Knowledge Creation

The Centrality of" between" in Intellectual Entrepreneurship

by Ariane Berthoin Antal

in: Stefan Kwiatkowski and Patrice Houdayer, Intellectual Entrepreneurship: Through or Against Institutions? Leon Kozminski Institute: Warsaw, 2004:27-52. (Polish translation published as: Ariane Berthoin Antal, “Znaczenie czynnika "pomie;dzy" w przedsie;biorczos'ci intelektualnej,“ in: Stefan Kwiatkowski, Marek B.Kaminski (eds.), Intellectual Entrepreneurship. Wiedza, Przedsie, biorczos'c', Bogactwo, Leon Kozminski Academy of Entrepreneurship and Management: Warsaw, 2006:111-137).

Types of knowledge gained by expatriate managers

by Ariane Berthoin Antal

a revised version of this paper was published in:
Journal of General Management, Vol. 26, No. 2, Winter 2000:32-51

Expatriates' contributions to organizational learning

by Ariane Berthoin Antal

Harnessing Community’s creative expression and indigenous wisdom to create value. TIE model

by Tariq Zaman

Tariq, Z., Alvin Yeo Wee and Narayanan Kulathuramaiyer (2011). Harnessing Community’s creative expression and indigenous wisdom to create value. Tacit-Implicit-Explicit(TIE) Knowledge Creation Model. Proceedings of IKTC2011: Embracing Indigenous Knowledge Systems in a New Technology Design Paradigm. Nicola J Bidwell and Heike Winschiers-Theophilus (Ed.). Page 157.

Knowledge creation process in indigenous communities is a less focused but important area of research. We proposed the... more Knowledge creation process in indigenous communities is a less focused but important area of research. We proposed the Tacit-Implicit-Explicit (TIE) model to conceptualize the information and know-how engagement process with indigenous communities. The model is an extension of traditional knowledge creation models. It will provide an insight of the flow and absorption of new information and know-how in indigenous communities and will describe that on the base of new information, how the community flourishes innovation and knowledge creation? A case study of Bario-Buayan community information exchange and knowledge creation is presented while the research is still in progress to collect more case studies from communities and to validate the model.

The Knowledge Practices Environment: a Virtual Environment for Collaborative Knowledge Creation and Work Around Shared Artefacts

by Merja Bauters

Co-authored: Hannu Markkanen, Markus Holi, Liisa Benmergui, Christoph Richter,

This paper presents the Knowledge Practices Environment (KP-Environment), a virtual space aimed to foster... more This paper presents the Knowledge Practices Environment (KP-Environment), a virtual space aimed to foster collaborative knowledge creation and sustained work around shared artefacts. The environment provides a coherent set of tools in order to initiate and organize collaborative processes, to support asynchronous and synchronous communication among participants, and to create, work on, share, and organize documents collectively. The high-level requirements for the environment have been derived from a variety of pedagogical and professional scenarios emphasizing knowledge creation as a core learning activity. Based on a brief introduction to its theoretical foundations, high-level requirements for the Knowledge Practices Environment are outlined. Against this background the current prototype is described in detail both from a functional as implementation point of view. Finally, insights gained with the current implementation and an overview of further work is provided.

From Distributed Knowledge to Intelligent Knowledge-Creating Systems

by Anna Shirokanova

Basov, N.; and Shirokanova, A. From Distributed Knowledge to Intelligent Knowledge-Creating Systems, in The Intellectual: A Phenomenon in Multidimensional Perspectives / N. Basov, G.F. Simet, J. van Andel, S. Mahlomaholo, V. Netshandama (eds.), Oxford: Inter-Disciplinary Press, 2010, pp. 57-71. – ISBN 978-1-84888-027-6.

A prominent feature of contemporary societies is ceaseless production and diffusion of large amounts of... more
A prominent feature of contemporary societies is ceaseless production and diffusion of large amounts of information. Under such conditions knowledge gets distributed among growing numbers of actors, becomes dispersed and narrowly specialized. As a result, the rapid growth of information and communications does not bring about any creative breakthrough in knowledge production, while constant creation of fundamentally new knowledge is crucial to building the knowledge society. A possible response to this situation is to develop new forms of intellectual collaboration, which would take advantage of progress in communications and of new forms of organization. No model of collective knowledge creation has been suggested so far that would make ivory towers merge into the open systems of knowledge. We argue that a possibility to develop and implement such a model lies in unfolding the mechanism of co-evolution of knowledge, communication and emotional energy in intellectual networks which would allow the latter to act as a loosely connected and yet unified whole. In the paper, we bring together knowledge, emotional energy, and communication while simultaneously linking the micro-level knowledge-creation ritual to the large-scale structural coupling of network structures, in order to outline the theoretical ground for a model of effective knowledge-creating system.
Key Words: Networks, knowledge, communication, emotional energy, knowledge-creating system, knowledge creation ritual, intellectuals.

Paavola, S., Hakkarainen, K., & Sintonen, M. (2006). Abduction with Dialogical and Trialogical Means.

by Kai Hakkarainen

Paavola, S., Hakkarainen, K., & Sintonen, M. (2006). Abduction with Dialogical and Trialogical Means. Logic Journal of the IGPL 14(2), 137-150.

In this paper we maintain that abductive inferential processes should be embedded to a more general outlook on human... more In this paper we maintain that abductive inferential processes should be embedded to a more general outlook on human cognition. Abduction has clear affinities to the so-called interrogative model of inquiry in which inquiry and reasoning are conceptualized as a dialogue. We think, in addition, that dialogicality must be broadened to a “trialogical” framework which means a threefold relationship with mediating artefacts where the inquirer, other inquirers (the community), and the object of knowledge are inextricably bound up with each other in long term processes of inquiry. Seen from this perspective Peirce's semeiotic pragmatism has close connections to modern ideas about distributed cognition; also to Pera's dialectical model of science, and Davidson's theory of triangulation concerning human mind, cognition, and knowledge.

Models of Innovative Knowledge Communities and Three Metaphors of Learning

by Sami Paavola

Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of Innovative Knowledge Communities and Three Metaphors of Learning. Review of Educational Research 74(4), 557-576.

The authors analyze and compare three models of innovative knowledge communities: Nonaka and Takeuchi’s model of... more The authors analyze and compare three models of innovative knowledge communities: Nonaka and Takeuchi’s model of knowledgecreation, Engeström’s model of expansive learning, and Bereiter’s model of knowledge building. Despite basic differences, these models have pertinent features in common: Most fundamentally, they emphasize dynamic processes for transforming prevailing knowledge and practices. Beyond characterizing learning as knowledge acquisition (the acquisition metaphor) and as participation in a social community (the participation metaphor), the authors of this article distinguish a third aspect: learning (and intelligent activity in general) as knowledge creation (the knowledgecreation metaphor). This approach focuses on investigating mediated processes of knowledge creation that have become especially important in a knowledge society.

Knowledge Creation and Social Networks in the Built Environment, 14th Annual European Real Estate Society Conference, Cass Business School, London, UK, 27- 30 June 2007.

by Mahtab Akhavan Farshchi