By Dariusz Jemielniak
The thoughts of information administration and knowledge-intensive paintings were constructing for fairly some time as the most serious elements to organizational good fortune. regardless of its significance around the globe, there hasn't ever been a very overseas source to deal with the problems, traits, and theories keen on this sector of analysis. The instruction manual of study on Knowledge-Intensive corporations bargains a global selection of stories on knowledge-intensive firms with perception into organizational realities as diverse as universities, consulting organisations, businesses, and high-tech start-ups. As one of many first accomplished books to hide the themes very important for the full concept of association and administration, this guide of study gives you a state of the art view in this well timed factor.
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Extra resources for Handbook of Research on Knowledge-intensive Organizations
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That is to say, unless organizations are capable of creatively modifying their structures, behavior, and alignment with the environment, then they simply cannot be knowledge- intensive organizations at all. Third, these characteristics of learning organizations are generally lacking in research universities which are Tayloristically- organized and yet loosely-coupled systems. To make these points, I focus on research universities and compare some current models of knowledge-intensive organizations and learning organizations with the way knowledge and learning are organized in universities.
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London: Polity Press. Polanyi, M. (1964). Personal Knowledge. New York: Harper and Row. Are Research Universities Knowledge-Intensive Learning Organizations? Polanyi, M. (1966). The Tacit Dimension. Gloucester, MA: P. Smith. Ryle, G. (1949). The Concept of Mind. London: Hutchinson. Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books. Schön, D. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass. Schön, D. ) (1991). The Reflective Turn.