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Knowledge building

About: Knowledge building is a research topic. Over the lifetime, 1922 publications have been published within this topic receiving 46521 citations.


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Book
15 Jan 1995
TL;DR: In this paper, Leonard-Barton illustrates the dimensions of the core capabilities along which all organizations must innovate: skills and knowledge base, physical systems, managerial systems, and values and norms of behavior.
Abstract: From the Publisher: Why are some companies better at innovation than others? Drawing on the candid reflections of managers at leading technology-based companies such as Hewlett-Packard, Chaparral Steel, Microsoft, and Motorola, Wellsprings of Knowledge shows that the successful innovators are companies that build and manage knowledge effectively. The book reveals lessons for creating, nurturing, and growing the experience and accumulated knowledge of the organization into renewable assets and competitive advantage. Leonard-Barton illustrates the dimensions of the core capabilities along which all organizations must innovate: skills and knowledge base, physical systems, managerial systems, and values and norms of behavior. However, these capabilities can function as "core rigidities" if not constantly assessed. Managers must design capabilities as evolving, organic reservoirs. Wellsprings of Knowledge will help managers understand the long-term, systemic, and people-based nature of technological advantage and inspire them to think constantly about the potential knowledge-building import of every technology-related decision they make.

2,829 citations

Journal ArticleDOI
TL;DR: The conceptual bases of computer-supported intentional learning environments (CSILE) as mentioned in this paper come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities, and combine to support the following propositions: schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge building communities outside school walls.
Abstract: In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge-building communities outside school walls. CSILE is described as a means for refraining classroom discourse to support knowledge building in ways extensible to out-of-school knowledgeadvancing enterprises. Some of the most fundamental problems are logistic, and it is in solving these logistic problems that we see the greatest potential for educational technology.

2,219 citations

Posted Content
TL;DR: In this article, a set of four core technological competencies bestows competitive advantage on firms; these are the firm's skill and knowledge base, physical technical systems, managerial systems, and values and norms that create a firm's special advantage.
Abstract: Since firms are knowledge institutions, or well-springs of knowledge, they compete on the basis of creating and using knowledge; managing a firm's knowledge assets is as important as managing its finances. A firm's expertise is acquired by employees and embodied in machines, software, and institutional procedures. Management of its core or strategic capabilities determines a firm's competitiveness and survival. Through decision-making and action, core technological capabilities can be built and changed. The author proposes to (1) help managers think about the knowledge-building consequences of their technology-related decisions and (2) provide academics materials usable in training managers to think about knowledge building. All aspects of product or process development must be viewed in terms of knowledge management and growth. Knowledge cannot be managed the same as tangible assets; to manage knowledge assets, one must understand them. Successful adaptation is an incremental re-direction of skills and knowledge. A set of four core technological competencies bestows competitive advantage on firms; these are the firm's skill and knowledge bases, physical technical systems, managerial systems, and values and norms that create a firm's special advantage. These may reside at any line-of-business level. Core capabilities must be managed to foster, not inhibit flow of critical knowledge. There is a dilemma: core capabilities are also core rigidities when carried to an extreme or when the competitive environment changes. Limited problem solving, inability to innovate, limited experimentation, and screening out new knowledge can undermine the development of competencies. Four key activities create and sustain flows of knowledge and direct them into core capabilities: (1) Integrated, shared creative problem solving across cognitive and functional barriers - shared problem solving achieves new level of creativity when managed for "creative abrasion." (2) Implementation and integration of new internally generated methodologies and technical processes and tools. These can move beyond merely increasing efficiency when managed for learning. (3) Formal and informal experimentation. Experimental activities create new core competencies that move companies purposefully forward and are guards against rigidity. (4) Importing and absorbing technological knowledge expertise from outside the firm. Technology alliances, for example, develop outwise wellsprings of knowledge (identify, access, use, and manage knowledge from external sources). Well managed, these enable companies to tap knowledge wellsprings consistently and continuously. Many dysfunctional attitudes and behaviors within firms inhibit these activities. These activities are oriented to present, internal, future, and external domains, and involve managers at all company levels and all functions. Specific managerial behaviors that build (or undermine) capabilities are identified. Managers must design an environment that encourages enactments of these four activities to create an organization that learns. Thereby, organizations and managers can create an atmosphere for continuous renewal; application to commercial ends is as important as managing it internally. The growth and nurturing of core capabilities (expressed in successful product development) requires learning from the market (understanding user needs), or feeding market information into new-product development. Identifying new product opportunities depends on empathic design, actual observed customer behavior, and technological capabilities. Technology transfer can also be understood as transferring technological capabilities to a new site, which is examined at four levels (assembly or turnkey, adaptation and localization, system, redesign, product design). Transfer of production development capability is illustrated with the cas

1,992 citations

Book ChapterDOI
01 Jan 2006
Abstract: There are substantial similarities between deep learning and the processes by which knowledge advances in the disciplines. During the 1960s efforts to exploit these similarities gave rise to learning by discovery, guided discovery, inquiry learning, and Science: A Process Approach (American Association for the Advancement of Science, 1967). Since these initial reform efforts, scholars have learned a great deal about how knowledge advances. A mere listing of keywords suggests the significance and diversity of ideas that have come to prominence since the 1960s: approaches have changed in response to some of these developments; there is a greater emphasis on collaborative rather than individual inquiry, the tentative nature of empirical laws is more often noted, and argumentation has become an important part of some approaches. But the new " knowledge of knowledge " has much larger educational implications: Ours is a knowledge-creating civilization. A growing number of " knowledge societies " (Stehr, 1994), are joined in a deliberate effort to advance all the frontiers of knowledge. Sustained knowledge advancement is seen as essential for social progress of all kinds and for the solution of societal problems. From this standpoint the fundamental task of education is to enculturate youth into this knowledge-creating civilization and to help them find a place in it. In light of this challenge, both traditional education, with its emphasis on knowledge transmission, and the newer constructivist methods, appear as limited in scope if not entirely missing the point. Knowledge building, as elaborated in this chapter, represents an attempt to refashion education in a fundamental way, so that it becomes a coherent effort to initiate students into a knowledge creating culture. Accordingly, it involves students not only

1,448 citations

Book
08 Jan 1998
TL;DR: In this paper, the authors present a holistic approach to manage the sensemaking, knowledge building, and decision-making processes of an organization, by holistically managing its sensemaking and knowledge building processes.
Abstract: An organization uses information strategically in three areas: to make sense of change in its environment; to create new knowledge for innovation; and to make decisions about courses of action. These apparently distinct processes are in fact complementary pieces of a larger canvas, and the information behaviors analyzed in each approach interweave into a richer explanation of information use in organizations. Through sensemaking, people in an organization give meaning to the events and actions of the organization. Through knowledge creation, the insights of individuals are converted into knowledge that can be used to design new products or improve performance. Finally, in decision making, understanding and knowledge are focused on the selection of and commitment to an appropriate course of action. By holistically managing its sensemaking, knowledge building and decision-making processes, the Knowing Organization will have the necessary understanding and knowledge to act wisely and decisively.

1,307 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202312
202213
202165
202097
201981
201897