction” and “negative aspects of interaction.” Seven satellite-based synchronous tutorials were delivered to 92 students in a Research Methods course. The following semester, 73 other students taking the same course received the same seven tutorials with the same tutor but in a mixed mode of delivery: three similar satellite-based synchronous tutorials and four satellite-based asynchronous videocassettes containing the recorded tutorials of the previous semester. Attitudes toward different components of the learning environments were measured and the LHIQ was administered. Results revealed that preferences of tutorial mode were determined by students’ learning-habit inclinatio...

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Synchronous vs. asynchronous tutorials: Factors affecting students’ preferences and choices

This annual review of the research and practice literature related to career counseling and development published during 2003 is presented in 6 major areas: professional issues, career assessment, career development, career theory, career interventions, and technology. The authors discuss the implications of the findings in this literature for career counseling practice.

Practice and Research in Career Counseling and Development—2003

This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one, the theoretical foundations of multiple Intelligences and ID were examined to guide the development of such model. In phase two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and validated by experts in the field of ID through a three-round Delphi study. The result was a revised and validated Multiple Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and provides a frame- work for the internal validation of ID models using expert review procedures.

/pdf/id-model-construction-and-validation-a-multiple-qpo2fftwub.pdf

ID model construction and validation: a multiple intelligences case

This paper presents the results of introducing management students to Gardner's theory of multiple intelligences as a means of increasing respect for the knowledge and abilities of others, which in turn, may increase levels of trust in the ability of others, willingness to share knowledge and trust in equity of knowledge exchanges. The results indicate that most of the participants agreed that the theory raised their awareness of the knowledge of others as well as respect for the knowledge of others and trust in the abilities of others to provide knowledge, willingness of others to share knowledge and trust in an equitable exchange in knowledge sharing. However, large numbers of participants indicated that they remained unsure about the potential effects of their new knowledge on trust. Suggestions for more extensive and intensive research to test the effects of the theory and the proposed model are put forward.

https://link.springer.com/content/pdf/10.1057%2Fpalgrave.kmrp.8500101.pdf

Multiple intelligence theory, knowledge identification and trust

This study tests the viability of using Gardner's theory of multiple intelligences as a structure for identifying knowledge diversity in business students and whether such knowledge increases ident...

Multiple Intelligences and Business Diversity

Fifty primary and 52 secondary teachers were interviewed about their concerns and fears as first‐year teachers in Catholic schools. Teacher variables of gender and maturity, as well as school variables such as socio‐economic status (SES), non‐English speaking background (NESB), school size and primary/secondary level were examined as sources of difference in expressed concerns and needs. Ranked concerns associated with meeting individual differences were ranked highest followed by ‘Content’, ‘Control’ and ‘Motivation’, ‘Teaching Migrants’, ‘Record Keeping’ and ‘Communication’. Open‐ended responses differed from ranked responses with ‘Efficacy’, ‘Control’ and ‘Content’ the most frequently mentioned fears. In general, no significant differences were found between rankings of concerns for primary/secondary levels or for teacher gender. However SES, NESB and teacher tender were significantly related to concerns for certain subsets of data.

Joyce Martin

Papers

Multiple intelligence theory, knowledge identification and trust

Multiple Intelligences and Business Diversity

Concerns of First‐Year Teachers in Australian Catholic Schools

Restorative Practice: Applying Confucianism to Build a Better Mousetrap

Confucian philosophy for teaching twenty-first century values in Australian schools