The purpose of this study is to examine prospective mathematics teachers' knowledge development and beliefs changes for teaching fraction division through the undergraduate mathematics method course to the field practice. Further, it reveals the correlation between the knowledge development and beliefs changes. Therefore, this study uses a qualitative methodology. I analyze the data from two time periods using three steps. In the method course period, interviews concerning knowledge and beliefs are triangulated with the tests, surveys, concept mapping and the writing assignment. There are two steps in this time period. First, I focus on a total of 27 prospective teachers' subject matter knowledge (SMK), including common content knowledge (CCK) and special content knowledge (SCK), and its development. Further, I examine their beliefs changes towards fraction division and mathematics teaching and learning during the method course. Next, I choose six participants from the total 27, based on different mathematics achievement. I do this to identify 1) whether CCK differences impact SCK development and 2) whether SCK development influence beliefs changes in the method course. In the field practice period, classroom observation of fraction division is triangulated with the interviews. I follow up one prospective teacher in his field practice and focus on the way his beliefs influence his teaching behavior and the development of the pedagogical content knowledge (PCK), through the teaching. The results indicate that the prospective teachers developed both CCK and SCK in their method course. Their beliefs towards to teaching and learning fraction division progress from procedural-oriented to conceptual-oriented. The knowledge development and beliefs changes derived from the different learning experiences from their past school experiences and method course. Moreover, prospective teachers who had high CCK developed his/her SCK significantly. Thus, his/her beliefs changes became more significant. Further, the prospective teacher's beliefs changes in the method course influenced the way of teaching behavior in the field practice and SCK impacts PCK in teaching. On the other hand, field practice changed prospective teacher's beliefs and the development of PCK. Therefore, further attention is called for in the prospective teachers' knowledge transition and beliefs changes from a student to a future teacher.

<p>The purpose with this paper is to find out how the knowledge development is functioning within the hotel industry and if it would be possible to implement Knowledge Management as a strategy.</p><p>The procedure used during the method part is a case study, with semi structured interviews. The method of reasoning during this paper has been abduction this is because the approach to this research has oscillated between both a deduction and a induction approach.</p><p>The theories that this paper have been based upon is Mr I Nonaka’s thoughts around the four modes of knowledge; Socialization, Externalization, Combination and Internalization. The four different modes are comparable to four different ways of learning that are separate from each other but at the same time connected through a knowledge spiral which makes it possible for the four modes to collaborate as a unit of knowledge.</p><p>Six interviews have been carried out for the empirics, the interviews all came from different fields of work. During the interviews almost all of the personnel asked where positive to knowledge development and knowledge exchange both within the hotel and with the outside. The only exception was the cleaner who only was focused on a internalization mode of learning. The interviews also showed that the there is a will amongst almost all personnel to take part in the procedure of all the knowledge modes but the monetary aspect and the lack of time makes it harder for them to do so.</p><p>The result of the analysis of this paper is that the hotel where the case study was made was that, if used the hotel could benefit from a knowledge management strategy but it is nothing they implement in their management of the hotel today.Also shown in the analysis is that if the knowledge management strategy is supposed to be successful within the hotel and make them save both money and time all different fields of work within the hotel must be involved and time must be invested to save time. But most important of all the management must realize how much power there is in knowledge.</p>

The purpose with this paper is to find out how the knowledge development is functioning within the hotel industry and if it would be possible to implement Knowledge Management as a strategy. The procedure used during the method part is a case study, with semi structured interviews. The method of reasoning during this paper has been abduction this is because the approach to this research has oscillated between both a deduction and a induction approach. The theories that this paper have been based upon is Mr I Nonaka’s thoughts around the four modes of knowledge; Socialization, Externalization, Combination and Internalization. The four different modes are comparable to four different ways of learning that are separate from each other but at the same time connected through a knowledge spiral which makes it possible for the four modes to collaborate as a unit of knowledge. Six interviews have been carried out for the empirics, the interviews all came from different fields of work. During the interviews almost all of the personnel asked where positive to knowledge development and knowledge exchange both within the hotel and with the outside. The only exception was the cleaner who only was focused on a internalization mode of learning. The interviews also showed that the there is a will amongst almost all personnel to take part in the procedure of all the knowledge modes but the monetary aspect and the lack of time makes it harder for them to do so. The result of the analysis of this paper is that the hotel where the case study was made was that, if used the hotel could benefit from a knowledge management strategy but it is nothing they implement in their management of the hotel today.Also shown in the analysis is that if the knowledge management strategy is supposed to be successful within the hotel and make them save both money and time all different fields of work within the hotel must be involved and time must be invested to save time. But most important of all the management must realize how much power there is in knowledge.

<p>Det går att se på en systemutvecklingsmetod på olika sätt. Dels kan man studera den utifrån dess beståndsdelar, och dels kan man studera de processer i utvecklingsarbetet som leder fram till slutresultatet. I detta examensarbete diskuteras en del av de kognitiva krav som ställs vid inlärning av en systemutvecklingsmetod.</p><p>Inom ramen för en litteraturstudie diskuteras vad som är viktigt att lyfta fram när en systemutvecklingsmetod ska presenteras och vilka inlärningsproblem som finns i samband med detta.</p><p>Rapporten innehåller även en fallstudie där en systemutvecklingsmetod (Enterprise Knowledge Development) presenteras i HTML-format i en så kallad Electronic Guide Book. Examensarbetets bidrag till EGB består i att ge exempel på hur valda delar av EKD kan presenteras i HTML-format.</p>

Två gånger per år genomförs kompetensinvesteringar för ingenjörer på GKN Aerospace Sweden AB. Konceptet går under benämningen Training Days. Syftet med investeringen är att höja kompetensen bland de ca 400 ingenjörerna. I anslutning till utbildningsdagarna genomförs en enkätundersökning för att se till deltagarnas åsikter om Training Days. Problemet är att det aldrig undersökt vilken inställning och synsätt medarbetarna har till lärande och utveckling och om de olika perspektiven i sådana fall påverkar effekterna av investeringarna. Den kvalitativa fallstudien syftar till att undersöka om ingenjörernas perspektiv på lärande och kompetens påverkar organisationens utveckling. Materialet har insamlats med kvalitativa intervjuer som analyserats i förhållande till teori och aktuell forskning. Dessutom har det undersökts om det finns ett gemensamt perspektiv på kompetensutveckling som kan utveckla Training Days och effekterna av utbildningsdagarna. Fallstudien kan ses som ett kompletterande verktyg till GKN:s interna enkät. Teorin menar att det är viktigt att skapa ett systemtänkande och att individer behöver se till sitt eget personliga mästerskap för att få en helhetsförståelse, och därigenom höja den individuella och gemensamma kompetensen. Majoriteten av respondenterna i studien anser att de inte får någon praktisk kompetens genom utbildningsdagarna, de menar snarare att konceptet bidrar till nya infallsvinklar. Resultatet av denna studie bygger på tolkning av det insamlade empiriska materialet, med stöd av teorin visar att det finns både olika synsätt och inställning till lärande och utveckling bland ingenjörerna vilket påverkar utvecklingsprocessen. På GKN finns alla förutsättningar för att lyckas med kompetensutveckling, men när inställning till lärande och utveckling är individuell påverkar det alla led i lärandeprocessen / Twice a year GKN Aerospace Sweden AB implements skills investment for their engineers. The concept is known as Training Days. The purpose of investment is to improve the skills of about 400 engineers. Adjacent to the Training Days there is a implemented survey to see what the engineers think about the concept. The problem is that the survey doesn't examine the attitude and the approach employees have about learning and development, and on the various perspectives, in such cases the affect of the impact of the investments. This qualitative case study aims to examine the engineer's perspective on learning and skills, and it´s effect on the organization's development. The material has been collected by qualitative interviews, analyzed in relation to theory and current research. Moreover, it has been investigated whether there is a common perspective on skills that can develop Training Days and the effects of training days. The case study can be seen as a complementary tool to GKN's internal poll. The theory says that it is important to create a systems approach and that the individuals need to make their own personal "championship", to get an overall understanding, and thereby raising individual and collective skills. The majority of the respondents in this study believe that they do not receive any practical skills through Training Days. They mean rather that the concept contributes to new approaches. The results of this study are based on the interpretation of the collected empirical material, supported by theory. The outcome shows that there are both different approaches and attitudes to learning and development among the engineers, which affects the development process. GKN have all prerequisites for the skills development to succeed. But the approach to learning and development is individual, so it affects all elements in the learning process

Recent contributions highlight the importance of international knowledge transfer as a fundamental source of competitive advantage of MNCs. Due to the traditional assumption that parent firms are the prime source of knowledge, majority of studies have focused on knowledge transfer from headquarters to subsidiaries. However, the role of subsidiaries within MNCs has changed dramatically; many subsidiaries have gained a creative role by generating new resources depending on the comparative advantage of the location in which they operate, and through the process of reverse knowledge transfer, they subsequently contribute to the competence upgrading of the MNC. In reviewing the extant literature on MNC knowledge transfer and in particular reverse knowledge transfer, this research unleashes several gaps, notably in the understanding of factor affecting subsidiary knowledge development and reverse knowledge transfer within the service sector. Borrowing concepts from the knowledge-based and network views, a series of hypotheses were tested using the result of a web-based survey of the subsidiaries that were located in the UK, had a non-UK parent firm, and were active in the KIBS sector. Responses from 187 general managers, managing directors, or chief executives of subsidiaries confirm that those subsidiaries that develop and maintain business relationships with their internal (sister subsidiaries and headquarters) and external actors (customers, universities, suppliers, competitors) and have high level of autonomy are more capable of developing knowledge. With regards to determinants of reverse knowledge transfer, while subsidiary characteristics (knowledge development and willingness) and relationship characteristics (socialization mechanisms) are emerged as the main facilitators of reverse knowledge transfer, knowledge characteristics (tacitness and complexity) appeared as the main hindrances of this phenomenon. Moreover, the results indicate that, (a) socialisation mechanisms augment the extent of shared values and subsidiary-parent firm embeddedness and (b) willingness mediates the impacts of shared values and subsidiary-parent firm embeddedness on reverse knowledge transfer. The key contributions of this research are two-fold: firstly, it examines the process of reverse knowledge transfer and knowledge development exclusively within the KIBS sector. Secondly, it investigates the joint impacts of relationship characteristics, knowledge characteristics, and subsidiary (sender) characteristicson reverse knowledge transfer.

No description available.

A presente dissertação tem como objetivo principal desenvolver um modelo de orientação, que norteie os tilapicultores a respeito das boas práticas de produção em tanques-rede indicadas pela FAO (Food and Agriculture Organization of the United Nations) e pela literatura acadêmica, a fim de eliminar a ausência do conhecimento, fator considerado limitador para o desenvolvimento da aquicultura. Para tanto, foi aplicado um estudo qualitativo segregado em duas fases. Na primeira, o tipo de estudo adotado foi exploratório. Essa fase foi composta por três etapas: revisão da literatura e FAO, elaboração do modelo de orientação, de acordo com o método EKD (Enterprise Knowledge Development), e elaboração do questionário. Já na segunda fase foi combinada a pesquisa de observação com o estudo descritivo. Foram realizadas duas etapas: visitas de observação, com a aplicação do questionário, e validação do modelo de orientação. Encerrada a segunda fase, a modelagem foi concluída. O modelo de orientação possibilitou a análise da tilapicultura de modo sistêmico, gerando um repositório de conhecimento, o qual permite que a cultura seja compreendida, debatida e melhorada, tornando-se um guia aos tilapicultores que desejam adequar-se ao objetivo sustentável. Dessa maneira, as tilapiculturas poderão reduzir a lacuna existente entre a teoria e a prática e eliminar a ausência do conhecimento. / This article aims at the development of an orientation model to guide tilapia breeders towards good practices of breeding in cage ponds recommended by FAO (Food and Agriculture Organization of the United Nations) and academic literature in order to eliminate the lack of knowledge, which is considered a limiting factor in the development of aquaculture. A qualitative study divided into two phases was conducted. In the first phase the study was exploratory and comprised three stages: review of the literature and FAO, elaboration of an orientation model and FAO, elaboration of an orientation model according to EKD (Enterprise Knowledge Development) method, and elaboration of a questionnaire. The second phase comprehended the observation research and descriptive study, both developed in two stages: observation visits, with the application of the questionnaire, and validation of the orientation model. The modeling was finished after concluding the second phase. The orientation model enabled a systemic analyses of the tilapia breeding, generating a knowledge repository that allowed the culture to be understood, debated and improved. Such a model can seen as a guide to tilapia breeders that intend to fit the sustainable goal. Therefore tilapia cultures can reduce the existing gap between theory and practice as well as eliminate the lack of knowledge.

A presente dissertação tem como objetivo principal desenvolver um modelo de orientação, que norteie os tilapicultores a respeito das boas práticas de produção em tanques-rede indicadas pela FAO (Food and Agriculture Organization of the United Nations) e pela literatura acadêmica, a fim de eliminar a ausência do conhecimento, fator considerado limitador para o desenvolvimento da aquicultura. Para tanto, foi aplicado um estudo qualitativo segregado em duas fases. Na primeira, o tipo de estudo adotado foi exploratório. Essa fase foi composta por três etapas: revisão da literatura e FAO, elaboração do modelo de orientação, de acordo com o método EKD (Enterprise Knowledge Development), e elaboração do questionário. Já na segunda fase foi combinada a pesquisa de observação com o estudo descritivo. Foram realizadas duas etapas: visitas de observação, com a aplicação do questionário, e validação do modelo de orientação. Encerrada a segunda fase, a modelagem foi concluída. O modelo de orientação possibilitou a análise da tilapicultura de modo sistêmico, gerando um repositório de conhecimento, o qual permite que a cultura seja compreendida, debatida e melhorada, tornando-se um guia aos tilapicultores que desejam adequar-se ao objetivo sustentável. Dessa maneira, as tilapiculturas poderão reduzir a lacuna existente entre a teoria e a prática e eliminar a ausência do conhecimento. / This article aims at the development of an orientation model to guide tilapia breeders towards good practices of breeding in cage ponds recommended by FAO (Food and Agriculture Organization of the United Nations) and academic literature in order to eliminate the lack of knowledge, which is considered a limiting factor in the development of aquaculture. A qualitative study divided into two phases was conducted. In the first phase the study was exploratory and comprised three stages: review of the literature and FAO, elaboration of an orientation model and FAO, elaboration of an orientation model according to EKD (Enterprise Knowledge Development) method, and elaboration of a questionnaire. The second phase comprehended the observation research and descriptive study, both developed in two stages: observation visits, with the application of the questionnaire, and validation of the orientation model. The modeling was finished after concluding the second phase. The orientation model enabled a systemic analyses of the tilapia breeding, generating a knowledge repository that allowed the culture to be understood, debated and improved. Such a model can seen as a guide to tilapia breeders that intend to fit the sustainable goal. Therefore tilapia cultures can reduce the existing gap between theory and practice as well as eliminate the lack of knowledge.

SAMMANFATTNING Det som projektledaren behöver tänka på vid planeringen av ett projekt är att uppnå beställarens krav på byggnaden och att skapa en bra samordning mellan de olika aktörerna som är inblandade i projektet. Dessutom måste projektledaren se till att projektet följer tidplanen och att budgeten inte överstiger de bestämda ramarna. Därför ligger ett stort fokus på att projektledaren har bra grundkunskaper och tillräcklig kompetens samt kunskap. För att uppnå det optimala resultat som behövs för att kunna planera och strukturera projektet så smidigt som möjligt. Detta arbete undersöker vilken kompetensutveckling och kunskap som behövs för att projektingenjören ska utveckla sina färdigheter i projektledning. En av de kärnfrågor som tas upp i intervjuerna är ”Vad kännetecknar en projektledare med låg respektive hög kompetens?” och ”Hur bedrivs kompetensutveckling för de anställda inom WSP?” De mål som ska uppnås i detta arbete är att belysa vikten av kompetensutveckling och erfarenhetsåterföring. Resultaten av undersökningen har sammanställts i en handbok som beskriver vad en projektingenjör behöver fokusera på för att bli allt mer kompetent och utvecklas effektivare till en projektledare. För att kunna uppnå dessa mål genomfördes en litteraturstudie för att få en bättre uppfattning av projektledarens roll. En mer detaljerad studie av projektingenjörens respektive projektledarens arbetsuppgifter gjordes. För att komplettera litteraturstudien genomfördes en datasökning via internet. Därefter utfördes en intervju med 5 projektledare och 5 projektingenjörer för att jämföra teori med praktik. Utifrån de intervjuades svar och litteraturstudiens resultat skapades en handbok som beskriver vad projektingenjören behöver utveckla för att bli en effektivare projektledare. Examensarbetes slutsats visar att kompetensutveckling i grund och botten är bunden till den enskilda individens motivation till att utvecklas. Varje enskild individ har sina egna mål och de är stimulerade av varierande motivationsfaktorer. Några individer har som mål att bli VD för ett företag, medan andra är nöjda med deras nuvarande position och det innebär att alla projektingenjörer/ projektledare inte strävar efter en ständig utveckling. Uppsatsens huvudfråga var: ”Vilken kompetensutveckling behövs för att projektingenjör ska utveckla sina färdigheter i projektledning?”. Resultaten visar att utan att lära sig av de fel och problem som tidigare gjorts samt göra egna nya misstag kan inte en projektingenjör utvecklas eller bli effektivare. Andra typer av vinster är tid som kommer att minska för att lösa vissa ständigt uppkommande problem med hjälp av kunskaper från tidigare liknande projekt. Genom att dra nytta av denna kunskap och inneha en bra erfarenhetsåterföring kan det bli enklare att hitta en effektiv lösning och på så sätt minska onödiga tidsförluster. / This thesis presents a study of competence and knowledge needs of project engineers to be able to manage projects successfully. The aim of the thesis is to identify how to feedback competences and experiences into the project management process. The guidebook provides guidance to what a project engineer needs to focus on to become more skilled and to become a more effective project manager. A literature study was performed to get a better understanding of the project manager's role. A detailed study was performed on the duties of project engineers and project managers. The literature study was based on books and reports as well as an information research by the Internet. An interview with five project managers and five project engineers was conducted to compare theory with practice. Based on the respondents' answers and the results from the literature study a handbook outlining what the project engineer can do to improve their project management skills. The thesis concludes that competence development depends on individual motivation. Every individual have their own goals and they are stimulated by different motivational factors. Some aims high to become CEO for a company, while other are satisfied with their positions and it doesn’t mean that all project engineer / project manager strives for continuous development. The main question of the thesis was: "What skills are needed for project engineers to develop their skills in project management?”. The results of the thesis show that without learning from their mistakes and problems that were made in previous project and by making their own mistakes the project engineer will not develop or become a more efficient project manager. By learning from experiences from previous projects the project engineer can save significant time when facing similar problems in new projects. Recording and using this knowledge may contribute to more effective solutions and thus reducing time lost unnecessarily.