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on Economics of Strategic Management |
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Issue of 2021‒01‒25
three papers chosen by João José de Matos Ferreira Universidade da Beira Interior |
| By: | Goncharenko, Lyudmila; Sybachin, Sergey; Khachaturov, Grigory |
| Abstract: | This article is devoted to the issues associated with the organization and implementation of a reliable monitoring of students' knowledge in a higher education institution in the context of a challenging epidemiological situation in the world and a forced full-scale educational process transfer to an electronic implementation format. In early 2020, higher education institutions were not ready to switch over to a distance work format. Educational organizations encountered a huge list of problems affecting literally every single element of the educational process. The most strongly this transition affected the students' knowledge monitoring process. At that time, universities had neither regulatory, nor methodological information base that could become a basis for developing individual approaches to solving the problem of knowledge monitoring process organization, using information technologies; the experience in arranging training sessions, accumulated by institutions over the past six months, gives the advantage. However, it’s important to understand that it’s impossible to control students' knowledge en-masse in approximately the same time interval without appropriate software and an established performance algorithm & implementation procedure. |
| Keywords: | distance learning, higher education institutions, knowledge monitoring, algorithm |
| JEL: | A22 O33 |
| Date: | 2020–11–20 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:104712&r=all |
| By: | Wioleta Kucharska (Gdansk University of Technology, Gdansk, Poland); G. Scott Erickson (Ithaca College, Ithaca, NY, USA) |
| Abstract: | This study measures the relationship between tacit knowledge and innovation in the Polish and US information technology (IT) industries. Large samples were obtained, allowing quantitative modeling not possible in many tacit knowledge studies focused on more qualitative analysis. Conceptually, the study identifies the potential sources of tacit knowledge (learning-by-doing and/or learning-by-interaction), individual tacit knowledge development leading to a willingness to share, and the consequent correlation to process and/or product/service innovation. The important role of critical thinking as a control variable in tacit knowledge development in individuals is also identified as is the connection of process innovation as a mediator between tacit knowledge sharing and product/service innovation. The model is supported across both samples though with interesting differences across countries, particularly in sources of tacit knowledge (more learn-by-doing in the US), the link between awareness and sharing (stronger in US), and innovation (process as a full mediator in Poland, complementary in the US). The main theoretical contribution is empirical support for tacit knowledge's role in innovation, including the step-by-step details of how everything connects as well as details on how the model can differ by national context. The managerial implications include the care that must be taken to evaluate national circumstances and their potential impact on a firm's management of tacit knowledge. |
| Keywords: | Tacit knowledge, knowledge awareness, knowledge sharing, innovation, IT industry, Poland, USA |
| Date: | 2021–01 |
| URL: | http://d.repec.org/n?u=RePEc:gdk:wpaper:63&r=all |
| By: | Marta Simo Sanchez (Universitat de Barcelona); Tamar Shuali Tachtenberg (Universidad Católica de Valencia San Vicente Mártir); Carmen Carmona Rodriguez (Universidad de Valencia); Miriam Prieto Ejido (Universidad Autónoma de Madrid, España); Victoria Tenreiro Rodriguez (Universidad Católica de Valencia San Vicente Mártir); María Jimenez Delgado (Universidad de Alicante); Clara Centeno (European Commission - JRC) |
| Abstract: | In spite of policy impetus, research shows that teachers struggle to address the increasing diversity in classrooms, among others, due to the lack of competences to deal with it. The acquisition of Intercultural Competence (IC), which could be defined as "the ability to mobilise and deploy relevant attitudes, skills, knowledge and values in order to interact effectively and appropriately in different intercultural situations", is a crucial need for teachers to deal with diversity and to be successful in their teaching. In this context, in 2019 the JRC launched the INNO4DIV project with the aim to support polices in the field of IC of teachers, through the analysis of literature and innovative good practices which have successfully addressed the existing barriers for teacher's IC development. Within this context, the main purpose of this deliverable is to provide an updated list of key enabling components (KECs) for the development of teachers' intercultural and democratic competence and the barriers that hinder such development. The Literature review confirms prior research, which served as a departure point for the present study, and identified the following 8 KECs: 1. a common understanding of the knowledge skills and attitudes related to IC; 2. supporting policies; 3. effective initial teacher education curricula, including mandatory IC and related assessment methods, naming specific learning objectives and competences, and how to foster them with respective tools, methods and teaching approaches in classroom education as well as in extracurricular activities; 4. availability of high-quality professional IC courses for teachers' continuous professional development; 5. integrated IC across the school curriculum; 6. the application of effective teaching methods, based on adapted pedagogical approaches such as: Peer-learning, IC networks, IC working groups in school, IC connections within and beyond teacher training, Experiential Learning Collaboration, Challenging assumptions, and Communities of Practice; 7. the availability of supporting tools; and, 8. a whole school approach to intercultural learning, framing, accompanying and supporting teachers IC learning and teaching activities, which needs to be promoted by policy makers and has to be put into practice by the respective educators and school administrators. In addition, the review detected a new essential KEC: Teacher educators with experiential knowledge about interculturality and diversity. |
| Keywords: | education, intercultural competence, democratic competence, cultural diversity, inclusive education inclusion, key competences, teachers´ education |
| Date: | 2020–11 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc122560&r=all |