Abstract: The purpose of this paper is to present a new perspective of the linear-nonlinear thinking style and its critical role in knowledge management education. Previous works in this field identified linear thinking as being rational, logic and analytic, and nonlinear thinking as being based on intuition, insight and creativity. In this perspective, linear
Knowledge Management education
Knowledge Management Education in Digital Library Learning
Abstract: Knowledge management (KM) is one of the most engaging subjects in the modern knowledge-based economy, and many academic and professional disciplines have adopted KM education into their course programmes. Library and Information Science (LIS) is another academic discipline that has a lot to gain by incorporating the principles of KM. This paper aims
ICICKM 2012: Mini Track on Teaching Knowledge Management
Mini Track on Teaching IC and KM Chair – Mustafa Sagsan 9th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning – ICICKM 2012, 18-19 October, Bogotá, Colombia Challenges and Opportunities: Designing and Delivering a 21st Century Knowledge Management Education Program | Bedford
Incorporating Knowledge Management education into LIS curriculum
Abstract: Purpose – The purpose of this paper is to examine how and to what extent knowledge management (KM) has been incorporated into the library and information science (LIS) curriculum. Design/methodology/approach – The study is conducted using an e-mail questionnaire survey of LIS academics world-wide who adopted KM education in
Knowledge Management Education Forum (KMEF)*
The Knowledge Management Education Forum (KMEF)1) was supposed to be an on-going, annual dialog hosted by Kent State University (Information Architecture and Knowledge Management Program) and George Washington University (Institute for Knowledge and Innovation) in order to identify and grow consensus on the knowledge management body of knowledge, competencies, roles and educational curriculum.