Dimensions of Knowledge Management: they know not its called knowledge… but they can manage it!
Abstract: This paper takes a social perspective on the discipline of Knowledge Management (KM) within the processual, conceptual, and contextual dimensions of teaching this subject in a management education setting. We explore how for our students the concept of knowledge is a fascinating one as most of them wonder what is encompassed within ‘knowledge management’ for it to be a subject, yet we know that they can manage it in their everyday practice of being a PG student or a practitioner. In this paper we aim to re-present KM, through a discussion of its development processes, dimensions based content and the multicultural context of delivering our course and its implications for future reflective practice in the discipline.
Sonal Minocha, George Stonehouse: Dimensions of KM: they know not its called knowledge… but they can manage it! International Journal of Teaching and Case Studies (Special Issue on Teaching Knowledge Management), Volume 1 – Issue 3 – 2008: 253 – 265
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Tags: content, dimensions of KM, Edinburgh Napier University, Inderscience Enterprises Limited, International Journal of Teaching and Case Studies, knowledge management, learning KM, management education, multicultural context, process, Raffles Education, teaching KM« Previous Article Next Article »