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Knowledge Management Foundations : Thinking about Thinking : How People and Organizations Create, Represent and Use Knowledge / K.M. Wiig.
... Several authors agree that the main dimensions of KM are the creation, transfer and application of knowledge (González-Illescas and Zaragoza-Sáez, 2023), as those elements are the minimum needed process for the KM (Dalkir, 2023), but we will rely on (Wiig, 1993) model which explained in (Fig. 1 it must contain a sufficient amount of process, not too big to be a more general or too small which may not bring enough synergy between workers (Dalkir, 2023). As Wiig's model assists in achieving various goals of KM, the study will rely on Wiig's KM model which includes four major steps and below is an explanation for each element. ...
... The instrument development process involved several key stages: First, a comprehensive review of existing literature was conducted, Drawing from (Budur et al., 2024;Wiig, 1993), the survey was designed to encompass various dimensions of KM processes. Then, to ensure the relevance and clarity of the survey, a panel of four experts evaluated the questions. ...
This study examines the Knowledge Management (KM) processes within International Non-Governmental Organizations (INGOs) and Local Non-Governmental Organizations (LNGOs) operating in Northeast Syria (NES), We employ a survey methodology that comprises 34 items and measures four key KM processes: Building Knowledge, Holding Knowledge, Pooling Knowledge, and Using Knowledge. The survey was internet-based and distributed to both INGOs and LNGOs employees in NES Through a multi-stage approach utilizing volunteer and convenience sampling techniques, which achieved 101 responses. Descriptive and inferential analyses were conducted, including reliability tests, and mean comparisons, and the Mann-Whitney U test was used for hypothesis testing. Results indicate significant differences in Building and Using Knowledge between INGOs and LNGOs, with no significant differences in holding and pooling Knowledge. Which reflected in that INGOs exhibit a top-down approach to knowledge building, emphasizing learning from managers and experts. Conversely, LNGOs favor a more grassroots approach, highlighting innovation and improvement at the individual level. The study suggests that future research should explore the practical implications of KM processes within NGOs to enhance organizational performance and mission fulfillment. Specifically, an in-depth investigation into why LNGOs lag in holding knowledge compared to INGOs.
... Several authors agree that the main dimensions of KM are the creation, transfer and application of knowledge (González-Illescas and Zaragoza-Sáez, 2023), as those elements are the minimum needed process for the KM (Dalkir, 2023), but we will rely on (Wiig, 1993) model which explained in (Fig. 1 it must contain a sufficient amount of process, not too big to be a more general or too small which may not bring enough synergy between workers (Dalkir, 2023). As Wiig's model assists in achieving various goals of KM, the study will rely on Wiig's KM model which includes four major steps and below is an explanation for each element. ...
... The instrument development process involved several key stages: First, a comprehensive review of existing literature was conducted, Drawing from (Budur et al., 2024;Wiig, 1993), the survey was designed to encompass various dimensions of KM processes. Then, to ensure the relevance and clarity of the survey, a panel of four experts evaluated the questions. ...
This study examines the knowledge management (KM) processes within International Non-Governmental Organizations (INGOs) and Local Non-Governmental Organizations (LNGOs) operating in Northeast Syria (NES). We employ a quantitative approach by using survey methodology that comprises 34 items and measures four key KM processes: Building knowledge, holding knowledge, pooling knowledge, and using knowledge. The survey was internet-based and distributed to both INGOs and LNGOs employees in NES Through a multi-stage approach utilizing volunteer and convenience sampling techniques, which achieved 101 responses. Descriptive and inferential analyses were conducted, including reliability tests, and mean comparisons, and the Mann-Whitney U test was used for hypothesis testing by using Statistical Package for the Social Sciences v27. Results indicate significant differences in building and using knowledge between INGOs and LNGOs, with no significant differences in holding and pooling knowledge, which reflected in that INGOs exhibit a top-down approach to knowledge building, emphasizing learning from managers and experts. Conversely, LNGOs favor a more grassroots approach, highlighting innovation and improvement at the individual level. The study suggests that future research should explore the practical implications of KM processes within NGOs to enhance organizational performance and mission fulfillment. Specifically, an in-depth investigation into why LNGOs lag in holding knowledge compared to INGOs.
... This reflection involves an accurate assessment of how the past has given shape to the present and seems to be at once followed by taking the responsibility of ideating a real-world solution toward transformation and change 16,32 (by having a vision). To give form to the ideated change, people who enact praxis embrace the importance of shaping partnerships, by sharing their vision that often leads to a snowball effect toward collective change 67,68,69 . In this way, a personal responsibility evolves into a shared, and ongoing responsibility because of being aware of, and understanding themselves to be part of a whole. ...
Introduction: The term 'human praxis' has been referred to in an array of theoretical frameworks: philosophy, institutional change, education, and critical theory. Broadly, human praxis denotes human agency towards personal and collective transformation in the wake of various kinds of constrictions, regardless of external interventions. If occupational therapy can understand the mechanisms of human praxis, it could be used as a potential therapeutic tool leading to the improvement of health and well-being within communities at large.Method: Eight individuals actively living human praxis participated in semi-structured interviews. Purposive sampling, and eligibility criteria based on a description of human praxis synthesized from literature, were employed. Six researchers independently performed a manual qualitative thematic analysis of the transcribed interviews, which served as method triangulation.Findings: Data analysis revealed that human praxis exists as a dynamic, and recursive two-phase process, consisting of initiators (Theme I), and continuous enablers (Theme II). In addition, seven categories (constituents) emerged from each of the two themes.Conclusion: Human praxis can be applied in the conscious facilitation of the interdependence between the various constituents such as the individual and the collective, personal and ongoing shared responsibility, and between conditions of constraint and resilience toward self-determination and growth. Keywords: Human agency, recursive, individual collective interdependent Â
... O discurso teórico de Wiig (1993) sobre gestão do conhecimento destaca que a gestão do conhecimento requer várias perspectivas, A primeira está relacionada com o porquê do gerenciamento do conhecimento e quais são os benefícios advindos; a segunda, aborda a gestão do conhecimento do ponto de vista prático e quais ferramentas e métodos estão disponíveis para apoiar a prática e por último, está relacionada com o que é o conhecimento, como ele é utilizado, criado, e trocado por indivíduos e organizações, de que formas assume sob diferentes circunstâncias e para diferentes usos (ou seja, como se manifesta). Esta última perspectiva constitui a base das organizações analisadas nesta pesquisa, uma vez que, o foco delas é o compartilhamento interorganizacional. ...
Introdução: A produção intelectual sobre Gestão do Conhecimento manifesta-se em pesquisas de várias áreas do conhecimento como Administração, Gestão, Ciência da Informação, Marketing entre outras, que tem como foco a manutenção das organizações e empresas no segmento de mercado em que atuam. Objetivo: analisar o desenvolvimento tecnológico e inovação, a partir das produções de patentes sobre gestão do conhecimento Metodologia: Estudo patentométrico que utiliza termo de busca “knowledge management” na base de dados Derwent Index Innovation para coleta de dados relacionados as patentes sobre gestão do conhecimento obtendo um total de 1311 resultados. Em conseguinte foram analisadas a evolução temporal da solicitação de patentes, as principais áreas das patentes, a coocorrência entre as classificações internacional de patentes e a cooperação entre organizações ou inventores. Resultados: verificou-se uma crescente solicitação de patentes em Gestão do Conhecimento entre 1992 e 2024 em que as áreas de conhecimento de maior concentração são engenharia e Ciência da Computação e os códigos de classificação internacional de patentes mais representativos são: G06N, G06F, G06Q e H04L. Com relação a cooperação entre. As principais cooperações se deram entre as organizações IBMC, Hitachi Ltd., Hewlett-Packard Company e Oracle. Conclusão: A solicitação de patentes em gestão do conhecimento encontra-se em pleno crescimento em que algumas organizações se destacam perante as demais e as patentes referem-se, principalmente, ao desenvolvimento de artefatos e/ou processos industriais relacionados a Engenharia e Computação, cujas classificações são representadas pelas classificações G06F, G06Q, G06N e H04L.
... A common distinction in literature is between the following two types of knowledge (see, e.g., [17], [18], [19]): ...
This article aims to increase the body of knowledge on the practical use of business process modeling to support process redesign and organizational development. A qualitative case study inspired by Action Research has been performed in an SME. The data was deductively analyzed using an established project phase model aimed to support Enterprise Modeling activities. The main contribution is the detailed descriptions of the usage of business process modeling for process redesign, adding knowledge to the practice of business process modeling. In addition, this work also increases knowledge of aspects that support the Enterprise Modeling project phase model and provides suggestions for further development of the Enterprise Modeling project phase model. Other contributions highlight the critical issues of having a holistic perspective, including the three levels of inquiry, the need to include parts of later phases in the Enterprise Modeling project phase model in a pre-phase activity, and suggestions to extend the “what to avoid” list. The work also revealed that the list could be used for evaluation purposes. Furthermore, some advice to practitioners in the form of lessons learned has been formulated, e.g., the importance of establishing the problem owner and having the future state in focus instead of the current state.
... El concepto de gestión del conocimiento tiene más de tres décadas de existencia, siendo introducido por el científico estadounidense Wiig en 1993, quien lo define como el proceso sistemático para mejorar la comprensión y obtener beneficios a partir del conocimiento y el patrimonio intelectual [4]. ...
La gestión del conocimiento ocurre en toda organización y se considera como aquel proceso que permite convertir las experiencias de las personas en aprendizajes, dotándolas de habilidades y competencias específicas. En el caso de las Instituciones de Educación Superior (IES), es importante reflexionar acerca de la forma en la que éstas, gestionan el conocimiento en los alumnos durante el proceso de enseñanza aprendizaje, ya que dicho proceso constituye un factor importante para la calidad educativa, pero sobre todo para formar profesionistas competentes que puedan atender las necesidades del mercado laboral, tal es así que las IES deben implementar estrategias diferenciadoras que les permitan una gestión efectiva del aprendizaje, considerando dentro de ellas, el uso de la herramientas tecnológicas de Inteligencia Artificial (IA). El objetivo del presente artículo fue identificar el impacto de la IA en la gestión del conocimiento de los estudiantes de Ingeniería en Administración e Ingeniería Mecatrónica del Tecnológico Nacional de México (TecNM) Campus Coatzacoalcos. El tipo de estudio fue de enfoque cuantitativo, diseño no experimental, correlacional. Se aplicó un instrumento de investigación debidamente validado mediante el Alpha de Cronbach a una muestra de 270 estudiantes pertenecientes a las carreras de Administración y Mecatrónica, y se procesó la información a través del Software SPSS v.26. Los resultados mostraron que el coeficiente de correlación es igual a 0.778, con lo cual se aprecia una relación significativa, por lo que acepta la hipótesis alterna y se rechaza la hipótesis nula, lo que indica que el uso de la IA impacta en la gestión del conocimiento de los estudiantes de Ingeniería en Administración e Ingeniería Mecatrónica del TecNM Campus Coatzacoalcos, llegándose a la conclusión que la IA juega un papel integral en varias dimensiones del proceso educativo y profesional, desde el acceso y la facilidad de uso, hasta la retroalimentación, la colaboración, y la creación de conocimiento. Las correlaciones encontradas sugieren que la percepción positiva en una dimensión, como la accesibilidad, impacta directamente en otras áreas, como la personalización del aprendizaje o la organización del conocimiento.
... Dalkir (2017) apresenta cinco modelos que fornecem uma descrição dos principais processos envolvidos na gestão do conhecimento, abrangendo a captura, criação, codificação, a partilha, acesso, aplicação e reutilização de conhecimentos dentro e entre organizações. O primeiro é o modelo de Wiig (1993), que consiste nas etapas de criação, compilação, transformação, disseminação, aplicação e realização de valor com o conhecimento obtido. Outro modelo, o de Meyer e Zack (1996) separa os processos de aquisição, refinamento, armazenamento, recuperação, distribuição, apresentação e utilização do conhecimento. ...
Há um reconhecimento sobre a importância que pesquisadores influentes exercem em campos científicos. Uma das principais contribuições no campo da Gestão do Conhecimento é a de Nonaka e Takeuchi, com a teoria da criação do conhecimento. Como o campo se consolidou, outros autores contribuíram para o desenvolvimento científico desta área. Estudo anterior no campo da Gestão do Conhecimento, por meio dos estudos bibliométricos, identifica que um dos autores mais influentes é Alexandre Serenko. O objetivo deste estudo é identificar e analisar as contribuições do autor para o campo da Gestão do Conhecimento. O estudo é quantitativo e qualitativo, com base em dados secundários relativos à produção científica de Alexander Serenko. Em termos metodológicos, é um estudo bibliométrico com base em produções na plataforma Google acadêmico e Web of Science. Foram desenvolvidas análises quantitativas, referente à produção do autor e análise qualitativa temática dos textos mais citados na área de GC. De forma complementar, realiza uma busca na base de dados da Emerald, por autor e os artigos recentes que não foram citados nos levantamentos realizados na Web of Science e no Google Acadêmico foram inseridos para análise qualitativa. Os achados da pesquisa mostram as principais produções e os temas abordados, além de mostrar o papel relevante do autor nas discussões sobre a produção científica no campo da Gestão do conhecimento.
... This knowledge originates in the person and can be applied in different ways and in different contexts. Similarly, Wiig (1994) presents knowledge as practical understandings, i.e., experiences that people have that enable them to function intelligently in an organizational and social context. Knowledge, therefore, is inherent to the person and can be explained in different ways, inside and outside organizations. ...
Organizational knowledge is an essential element for all sorts of organizations once it increases and evolves organizational practices and processes. In this context, a ‘space maker’, also called hackerspace, is an important research object since knowledge arises from the relationship between members and activities executed in them. This article aims to explore how emotions impact the process of knowledge creation in hackerspaces. For this, qualitative research was conducted, in which interviews were conducted with members of a hackerspace. The outcomes indicate that social life, expertise, and hackerspace’s infrastructure together shape three pillars which support knowledge creation inside hackerspaces. In this sense, our main contribution to the knowledge management area is that organizations could closely look at those three pillars to be more innovative and competitive.
... codificação de conhecimento através da criação de um mapa do conhecimento e da utilização de recursos e modelos relacionados ao conhecimento; e transferência de conhecimento e a utilização do conhecimento, de modo em que essa transferência possibilite mudanças. ParaPizzaia et al. (2018), os modelos de GC permitem a estruturação sistêmica do conhecimento nas organizações, através da possibilidade de seguimento de novos caminhos, trazendo inovação e sustentabilidade.Na literatura sobre GC, os autores comoWiig (1993),Choo (1998) eDavenport e Prusak (1998) se destacam pela elaboração de seus próprios modelos de implantação de GC. É importante salientar que os modelos de implantação de GC não possuem a mesma função dos modelos de maturidade da gestão do conhecimento, que devem ser utilizados antes da implantação da GC, uma vez que analisam as atividades de GC que a organização já realiza. ...
Assuming that organizations need to identify their knowledge management maturity levels before implementing such management, this study aims to critically analyze the main knowledge management maturity models found in the Information Science literature. The goal is to contribute to the selection of the most suitable maturity model for each organization at a given moment. To this end, the guiding concepts of knowledge management are presented, with emphasis on maturity models, which are tools used to evaluate existing knowledge management activities within an organization. As a methodology, a bibliographic review was conducted on the concepts under study, allowing the identification of the main maturity models to be analyzed and compared. Regarding the results, it is highlighted that the presentation, analysis, and comparison of the maturity models enable the identification of different contexts in which they should be applied. In conclusion, it is emphasized that the Knowledge Management Maturity Model is recommended when external support is sought; the application of the Organizational Knowledge Assessment tends to be simpler and more straightforward, besides being free of charge; and the model of the Asian Productivity Organization offers a more complex and comprehensive approach, including a well-structured evaluation methodology. Additionally, it is concluded that for organizations to effectively implement knowledge management and benefit from it, they must identify their maturity level in terms of this management. This should be done using a maturity model, and it is further highlighted that among various models, there is one best suited for each organization.
Electronically supported learning is gaining ground in our daily lives, as the use of computers is becoming an important tool for lifelong learning. The integration of information an communication technologies (ICT) in education affects a wide variety of educational systems and the participants of education as well. Most of the studies, however, does not give a clear answer to the impact of these novel techniques on the learner and the learning process.
According to figures from the Central Statistical Office students studying in higher education institutions in the school year 2012/2013 was 338,467. 233,678 conduct their studies on a full-time basis, while 104,789 study on distance or correspondence courses, so the total number is about. one-third. It also shows that a significant proportion of those students chose distance learning. Those students involved in distance learning have special needs due to different living conditions.
Customized knowledge management solutions and services play an increasing part both in the business and the academic sector. Higher education institutions also present several other challenges. The declining number of students and the rising cost of training encourage institutions to seek more attractive features in order to draw attention to themselves, to attract and keep students in the institution. Knowledge management tools can be the method of attraction and may prevent the dropout of students. In this process teachers play a key role in new functions as mentors and tutors. The tutor as a "master" introduces students to these
novel knowledge acquisition methods. Technical and IT solutions, like e-learning
management systems (LMS), have an essential function, while digital competence
development and use also play a key part.
After the literature review I have examined knowledge management related processes , tools, and strategies taking place within higher education institutions. In my thesis I also looked for the answer to what utilization opportunities may arise in the higher education institutions, which are using knowledge management tools. My goal was to introduce the transforming role of higher education institutions in order to meet the needs of the new age and to analyze whether there is an interaction between universities, colleges and business players. I would also like to introduce knowledge management processes and tools to facilitate the ability to adapt the institutions to the changed circumstances of students needs.
During the processing of the literature mapping the results of similar studies caused
significant difficulties. The studies were generally based on surveys, furthermore in many cases it was not even specified whether the sample is representative or not.
I had the opportunity to follow the development of the LMS ILIAS (Integriertes Lern - ,Informations- und Arbeitskooperations System, Integrated Education, Information an Collaboration System) as I have participated in almost all of the international conferences from the third ILIAS conference in 2004 to 2010, where user institutions presented the most
important results. However, detailed empirical studies, if any , were dealing with other areas
not the effects of ILIAS on student test results. The ILIAS community in Hungary is active, and many publications, including doctoral dissertations were published about the application of ILIAS in different reference institutions and communities, nevertheless there was not any research among the list of publications that empirically have examined the impact of online education on exam results or the difference between full time and distance learning students.
I started my research just in the right moment for this issue to be addressed. At my workplace
I had access to students’ data sets entering and staying active in ILIAS, the time spent within
and the data of students' exam results queried from the Neptune system. Since students used
two different codes when entering the systems,, the two databases were linked with certain IT
tools. The idea came up to draw conclusions from a comparison of the students' online
activity within the semester and exam results .
To my best knowledge, such an empirical study on linking two data sets have not yet been
conducted. The results are presented below. Furthermore, I would also like to note that - in
my opinion - the results of my research can be used to tailor solutions to knowledge
management services, so that they get more and more ground both in business and in the
academic sector. Higher education institutions are also more fraught with challenge. The
declining student enrollment, the increasing costs of training encourages the institutions to
offer more attractive services to call attention to themselves, thus to attract and retain students
for the institution. Knowledge management solutions may be one of these tools.
ResearchGate has not been able to resolve any references for this publication.