Contribution
Description: "The Base And Influental Factors of Knowledge Creation in the Context of Curricula Accreditation"
Research question: What are the base and influental factors of knowledge creation, what kind is the process of organizational knowldge creation and how it is held in the context of curricula accreditation?
The purpose of the study is analyze of the process of organizational knowledge creation in the context of curricula accreditation.
Research describes organizational knowledge creation from the aspect of educational sciences. Organizational knowledge creation as humancentered action is ofttimes expanded upon in economical or infotechnological context and that is why it's often left without attention that the creator of the organizational knowledge is individual In economical and infotechnological context systems and processes are accentuated. Research describes the process of organizational knowledge creation starting from the individual knowledge development.
There has been paid a little attention to organizational knowledge creation in the context of university. University is seen as organization in which knowledge is created for the wellbeing of society and this knowledge is science, but different authors do not handle organizational knowledge creation in the university context as the premise of academic quality. Curricula accreditation process is organizational knowledge creation and it helps operate more effectively and quarantee high-quality study and research process.
Theoretical framework:
The base of individual knowledge is experiential reflective learning. Creating organizational knowledge individuals share parts of their own knowledge, because knowledge as a whole is inseperable from subject. Individuals share their knowledge through communication process. Communication is process of giving constantly information and feedback where common understandings develop through interaction (interactive influencing) and perception (cognition of partner and his subliminal experiences). Reflection supportive questions help to create common understanding between communication partners. In addition to members of the organization also partners, clients and consultants should be incorporated in communication process.Organizational knowledge creation is strongly influenced in socio-cultural context and learning supportive organizational culture. Organizational knowledge creation process must be managed and documented.
Methodology: The research method was half-structured interview. Interviews were construed with fenomenological approach. Interviews were conducted between leaders of compilation process of self-analyze report in Tallinn University.
Conclusions: In addition to teaching staff, students, alumni, employers and specialist from study department were gathered to the compilation process of self analyze report as organisational knowledge creation.
Self-analyze report, which is the result of self-analyze process and is the base for accreditation, is documented organizational knowledge, because it is developed through continuous communication. Interviewees expressed compilation of self-analyze report as "recovering from bad illness" and "cleanup" which refers to group reflection. Interviewees' expressions about "recovering from bad illness" and "cleanup" show that people have come out from their usual zone of comfort and experienced reflection. Self-analyze process as organizational knowledge creation is also acknowledged by the fact that implicit knowledge turned to explicit. Interviewees confirmed that many ideas which were under discussion were familiar but they haven't thought about them in such way. I. Nonaka and H. Takeuchi (1995) also acknowledged turning implicit knowledge into explicit during the organizational knowledge creation process.
Analyzing interviews it turned out that self-analyze report is finally documented by one person who is the manager of the process. Instruction for writing self-analyze report was very helpful, because it consists of reflection supportive questions.
Socio-cultural context was considered very important because it makes knowledge meaningful. That is the reason why it's very important to describe socio-cultural context in self-analyze report to make accreditation experts to understand the backround of the curricula. Tallinn University's organizational culture was contradictional in the aspect of supporting learning, but interviewees considered the influence of organisational culture very important for creating organizational knowledge.
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