Show simple item record

dc.contributor.authorMinocha, Sonalen_GB
dc.contributor.authorStonehouse, Georgeen_GB
dc.date.accessioned2013-05-01T14:41:56Z
dc.date.available2013-05-01T14:41:56Z
dc.date.issued2008
dc.identifier.citationMinocha, S., Stonehouse, G. (2008) 'Dimensions of KM: they know not its called knowledge… but they can manage it!' International Journal of Teaching and Case Studies 1 (3):253-265en_GB
dc.identifier.issn1749-9151
dc.identifier.doi10.1504/IJTCS.2008.019181
dc.identifier.urihttp://hdl.handle.net/10547/287348
dc.description.abstractThis 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.
dc.language.isoenen
dc.publisherInderscienceen_GB
dc.relation.urlhttp://www.inderscience.com/info/inarticle.php?artid=19181en_GB
dc.subjectknowledge managementen_GB
dc.subjectdimensions of knowledge managementen
dc.subjectprocessen
dc.subjectcontenten_GB
dc.subjectmulticultural contexten
dc.subjectteaching knowledge managementen_GB
dc.subjectlearning knowledge managementen_GB
dc.subjectmanagement educationen_GB
dc.titleDimensions of KM: they know not its called knowledge… but they can manage it!en
dc.typeArticleen
dc.identifier.eissn1749-916X
dc.identifier.journalInternational Journal of Teaching and Case Studiesen_GB
dc.description.noteA teaching practice piece exploring the implications and impact of our course on a dimensions based perspective on Knowledge management on a corporate/practitioner cohort of participants.en_GB
html.description.abstractThis 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.


This item appears in the following Collection(s)

  • Centre for Leadership Innovation (CLI)
    CLI aims to explore the nature of leadership needed for healthy, effective, high performing and sustainable organisations, stimulate research and research-related activity within the sphere of management, in particular with regard to the strategic direction of organizations and the management and development of human resources.

Show simple item record