NURUL SYAHIDAH BINTI JAMALUDIN (2013146849) NORHAYATI BINTI MOHAMED (2013789623) From the new knowledge, recipients can generate new ideas and concepts that would require the application of both procedural and contextual knowledge skills trainee manager have opportunity to internalized and contextualized knowledge gained co-production model of knowledge creation and transfer: evidence based policy and practice academic institution as knowledge hub or knowledge cluster entrepreneurial mindset with high internal and external networking and knowledge sharing: create new industries & innovation
knowledge-intensive businesses: knowledge capability + other strategic capabilities = competitive advantage Key factors for competitive advantages: knowledge + core competencies used to make decisions, solve problems and produce effective performance collective tacit knowledge learning from the outside from education institution
setting the right context: knowledge convey the right person training and educational programs for skill and competence development of employees for effective KT Knowledge (proceeding), KnP, represents the process of selecting and associating information (KnI) which can guide specific actions or Decisions. KT between individuals within and across organizations is normally facilitated through apprenticeships which are inefficient and costly (Huber, 1991), expert networks and by codification. Expert networks do not involve codification and knowledge is provided by an expert to a novice. Organizational learning: personal communication, team dialogues and group meetings and is exemplified by innovation, collaboration, and culture shifts. explicit-tacit dimension: (1) Explicit to tacit (internalization) e.g. team building exercises. (2) Tacit to tacit (socialization) e.g. team meetings and discussion. (3) Tacit to explicit (externalization) e.g. discourse within a team. (4) Explicit to explicit (combination) e.g. e mail of a report.
Managerial knowledge creation = creation of knowledge workers : defines exploring, building, testing and validation of cognitive models of associations and causal relationships between relevant consumer, product and organizational attributes useable managerial knowledge: (transform theoretical concepts into actionable practices). Other Initiative Higher Education Institutions (HEIs) employed pedagogical techniques- lecturing, case method & simulation in delivering & transmission of academic knowledge create the required human environment and adopt HR practices- so that researchers are motivated and incentivized for the same. create a culture that encourages and rewards researchers to socialize with practitioners- information sharing, teamwork and innovation
Technological Infrastructure the non-human systems which facilitate the KM infrastructure could improve the efciency of KT. The major functions of technology system- entry, storage, retrieval, and distribution of knowledge in the KM system could be leveraged for KT mechanisms such as systematic review
Program Knowledge Transfer Partnerships (KTP) apply the concept of CoP (Collaborative Project) partially successful since HEIs are rated as low importance as a source of knowledge for innovation
Evidence-based Policy & Practice (EbPP) a method of integration of best research evidence of a specific problem or issue based on practitioners pre-existing experience & expertise on that subject along with end-user preferences & concerns systematic review based on: 1. identify solutions to the concerned problems 2. apply learning is from previous situations 3. evaluate the risks 4. benefits of potential interventions
academic writing conventions are difficult for practitioners to follow and make sense of. Management research is too focused on theoretical relationships which is descriptive knowledge and thus unable to provide practical solutions or prescriptions for practitioners. researchers and practitioners exist in different worlds: they operate on different time-scales, use different languages, have different needs and respond to different incentive systems.
decision Practitioner: empirical- intuition, experience and managerial judgment focus decision: practitioner: short term decision researcher: long term view knowledge form manager: tacit knowledge; practical researcher: explicit knowledge: codified form i.e. produced, documented and disseminated in the form of research papers, research dissertations, text books and opinion-based articles
eight inhibitors in KTE: misfit of timing between research cycle and real-world requirements; lack of relationships between researchers and decision makers; poor justification with traditional academic performance expectations; a perceived lack of knowledge of the research process; the academic language of communication of research findings; relevance of research to practice-based issues; lack of timely results; lack of time and resources to participate difficulty is in identifying, and then capturing the exact knowledge to be exchanged
1. Knowledge creation proportion of managerial knowledge is created in HEIs=considered as irrelevant to practice i.e. it is perceived as ambiguous, cognitive, abstract and intangible -researcher is likely to frame managerial problems and their solutions in his own theoretical and abstract context which would have very little relationship to any particular sector, organization or function of industry and thus become abstract, irrelevant., incoherent or intangible to practitioners at rst glance. 2. Knowledge diffusion Most of the knowledge produced and codied by researchers is compiled and diffused in the form of articles, books, reports and manuals or/and presented at conferences and seminars and in the form of electronic information i.e. online databases - researchers who create knowledge and practitioners who are expected to utilize the same, would be hampered by inadequate accessibility as the latter are unlikely to acquire and read journals or books whose information is partially understandable and difcult to make sense of. - the process of codication (externalization) would lead to partial capture of - knowledge which would still need to be interpreted and applied Locate knowledge gap
4. Knowledge utilization -use of research-based knowledge would require application of ndings, ideas, models and propositions developed in academia by practitioners which can guide or inform decision making in real world context KT or research outcomes produced by researchers would thus encounter barriers at all the four stages of the KT cycle i.e. creation, diffusion, adoption and utilization. Managerial knowledge creation involves exploring, building, testing and validation of cognitive models of associations and causal relationships between relevant consumer, product and organizational attributes 3. Knowledge adoption
academic knowledge produced in written and oral form need to be meaningful and understood by both -would thus require changing of managerial mindset which is a complex and under researched process, but Knowledge transfer cycle crucial as mindsets dene perception i.e. practitioners who are more inclined to experiment and apply new knowledge in their specic industrial and functional context would need to be identied and targeted with appropriate value proposition which is knowledge which has the potential to enhance managerial or organizational performance Knowledge creation For academicians to acquire the tacit knowledge which could produce knowledge relevant to industry, researchers would have to gain insight into the managerial challenges faced by practitioners and their practices which could be through observation, communication and participation Knowledge diffusion -require interpretation and presentation of ndings in a manner that can be understood by practitioners. -Adequate social interaction between researchers who are producers of managerial knowledge and practitioners who are potential users would be required for some time to resolve any cognitive or behavioral barriers Adress knowledge gap Knowledge adoption . Early adopters could be practitioners who are willing to take the risk and wish to benet from signicant performance enhancement or who are facing serious managerial challenges could make the necessary transition by contextualizing research knowledge to their specic business domain.
Gera, R. (2012). Bridging the gap in knowledge transfer between academia and practitioners. International Journal of Educational Management, 26 (3) pp. 252- 273. Retrieved on 9 April 2014 from http://www.emeraldinsight.com/