01 SES 01 C, Teacher Educators
Parallel Paper Session
In today’s society, knowledge is becoming a valuable asset and, for that reason, its transference has become a strategic resource of organizations (Gairín et. al, in press). In fact, the current aim of many organizations is to make optimum their intellectual resources (OCDE, 2000; Ichijo & Nonaka, 2007). As CIDEC affirmed (2001, p. 9), the organizations that have at their disposal a higher knowledge, have the ability to coordinate their resources and their traditional competences and give them shape to new ones, so they are ready to offer an added value and obtain an advantage regarding other institutions. Knowledge involves on this matter, a strategic resource of higher importance and the capacity of generating, coding, managing and possessing, the strategy that allows a sustainable added value (Collison & Parcell, 2003; Basu & Sengupta, 2007).
Knowledge Creation and Management (henceforth, KCM), cannot be understand without an organizational structure and without persons who take care of the development of necessary tools (Nonaka, 1994; Ichijo & Nonaka, 2007) to achieve that processes of KCM become a reality that allow to manage the intellectual capital of the members, improve the organizational results and increase the expectancies (Gallego & Ongallo, 2004; Gairín et al.in press).
In this sense, it is a work method that makes the most of the existing resources as a strategy that increases the organizational potential (Benavides & Quintana, 2003). Thus, the main contribution of this paper is the analysis of different on-line proposals of KCM that are being carried out in the recent years in higher education institutions. Precisely, the motivation that drives this project is the lack of significant experiences and researches on the subject in the field of education. So, basing on general considerations about the subject and the tools linked to it, we show some experiences linked to KCM, trying to characterize the experiences analysed from the abovementioned perspective (Barrera-Corominas, Fernández de Álava & Díaz Vicario (2011).
Benavides, C. & Quintana, C. (2003). Gestión del conocimiento y calidad total. Madrid: Díaz de Santos. Barrera-Corominas, A.; Díaz Vicario, A.; Fernández de Álava, M. & Gairín Sallán, J. (2011). Experiencias virtuales de Creación y Gestión del Conocimiento en empresas, administraciones y universidades. In Gairín, J. (Coord.). El trabajo colaborativo en red. Actores y procesos en la Creación y Gestión del Conocimiento colectivo (pp. 213-234). Barcelona: DaVinci Editorial. Basu, B. & Sengupta, K. (2007). Assessing Success Factors of Knowledge Management Initiatives of Academic Institutions – a Case of an Indian Business School. Electronic Journal of Knowledge Management, 5 (2), 273-282. CIDEC (2001). Construyendo la cultura del conocimiento en las personas y en las organizaciones. Cuadernos de trabajo, nº 34. Collison, C. & Parcell, G. (2003). La gestión del conocimiento. Lecciones prácticas de una empresa líder. Barcelona: Paidós. Ichijo, K. & Nonaka, I. (2007). Knowledge creation and Management: new challenges for managers. Oxford: Oxford University Press. Gairín Sallán, J.; Fernández de Álava, M.; Barrera-Corominas, A. & Rodríguez-Gómez, D. (in press). Review of Knowledge Creation and Management processes through communities of practice in Public Administration. Procedia Social and Behavioral Sciences Gallego, D. & Ongallo, C. (2004). Conocimiento y gestión. La gestión del conocimiento para la mejora de las personas y las organizaciones. Madrid: Pearson Prentice Hall. Nonaka, I. (1994). A Dynamic Theory of Organizational Knowledge Creation. Organization Science, vol. 1, nº1, pp. 14-37. OCDE (2000). Knowledge Management in the Learning Society. Paris: OECD. O’Reilly, T. (2006). The open Source Paradigm Shift. En Dibona, C; Cooper, D. & Stone, M. (Eds.). Open Source 2.0. USA: O’Reilly Media Inc.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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