The need for government organizations to become competitive is growing with the huge instability in the economy. In parallel, Knowledge Management (KM) has been rapidly growing in the past decade as a source of influence on organisational development practices. Furthermore, the past decade research approaches largely failed to show the importance of KM initiatives in creating synergy with other initiatives to an extent that would lead towards organizational competitiveness. This study address whether KM holistically influences the different organisational development practices, specifically in the context of the government sector. To ascertain the relationships between KM and four prevalent organisational development practices identified in the literature and increasingly used in practice, a quantitative survey approach was undertaken using a series of researcher-developed scales. Based on the literature review, Organisational Excellence (OE), Organisational Learning (OL), Organisational Innovation (OI) and Organisational Competitiveness (OC) were identified to be the most repeated relations with KM. A conceptual framework was designed to test the concept of the holistic influence of KM on the four identified organisational development practices. A total of 625 valid responses were collected from top and middle management from 54 government organizations in the Kingdom of Bahrain. The model was statistically tested according to the research hypotheses by regression analysis then Structural Equation Modelling (SEM). Results reveal strong and significant correlations amongst the five prevalent organisational development practices. Even though the holistic influence of the model could not be confirmed, findings show positive KM influence on the remaining organisational development practices, thus KM is an essential factor for government organisations. Besides illustrating KM as an important source of influence, this research establishes a new direction that helps to integrate all governmental organisations initiatives in relevance to organisation development practices leading to better competitiveness. The study makes a novel contribution since it increases the probability of a holistic approach model that brings support for the decision makers to enhance the overall government organizations competitiveness. The scale developed for the model tested can be generalised and used as a self assessment tool for organisational practices in KE. This work sets a baseline for KM practices in the Government of Bahrain and similar GCC Governments and can act as a reference for researchers on KM and competitiveness in the emerging economies countries. Nevertheless, the model need to be further investigated in future research to explore the missing variables in this model to make it more fit. Therefore, the concept of holistic model needs to be further subject to empirical investigations to explore its viability. The major limitation of this research is it been addressed only in the government sector and in one country.

The purpose of this paper is to develop a conceptual model which integrates the well-established US-based occupational information network (O*Net) into a competence perspective. Taking serious claims about lifelong learning, one of the biggest challenges is the assessment of tacit knowledge and competences. To tackle this challenge, we depart from four well-established competences (personal competence, social competence, methodic competence and domain competence), and integrate descriptors from the O*Net. We argue that learning outcomes (what a person should be able to do) can be made comparable and accessible when linking them with the descriptors from the O*Net. This approach is in line with the European Qualification Framework (EQF), that aims at establishing comparability of learning outcomes within the European Union and relies on theories linking individual to organizational learning.

This study explores the relatively new concept of &ldquo / The Learning Economy&rdquo / in the context of system of Innovation, which provides a basic understanding of all elements and their relations necessary to enhance the innovative capacity. This thesis aims to examine the structure and characteristics of ASELSAN (Electronic Industries Inc.) including i.e., firm-level technological activities. In the &lsquo / Learning Economy&rsquo / , rapid learning is the key factor for accelerating innovative capabilities and competitiveness for firms and nations. On the other hand, this concept is closely correlated with the &lsquo / New Economy&rsquo / , ICT (Information communication Technologies) that enhances the knowledge dissemination and learning. In this perspective, ASELSAN acquired high-level technological capabilities and rapid development such that it can be considered as a model for other firms in Turkey. Furthermore, this research aims to point out the &lsquo / Learning Process Model of ASELSAN&rsquo / comparing it with the catching-up firms in South Korea and emphasize transformation of technology and institutional structure in the period from 1980 to 2002. As an individual firm, &lsquo / ASELSAN&rsquo / is a leading firm in the defense industry as a system integrator / and the next step may be &lsquo / network-based&rsquo / learning process model. In summary, there could be policy lessons to be taken for other firms to become a &lsquo / learning organization and &lsquo / innovative firm&rsquo / .

Thesis (D.B.A.) -- University of Western Sydney, Nepean, 2001. / A thesis submitted for the degree of Doctor of Business Adminiistration, University of Western Sydney, Nepean, 2001. Includes bibliographical references.

Organisation knowledge attrition continues to gain attention due to the increasing mobility of organisational employees. Employees leave organisations due to retirement, resignation in search for better employment opportunities, termination of employment contracts, indisposition, unofficially leaving employment, and death. When they leave organisations, they take with them tacit knowledge. Attrition of tacit knowledge leads to loss of intellectual assets and erosion of organisational memory which negatively affect learning and innovation. The knowledge can be subject matter expertise, organisational memory of why certain decisions were made, experience of past research and development projects and the social network in terms of from whom they sought out for answers or collaborated with in executing their tasks. Knowledge attrition is common in many organisations in different sectors. The literature does not show any framework that addresses knowledge attrition right from the time an employee is recruited into an organisation to when he or she leaves it. The purpose of this study was to develop an integrated knowledge retention framework for minimising organisational knowledge attrition. This was achieved by investigating how loss of organisational tacit knowledge can be minimised. The research adopted a single case study design with a concurrent parallel mixed methods research strategy informed by pragmatic philosophical assumptions. It was conducted in Uganda in a large national agricultural research organisation. Data was collected from 36 focus group discussions involving 161 participants, review of organisational documents, 35 interviews, 205 online surveys and a validation workshop by 16 top managers. The main contribution of this research is the novel framework for knowledge retention that comprehensively addresses knowledge attrition from an organisation. The framework comprises two categories of components. The first is the organisational behavioural components comprising knowledge sharing, capturing and documenting knowledge, and knowledge exploitation. This category constitutes the core components of the knowledge retention strategy. The second category is the organisational environmental components. It comprises creating organisational learning environment, having knowledge-oriented governance and leadership, providing necessary capacities and conditions, and providing strategic guidance - planning for knowledge retention. Environmental components have moderating effects on the behavioural components. In addition, it has contributed to the theoretical existing body of knowledge from the framework that was developed. This complements the reviewed literature which uncovered three conceptual categorisations of the knowledge retention strategies based on the timing of capturing knowledge from an individual. The three categories are: Reactive (short-term), Containment (medium-term) and Preventive (long-term) knowledge retention strategies. Although the concept of knowledge retention is not new, this research has contributed to the existing body of literature. Additionally, the study provides a deeper understanding of knowledge retention and opens new research areas. Perhaps this is the first study of its kind in the agricultural sector specifically focussing on agricultural research.

Submitted by Cristhiane Guerra (cristhiane.guerra@gmail.com) on 2016-08-02T14:23:43Z No. of bitstreams: 1 arquivototal.pdf: 3538991 bytes, checksum: 71655bed1d11efab9aa0800490ddb239 (MD5) / Made available in DSpace on 2016-08-02T14:23:43Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3538991 bytes, checksum: 71655bed1d11efab9aa0800490ddb239 (MD5) Previous issue date: 2015-05-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Investigates the constructions of competences in Digital Technologies in Higher Education, hired within developed experiences in universities of Brazil and Portugal, taking as parameters the European reports about Learning and Innovation as a reference of competences building and theorical constructs developed by Le Borted. The Learning and Innovation and Digital Competences were priorized skills in the study for been considerate competences by European union necessary for men and women inclusion in the cultural and social current context of pedagogical projects courses in 09 brazilian universities and 03 portuguese universities were analyzed with the use of Web Qualitative Data Analysis – WebQDA – software support to the analyze of the qualitative data not numeric and under structured that allowed data agglutination in numerical and triangulated matrices with descriptive speeches. The data were introduced by the utilization of documentary analyze techniques and content of analyze with the purpose to identify the concept of skills in literature and presence of the required competences in graduated. The result of the research pointed to the integration, combination and mobilization from the responsible resources, according to Le Boterd skills constructions in Brazil and also in Portugal. This result can be testified by the incipience in identification of Learning and Innovation, Digital Competences in the required skills of the graduated that was formulated on the refered PPC. / Investiga a construção das competências em Tecnologias Digitais na Educação Superior, efetivada no âmbito de experiências desenvolvidas em Universidades no Brasil e em Portugal, tomando como parâmetros os Relatórios Europeus sobre a aprendizagem e a inovação como um referencial de construção de competências e os construtos teóricos desenvolvidos por Le Bortef. As competências priorizadas no estudo foram a Aprendizagem e Inovação e a Competência Digital, por se tratarem de competências consideradas pela União Europeia como necessárias à inclusão de homens e mulheres no atual contexto sociocultural de convergência tecnológica. Os dados contidos nos Projetos Pedagógicos de Cursos em 09 Universidades brasileiras e 03 Universidades portuguesas foram analisados com o uso do Web Qualitative Data Analysis – WebQDA, software de apoio à análise de dados qualitativos não numéricos e não estruturados e permitiu aglutinar dados em forma de matrizes numéricas, trianguladas, com discursos descritivos. Os dados foram inseridos com a utilização de técnicas de Análise Documental e Análise de Conteúdo para identificar o conceito de competência na literatura e a presencialidade das competências requeridas dos egressos. O resultado da pesquisa apontou para a não integração, combinação e mobilização de recursos responsáveis, segundo Le Boterf para construção de competências, tanto no Brasil, quanto em Portugal. Esse resultado pode ser constatado quando da incipiência na identificação de Competências de Aprendizagem e Inovação e Competência Digital no rol das competências requeridas dos egressos formuladas nos referidos PPC.

>Magister Scientiae - MSc / Technology plays a big role in our lives. However, many do not have access to technology and the knowledge it provides, giving rise to the so-called digital divide. The purpose of this study is to explore and understand the impact of digital storytelling for social innovation, considering the digital landscape of South Africa. For example, it is important to consider what types of technologies have worked and are still working to capture stories. Furthermore, to consider what skills the end-users would require to use the system and what devices would be best suited for them—PC, laptop, tablet, or smartphone—and what software would be required to capture their stories. Finally, access to Wi-Fi or the Internet would need to be economically viable. Despite the vast research that has been done on digital storytelling, not much has been done in terms of its impact on social innovation and how a digital platform should be designed to enrich social innovation and creativity.