Knowledge Management and Management Learning: Extending the Horizons of Knowledge-Based Management examines a range of topical considerations in the field by utilizing dynamic and non-linear systems behavior or the complexity paradigm. From this examination have come a number of new and promising relevant extensions to knowledge management and its practice. Many of the topics have been pulled from "real world" situations in actual companies, and therefore these topical treatments reflect quantitative and qualitative research done within the knowledge management framework of actual company experience. Offered are a series of topical treatments that extend the parameters of knowledge management and examine the practical implications of these extensions. The book begins with an extended introduction and theoretical framework. The contributing authors have written chapters that add to both the framework and the practical consequences of knowledge management. Within this context, the book illustrates why and how of knowledge management is important for companies.

"In this book Haridimos Tsoukas examines the nature of knowledge in organizations, and how individuals and scholars approach the concept of knowledge"--Provided by publisher.

This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs.

This book is a sign of its times. Each one of the chapters - papers written by European authors of various backgrounds- illustrates a departure from the style of theorizing that has been prominent in the behavioral and social sciences for most of the century. Until very recently, models for behavioral phenomena were chi~fly based on numerical representations of the objects of concern, e. g. the subjects and the stimuli under study. This was due in large part to the influence of nineteenth century physics, which played the role of the successful older sister, the one that had to be imitated if one wished to be taken seriously in scientific circles. The mystical belief that there could be science only when the objects of concern were susceptible of measurement in the sense of physics was a credo that could not be violated without risks. Another, more honor able justification was that the numerical models were the only ones capable of feasible calculations. (In fact, these models were typically linear. ) An early example of such theorizing in psychology is factor analysis, which attempted to represent the results of mental tests in a real vector space of small dimen sionality, each subject being represented by a point in that space. A dimension Wa£ interpreted as a scale measuring some mental ability. The analysis was simple, and only required an electrical desk calculator (with spinning wheels), and a suitable amount of determination.

In the past, applied artificial intelligence systems were built with particular emphasis on general reasoning methods intended to function efficiently, even when only relatively little domain-specific knowledge was available. In other words, AI technology aimed at the processing of knowledge stored under comparatively general representation schemes. Nowadays, the focus has been redirected to the role played by specific and detailed knowledge, rather than to the reasoning methods themselves. Many new application systems are centered around knowledge bases, i. e. , they are based on large collections offacts, rules, and heuristics that cap ture knowledge about a specific domain of applications. Experience has shown that when used in combination with rich knowledge bases, even simple reasoning methods can be extremely effective in a wide variety of problem domains. Knowledge base construction and management will thus become the key factor in the development of viable knowledge-based ap plications. Knowledge Base Management Systems (KBMSs) are being proposed that provide user-friendly environments for the construction, retrieval, and manipUlation of large shared knowledge bases. In addition to deductive reasoning, KBMSs require operational characteristics such as concurrent access, integrity maintenance, error recovery, security, and perhaps distribution. For the development ofKBMSs, the need to integrate concepts and technologies from different areas, such as Artificial Intel ligence, Databases, and Logic, has been widely recognized. One of the central issues for KBMSs is the framework used for knowledge representation-semantic networks, frames, rules, and logics are proposed by the AI and logic communities.

First Published in 1997. The second in the readers' series, Resources for the Knowledge-Based Economy, Knowledge In Organisations gives an overview of how knowledge is valued and used in organisations. It gives readers excellent grounding in how best to understand the highest valued asset they have in their organisations.

This book constitutes the refereed proceedings of the 16th IFIP WG 8.1 International Conference on Informatics and Semiotics in Organisations, ICISO 2015, held in Toulouse, France, in March 2015. The 21 revised papers presented were carefully reviewed and selected from 46 submissions. The papers are organized in the following topical sections: organisational semiotics: theory and concepts; organisational semiotics and applications; information systems and services; complex system modeling and simulation; and innovation and organisational learning.

This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.