From Information Gatherers to Knowledge Creators: the Evolution of the Post‑Graduate Student pp139-149
This exploratory study investigates how post‑graduate students manage information and knowledge and how these skills evolve over time during their post‑graduate studies. The concepts of personal information management, personal knowledge management and brain filtering as well as the critical role of technology are discussed in the context of the post‑graduate learning experience. A short illustrative case study is presented that highlights the evolution in the way that post‑graduate students learn to handle information and develop new knowledge. The study contributes to the still nascent literature on personal knowledge management through increased understanding of the way students learn and their use of technology tools. The findings have implications for universities as well as the private sector to better develop genuine knowledge creators
Keywords: personal information management, personal knowledge management, post-graduate study, experience, technology
Middle Management Knowledge by Possession and Position: A Panoptic Examination of Individual Knowledge Sharing Influences pp67-82
Abstract: This paper elucidates the spectra of influences that impact the intra‑organisational tacit and explicit knowledge sharing behaviour of the middle line, a boundary spanning layer highly capable to influence, inform and transform. The approach addresses a deficiency in research that affords an eclectic perspective across both knowledge types simultaneously and at an individual level of analysis. Advancing Ipe’s (2003) conceptual work, the Multidimensional Model of Individual Knowledge Sharing Influences integrates robust and multi‑disciplinary theoretical exposition with empirical validation in four leading UK Communication Sector operators. The model encapsulates the direct influence factors of Motivation to Share, Nature of Knowledge, Opportunity to Share, Culture and the Nature of the Individual. Organisational Velocity provides an original conceptualisation of the continual, episodic and ambiguous change that reflects reality in many post‑industrial settings and is expressed as the tension between centrifugal and centripetal forces acting on the other factors. All six dimensions are shown to impact individual knowledge sharing practice, with underexplored constructs such as personality traits and aspects of demography emerging as significant. Organisational Velocity can operate in a moderating and primarily centrifugal capacity on Motivation to Share, Opportunities to Share and the Nature of the Individual. The study demonstrates that a panoptic, pluralistic and interdisciplinary perspective combining human, social, technological and contextual factors must be considered to understand sharing behaviour and optimise knowledge management interventions. A particular element may not be evaluated in isolation. Further, when factor dynamics are sub‑optimum, the middle line may pragmatically orientate towards personal knowledge management mechanisms. Evidence of hoarding, hiding or disengagement from sharing is identified with some managers electing to utilise their knowledge in possession and network positional opportunity to generate rent in alignment with individual and affiliated group interests, negating its aggregation for wider organisational benefit. Implications for research and practice are fully explored.
Keywords: Keywords: knowledge sharing, middle management, individual knowledge sharing influences model, organisational velocity, personal knowledge management, knowledge hoarding, hiding and disengagement
A Theoretical Model to Integrate PKM with Kolbs Learning Model for Mitigating Risks From Exhaustive Internet Exposures pp166-176
Abstract: Recent studies on use of Internet among youngsters suggest problematic behaviour and adverse impacts on overall health as there are uncharted boundaries of information and media through Internet. Such related problems include Internet addiction, shyness, alienation, psychological distress and academic performance decrement over time. As a consequence, the ability of students in tertiary education to communicate effectively and interact humanly could deteriorate as they become more accustomed to networking via Internet. However, students nowadays do increasingly rely on the Internet to perform research under the knowledge‑based economy despite concerns over reliability and truthfulness of information available from Internet. Against such a background, we construct a framework for an optimal use of Internet with the main purpose of Personal Knowledge Management (PKM). We argue for an interventionist approach to orient students in tertiary education to develop a strategic mindset that utilizes Internet as a source for developing knowledge about learning outcomes while mitigating the risks associated with over‑reliance and inadequate uses. There are specific skills of PKM for an optimal use of Internet. These skills can be learned in the initiation of a study programme and reinforced in course delivery, which include course assessments and assignments provided. Students are advised on the validated sources, such as electronic databases and e‑libraries that are well‑recognized as knowledge bases for studying and learning. PKM aims to orient students in tertiary education to develop a strategic mindset that exploits Internet as a source for developing knowledge about learning outcomes while mitigating the risks associated with over‑reliance and inadequate uses. The importance of orientation, on‑going monitoring and reinforcing position habits through pedagogies should be emphasized. A key potential benefit of this approach is to prevent students from adopting habits of using Internet that could cause health‑related problems and develop into behaviours that inhibit their future developments.
Keywords: Keywords: internet addiction, personal knowledge management, knowledge-based economy, tertiary education