|
on Knowledge Management and Knowledge Economy |
|
Issue of 2022‒11‒14
three papers chosen by Laura Nicola-Gavrila Centrul European de Studii Manageriale în Administrarea Afacerilor |
| By: | Zhang, Shoucheng |
| Abstract: | It has become increasingly important to use technology in education and society in order to prepare students for the future world in which they will have to live, as it enhances education and develops digital literacy, as well as 21st century skills such as critical thinking, problem solving, collaboration, communication, and information literacy that will be necessary for their success in the future. With technology being used more effectively in the education sector and in society as a whole, these skills can be imparted to learners in a more effective manner as a result of its use in the education sector. To accomplish this objective in educational institutions and society as a whole, pedagogical models can certainly be utilized, but in order to achieve this objective in a productive manner, they need to be utilized in the correct way. In addition to great leaders and entrepreneurs, the most successful educational organizations and societies share one common characteristic with the most successful educational organizations and societies. That is, they are able to exchange knowledge and wisdom within the society as well as within their faculties, students, and the external environment in which they operate. As a result of the variety of ways in which people communicate today, both individually and as a group, technology-enhanced communication in the society has never been more complex or challenging than it is today due to the types of communication technology available. Whenever it comes to using technology for knowledge dissemination in educational organizations, it is imperative that both the prerequisites as well as the consequences are taken into account when making a decision regarding the use of technology for knowledge dissemination. In recent years, it has been observed that the use of algorithms as a method of solving problems has increased due to machine learning and the development of algorithms that have been used to solve problems as a result of machine learning. The use of analytics is a prerequisite to using algorithms as a means of solving problems, because algorithms can be used as a means of solving problems, since algorithms are able to solve problems. For the purpose of solving problems in the current educational scenario around the world, a variety of algorithms, along with machine learning, are used as a method of solving problems, in addition to the development of algorithms to solve problems in the current educational scenario. |
| Keywords: | Technology and knowledge development in society, factors affecting knowledge sharing in education, diversity and inclusion of knowledge and technology, technology and society |
| JEL: | O30 O33 O35 |
| Date: | 2022–08–15 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:115130&r=knm |
| By: | Anderson,Stephen J.; Mckenzie,David J. |
| Abstract: | Many small firms lack the finance and marketing skills needed for firm growth. The standard approach in many business support programs is to attempt to train the entrepreneur to develop these skills, through classroom-based training or personalized consulting. However, rather than requiring the entrepreneur to be a jack-of-all-trades, an alternative is to move beyond the boundary of the entrepreneur and link firms to these skills in a marketplace through insourcing workers with functional expertise or outsourcing tasks to professional specialists. A randomized experiment in Nigeria tests the relative effectiveness of these four different approaches to improving business practices. Insourcing and outsourcing both dominate business training; and do at least as well as business consulting at one-half of the cost. Moving beyond the entrepreneurial boundary enables firms to use higher quality digital marketing practices, innovate more, and achieve greater sales and profits growth over a two-year horizon. |
| Keywords: | Financial Sector Policy,ICT Applications,Information Technology,Financial Sector and Social Assistance |
| Date: | 2020–12–17 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:9502&r=knm |
| By: | Lassana Toure (Université de Ségou) |
| Abstract: | Public-private partnership (PPP) projects are important due to the demand for various types of partnerships between the public and private sectors and the growing interest of parties to share experiences. Much of the previous work on PPPs has focused on procurement processes, examining specific issues such as risk management, legal aspects, finance and security planning. However, the training of students in entrepreneurship and knowledge management in PPP projects were not addressed. More specifically, it is about providing an understanding of the need for the sharing of experiences between entrepreneurs and higher education institutions (HEI) as well as on how these exchanges influence the behavior of students vis-à-vis starting a business. This communication begins with a brief background to explain why PPP projects, in the field of higher education, have become necessary and the main economic, technical and political arguments that justify the use of PPP method of starting a business in the field of higher education in developing countries. The methodology consisted of collecting primary data using a questionnaire submitted to 72 students through a random sample of students after a conference given by entrepreneurs. The data was analyzed using descriptive, inferential statistics, and a Logit model to measure the effect of sharing experiences on the decision to become an entrepreneur. The results clearly indicate that the sharing of experiences between entrepreneurs and HEI involving students help the latter to move towards self-employment. |
| Abstract: | .Les projets de partenariat public-privé (PPP) sont importants en raison de la demande de divers types de partenariat entre les secteurs public et privé et de l'intérêt croissant des parties à partager des expériences. La plupart des travaux précédents sur les PPP se sont concentrés sur les processus de passation des marchés, examinant des questions spécifiques telles que la gestion des risques, les aspects juridiques, les finances et la planification des coûts. Cependant, la formation des étudiants en entrepreneuriat et la gestion des connaissances dans les projets PPP n'ont pas été abordées. En clair, il s'agit, dans cette communication, de fournir une compréhension sur la nécessité du partage d'expériences entre les entrepreneurs et les institutions de l'enseignement supérieur (IES) ainsi que sur la manière dont ces échanges influencent le comportement des étudiants vis-à-vis de la création d'entreprise. Cet article commence par un bref contexte pour expliquer pourquoi les projets PPP, dans le domaine de l'enseignement supérieur, sont devenus nécessaires et les principaux arguments économiques, techniques et politiques qui justifient l'utilisation des PPP comme méthode de création d'entreprise dans les pays en voie de développement. La méthodologie a consisté à collecter des données primaires à l'aide d'un questionnaire soumis à 72 étudiants à travers un échantillonnage aléatoire d'étudiants après une conférence animée par des entrepreneurs. Les données ont été analysées à l'aide de statistiques descriptives, inférentielles et d'un modèle Logit pour mesurer l'effet du partage d'expériences sur la décision de se lancer à l'entrepreneuriat. Les résultats indiquent clairement que les échanges entre les entreprises et les IES impliquant les étudiants des IES aident ces derniers à s'orienter vers l'auto-emploi. |
| Keywords: | Partenariat public-privé,Enseignement supérieur,Échanges d’expériences,Comportement,Création,Exchange of experiences,Behavior,Business creation. |
| Date: | 2022–05–31 |
| URL: | http://d.repec.org/n?u=RePEc:hal:journl:hal-03787118&r=knm |