Education Innovation and Ventures

Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2

by Dmitry Misyurov

The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.

Socio-Technical Knowledge Management and Epistemological Paradigms: Theoretical Connections at the Individual and Organisational Level

by Matthew Jelavic

Jelavic, M. (2011). Socio-technical knowledge management and epistemological paradigms: Theoretical connections at the individual and organisational level. Interdisciplinary Journal of Information, Knowledge, and Management, 6(1), 1 – 16.

This paper provides an evaluation of the literature pertaining to the autopoietic, connectionist, and cognitivist... more This paper provides an evaluation of the literature pertaining to the autopoietic, connectionist, and cognitivist epistemological paradigms. These paradigms exist at the individual and organisational level through diametrically opposed functionalist versus interpretive and integrative socio-technical knowledge management perspectives. The alignments of individual and organisational epistemologies are essential to the effectiveness of a knowledge management system. Knowl-edge management should consider the roots of knowledge theoretically in order to share or man-age knowledge dissemination successfully in organisations. The term ‘knowledge sharing’ has been emphasised and discussed comprehensively through its epistemological influential factors. This paper concludes the development of a Knowledge Management Epistemological Synthesis Model (KM-ES Model) and a comprehensive discussion and conclusion section focussing on the implications of epistemological influences on the knowledge management system of an organisa-tion. The results from this study provide both researchers and academicians with a clear under-standing of the interplay between epistemologies and a foundation for establishing an effective organisational knowledge management system.

Keywords: socio-technical, knowledge management, knowledge sharing, epistemology, cognitiv-ist, connectionist, autopoietic, functionalist, interpretive, KM-ES Model

Knowledge Management Views in Eastern and Western Cultures: An Integrative Analysis

by Matthew Jelavic

Jelavic, M., & Ogilvie, K. (2010). Knowledge management views in eastern and western cultures: An integrative analysis. Journal of Knowledge Globalization, 3(2), 51 – 69.

Traditional eastern and western views of knowledge continue to influence the knowledge management practices in today’s... more Traditional eastern and western views of knowledge continue to influence the knowledge management practices in today’s global workplace. Based on these views, several dominant theories have emerged on how to best manage in the international work environment. This research illustrates contradictions in these theories and extracts a new perspective from the dynamic literature stream. This innovative perspective provides an opportunity to leverage cultures and relationships holistically for effective knowledge transfer and cross-cultural understanding, and hence for effective management

Keywords: Knowledge, Culture, International Management, Knowledge Management, Hofstede Framework

Cultural perspectives on knowledge management in central and eastern Europe: The SECI model of knowledge conversion and ‘ba’

by Matthew Jelavic

Jelavic, M., & Ogilvie, K. (2010). Cultural perspectives on knowledge management in central and eastern Europe: The SECI model of knowledge conversion and ‘ba’. Journal of Information & Knowledge Management, 9(2), 161 – 169.

This research discusses the SECI Model of Knowledge Conversion as it relates to the 10 Central and Eastern European... more This research discusses the SECI Model of Knowledge Conversion as it relates to the 10 Central and Eastern European Countries (CEECs) that are now part of the European Union (EU). The socio-economic conversion from socialism to capitalism of these societies is unique in historical precedence, whereby utilising the contextual models in knowledge conversion are applicable for understanding the implications of such a phenomenon. The results indicate that there is a unique set of variables that need to be considered within this context and for future similar situations.

Keywords: SECI; knowledge conversion; national culture; Ba; central and eastern Europe.

Multidisciplinary Technical Teams: A Case Study

by Matthew Jelavic

Ogilvie, K., & Jelavic, M. (2009). Multidisciplinary technical teams: A case study. Canadian Manager, 33(3), 18 – 19.

Interorganizational Macrocultures in the North American Automotive Manufacturing Industry

by Matthew Jelavic

Jelavic, M., & Ogilvie, K. (2009). Interorganizational macrocultures in the North American automotive manufacturing industry. Canadian Manager, 34(2), 20 – 21.

Maslow and Management: Universally Applicable or Idiosyncratic?

by Matthew Jelavic

Jelavic, M., & Ogilvie, K. (2010). Maslow and management: Universally applicable or idiosyncratic? Canadian Manager, 34(4), 16 – 17.

Globalization, Knowledge Workers and the Expanding European Union: A Lesson for North America?

by Matthew Jelavic

Jelavic, M., & Ogilvie, K. (2010). Globalization, knowledge workers and the expanding European Union: A lesson for North America? Canadian Manager, 35(1), 26 – 27.

Social Network Mapping and Analysis in the Global Aerospace Community

by Matthew Jelavic

Ogilvie, K., & Jelavic, M. (2010). Social network mapping and analysis in the global aerospace community. Canadian Manager, 35(2), 20 – 21.

Management Consulting: Understanding the Process Using Concepts in Neuroscience

by Matthew Jelavic

Vincenti, M., & Jelavic, M. (2011). Management consulting: Understanding the process using concepts in neuroscience. Canadian Manager, 35(4), 22 – 23.

Competence Management in High-Technology Organizations

by Matthew Jelavic

Jelavic, M. (2011). Competence management in high-technology organizations. Canadian Manager, 36(1), 21 – 22.

Tacit Knowledge and Personal Competitive Advantage: An Autopoietic Framework for Knowledge Management in Human Resources

by Matthew Jelavic

Jelavic, M. (2011). Tacit knowledge and personal competitive advantage: An autopoietic framework for knowledge management in human resources. Canadian Manager, 36(3), 22 – 23.

The Neurobiology of Experience: Memory-Prediction and Its Role in the Management Decision-Making Process

by Matthew Jelavic

Jelavic, M., & Vincenti, M. (2012). The Neurobiology of Experience: Memory-Prediction and Its Role in the Management Decision-Making Process. Canadian Manager, 36(4), 26 – 27.

The Brain Drain: Implications for Regional Economic Integration in the Expanding European Union.

by Matthew Jelavic

Jelavic, M. (2012). The brain drain: Implications for regional economic integration in the expanding European Union. In B. Chapalet, & M. Le Berre (Eds.), Producing New Knowledge on Innovation Management. Presses Universitaires de Grenoble, 99 – 111.

This paper provides a review and conceptual analysis of issues surrounding regional economic integration and the... more This paper provides a review and conceptual analysis of issues surrounding regional economic integration and the potential for inter-country brain drain within the expanding European Union (EU). As the EU expands eastward, it absorbs millions of highly skilled knowledge workers and opens opportunities for western European organisations to capitalise on this workforce. The migration of these skilled workers is a macro-exercise in eastern European knowledge management, and could have far-reaching implications at the regional, industry and organisational levels. This paper explores the context and implications of knowledge worker movement across fading borders.

Think revolution, not evolution: Creating entrepreneurial capability through rewarding learning from outrageous behaviour

by Peter Mellalieu

Mellalieu, P. J. (2001). Think revolution, not evolution: Creating entrepreneurial capability through rewarding learning from outrageous behaviour. Proceedings of the 9th International Conference on Thinking. Presented at the Breakthroughs: The 9th International Conference on Thinking, Auckland, NZ: International Conference on Thinking.

How can educators construct assessment schemes that encourage students to deliver innovative performance whilst... more How can educators construct assessment schemes that encourage students to deliver innovative performance whilst adopting managed risk taking?


The presentation reports on the pedagogical approach that was taken to ensure that a new course - 152.334 Entrepreneurship, Innovation and Creativity - practised what it preached. Students (learning partners) were given a wide range of choice in terms of both the genre and format of assignments that they created for the course. They were encouraged to be experimental through the teacher’s adoption of a grading regime that rewarded equally: content, presentation, process, and reflective learning.

Proyecto Culturas Viajeras: Plurilingüismo e Interculturalidad para la Mejora de la Convivencia

by Estefanía Almenta

Autora: Estefanía Almenta, Universidad de Málaga.

ALMENTA, E. (2009): “Proyecto Culturas Viajeras: Plurilingüismo e Interculturalidad para la Mejora de la Convivencia”, en CASTILLA MESA, M.T. y otros (coord.): Convivencia y Resolución de Conflictos en Contextos Socioeducativos. Sevilla: Editorial ECOEM. ISBN: 978-84-92411-84-9.

El Proyecto “Culturas Viajeras” nace con el firme propósito de acercar las culturas y las lenguas de los diferentes... more El Proyecto “Culturas Viajeras” nace con el firme propósito de acercar las culturas y las lenguas de los diferentes países iberoamericanos. Este acercamiento se produce a través del intercambio de cartas postales entre niños y niñas de escuelas de los diferentes países.
El contacto entre estos niños y niñas participantes genera vínculos emocionales que potencian el interés por aprender otras lenguas y conocer otras culturas diferentes a la propia, lo cual lleva a su vez al desarrollo de una mayor conciencia, respeto y valoración de la diversidad plurilingüística y pluricultural.
De este modo, las diferencias interpersonales e interregionales empiezan a ser apreciadas como riqueza y los conflictos se afrontan desde un nuevo clima de apertura cultural que favorece notablemente la mejora de la convivencia entre naciones vecinas.

Early Educational Foundations for the Development of Civic Responsibility: an African Experience.

by Robert Serpell

Serpell, R. Mumba, P. and Chansa-Kabali , T. (2011). Early Educational Foundations for the Development of Civic Responsibility: an African Experience. In C. A. Flanagan and B. D. Christens (Eds), Youth civic development: work at the cutting edge. New Directions for Child and Adolescent Development, 134, (Chapter 6), 77-93.

An innovative curriculum designed to foster the development of social responsibility among pre-adolescent children was... more An innovative curriculum designed to foster the development of social responsibility among pre-adolescent children was introduced at a rural Zambian primary school. The curriculum invoked Child-to-Child principles focusing on health education, advancing a synthesis of Western psychological theories and African cultural traditions. The teacher sought to democratize the educational
process through cooperative learning in mixed-gender, mixed-social-class, and mixed-ability study groups. Learners engaged in community service activities and contributed to the nurturant care of younger children. Young adults interviewed fourteen years after completing the program recalled their experience and reflected on how it had promoted their personal agency, cooperative disposition,
and civic responsibility in early adulthood.

ICT integration in the classroom: Challenging the potential of a school policy

by Jo Tondeur

Co-authored with Van Keer, H., van Braak, J. & Valcke, M. (2008). Computers & Education, 51, 212-223

Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in... more Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at classroom level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.

Presentación Bienvenida al Profesorado de la UNIA (2011-2)

by maria Sánchez

Opinions of teachers and non-teachers on research in Dutch Universities of Applied Sciences (paper in Dutch)

by Didi M.E. Griffioen

Published in Tijdschrift voor Hoger Onderwijs (2010/2) , co-authored with Uulkje de Jong

The Dutch universities of Applied Sciences (UAS) acquired in 2001 the financial right to conduct research. Before 2001... more The Dutch universities of Applied Sciences (UAS) acquired in 2001 the financial right to conduct research. Before 2001 was the legal right already granted, but the means were mostly absent. In the decision to install lectores (comparable with Associate Professors) from public means, the possibility was created to implement research activities in a larger quantity (Ministerie van OC&W & HBO-raad, 2001). Since the conducting research is a new activity for the UAS, and since the lectores do not have the ius promovendi, it was not that obvious these institutions were the ones to be publicly financed to implement research. The main task was and is indeed to offer professional higher education. The Minister of Higher Education, Culture and Research thought the UAS were ‘crucial’ for the European knowledge Economy (Ministerie van OC&W & HBO-raad, 2001). Until the present day it remains unclear how the employees of the UAS feel about these new research activities. This paper gives insight in these opions.