This naturalistic inquiry explored the contributions of Indigenous Knowledge to higher learning with the intention of improving life for all Indigenous Peoples. An interdisciplinary approach was used to examine the participation of Indigenous Peoples through the disciplines of native studies, education, and health. Critical theory was used by including feminists of color, post colonialists and other scholars who examine cultural, political and intellectual domination as a means of social control.<p>Indigenous peoples represent approximately seven percent of the worlds population. They have developed knowledges that reflect their circumstances, environments and challenges and that meet the needs of peoples who for the most part have not been industrialized. Indigenous knowledges reflect the many aspects of life that make up community comprising agriculture, arts, medicines, architecture, weather and other aspects of culture such as stories, music, dance and languages. Indigenous scholars and community-based groups are integrating their knowledge into higher learning and within other educational centers. This dissertation contains our stories.<p>Storytelling was a central research tool throughout this dissertation employed to gather stories from the regions of South Africa, the Pacific, and North America who have long been active in the field of education as well as community activism. Using respectful research that paralleled the ideals of participatory action research, the overarching research question originated from the communities of the Indigenous participants. Through a polyphonic text that presents multiple voices of participants, meanings garnered through conversational interviews, focused participant observation are juxtaposed with meaning-making by the storytelling of the researcher. Critical theory problematized and critically analyzed insights into Indigenous participation within the academic community.<p>The findings for this study suggest the range of work that is to be done and as well it shares stories of how this is being undertaken in several regions in our extended global community. <p>The participants were interested and encouraged to participate collaboratively in the production of a document which asked how community based and higher learning institutes could contribute to the quality of life for Indigenous peoples and entire communities.

Organizations over the globe and most of all Small and Meduim sized enterprises (SME) are seeking growth in their markets but also trying to reach new ones. Lately the importance of internationalization has risen and it became more important that those enterprises look for ways to concquer foreign markets. This is realised through having Subsediaries in the different countries that act and run like the parent company. In order to properly reach this target the importance of organizational Knowledge and Practices transfer rise.This Master Thesis will examine the factors which influence the transfer of knowledge and practices with an international SME.

This naturalistic inquiry explored the contributions of Indigenous Knowledge to higher learning with the intention of improving life for all Indigenous Peoples. An interdisciplinary approach was used to examine the participation of Indigenous Peoples through the disciplines of native studies, education, and health. Critical theory was used by including feminists of color, post colonialists and other scholars who examine cultural, political and intellectual domination as a means of social control.<p>Indigenous peoples represent approximately seven percent of the worlds population. They have developed knowledges that reflect their circumstances, environments and challenges and that meet the needs of peoples who for the most part have not been industrialized. Indigenous knowledges reflect the many aspects of life that make up community comprising agriculture, arts, medicines, architecture, weather and other aspects of culture such as stories, music, dance and languages. Indigenous scholars and community-based groups are integrating their knowledge into higher learning and within other educational centers. This dissertation contains our stories.<p>Storytelling was a central research tool throughout this dissertation employed to gather stories from the regions of South Africa, the Pacific, and North America who have long been active in the field of education as well as community activism. Using respectful research that paralleled the ideals of participatory action research, the overarching research question originated from the communities of the Indigenous participants. Through a polyphonic text that presents multiple voices of participants, meanings garnered through conversational interviews, focused participant observation are juxtaposed with meaning-making by the storytelling of the researcher. Critical theory problematized and critically analyzed insights into Indigenous participation within the academic community.<p>The findings for this study suggest the range of work that is to be done and as well it shares stories of how this is being undertaken in several regions in our extended global community. <p>The participants were interested and encouraged to participate collaboratively in the production of a document which asked how community based and higher learning institutes could contribute to the quality of life for Indigenous peoples and entire communities.

In the medical industry, doctors play a core role in promoting and improving patients¡¦ health conditions. In this pursuit, effective knowledge sharing between doctors and doctors and between doctors and patients is a critical element. In this study, the theory of social recognition is adopted to research doctor-to-doctor and doctor-to-patient knowledge sharing practices in a medical Center. The results show that at the individual level, self-promotion, professional pride, and a doctor¡¦s personal traits may influence their knowledge sharing practices. At the environments level, the factors are the master-apprentice system, changing values, the reward system, Electronic Patient Record (EPR), the assurance system, the education of doctors, and the progression of medical technique. Both the individual and environmental then interact reciprocally with the behavioral patterns that can be characterized by the following: the nomadic relationship between doctors and patients, poor doctor-patient communication, hollow authority, Electronic Patient Record (EPR), the cooperation in the medical family, the solitary individuality, the friendship of colleagues, and the influence of atmosphere in the hospital. To promote doctor-to-doctor or doctor-to-patient knowledge sharing practices, we suggest that hospitals should develop the assistant system of medical procedure for patients. This system may broadcast the Q&A for patients in the waiting room, check medical examples, and provide pertinent explanations for medical conditions. Last, we propose the development of web-based services to promote teamwork, case database to support analysis, and a problem-based learning system to facilitate doctor-doctor knowledge sharing practices.

Expert knowledge is an important issue in knowledge management, so how to understand who owned the knowledge that you need and how to touch the experts are important issue. The research is to structure Knowledge Source Map in academic circles by the automatic system and help users to understand the source and the structure of knowledge by querying with this system. Moreover, by this system, user won¡¦t misunderstand experts¡¦ knowledge, and further, they will hold the knowledge and make use of the knowledge. Otherwise, the system also structure communication networks among people by the analysis of social networks to provide a channel for users touching the experts. Therefore, the Knowledge Source Map system is divided into two parts, one is confirmation of the experts, and another is to search for the experts. The former includes analysis in experts, university and domain, and the latter includes family tree analysis, ego-centered networks and shortest path analysis.

½×¤åºK­n (­^) In the IC packaging and testing industry, short lead-time, high yield performance and excellence in quality are the major factors for competition. To achieve these goals, experienced and knowledgeable employees as well as a culture appreciating collaborative problem solving and knowledge sharing are essential. The case company realized and promoted the importance of collaborative problem solving and knowledge sharing. Currently, several collaborative problem solving and knowledge sharing activities can be observed in the case company. Although the case company appreciates and creates the culture of collaborative problem solving and knowledge sharing, several challenges remain to be addressed. ¡P Reuse of lessons learned knowledge (or tacit knowledge for short) seldom takes place. ¡P Retention of Lessons Learned knowledge is lacking. ¡P The availability of lessons learned knowledge is a concern. To address the above-mentioned challenges faced by the case company, the purpose of this research is to develop and implement a knowledge management system. Specifically, an lessons learned knowledge repository will be constructed for capturing, retaining and reusing lessons learned knowledge. The goals of the target knowledge management system include facilitating efficient inter- and intra-departmental knowledge sharing and improving the knowledge availability that, in turn, leading to a productivity improvement. Empirical evaluations on the usability of the proposed system will be conducted and analyzed.

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The profession of agricultural and extension education has increased in complexity in response to the demands of the changing field of agriculture and the need for educators who are responsive to those demands. A standardization of the knowledge base of the profession is seen as necessary in light of geographic mobility, the nationwide emphasis on assessment, and the need for a public relations tool that clearly articulates the concepts forming the framework of agricultural and extension education. In this study a panel of experts consisting of agricultural and extension education leaders nationwide, responded to open-ended and Likert-type surveys online as part of a Delphi technique to establish the knowledge base for agricultural and extension education. Three rounds of the Delphi technique were used. A minimum of 13 of the 24 panel members were required to respond to each round. Ninety-five statements were initially generated by 16 panel members in response to an open-ended statement in Round I which asked the participants ??What are the articulated understandings, skills, and judgments that serve as the foundation of knowledge (??the body??) for professionals in agricultural and extension education??? These statements were presented to the panel members in Round II. Two-thirds of the panelists had to ??Strongly Agree?? or ??Agree?? with each item for it to be retained for Round III. Based on the responses of 14 panelists in Round II, 67 items were retained for Round III, and one item was added based on panel input. After Round III, three items were eliminated due to lack of twothirds achievement of ??Strongly Agree?? and ??Agree?? ratings by 17 respondents. Thus, 65 statements established the knowledge base of agricultural and extension education in this study. Among the knowledge base are concepts related to traits of effective educators; management issues; environmental impacts on instruction; curriculum development; learner-based contextual, applied pedagogical strategies; leadership development; communications; assessment strategies; community and collegial connections; integration of technology; critical thinking and problem solving; and teaching as a changing process grounded in sound theory.

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Habilitationsschrift--Erlangen.