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The Centre for Management of Innovation and Technology (CMIT) of the International Management Institute (www.imi.edu), New Delhi organized the Second Workshop on "Creation and Dissemination of Knowledge" during 15-17 October, 2008 at the National Institute of Technical Teachers' Training and Research (NITTTR), Chandigarh. The Workshop was organized in association with the Department of Scientific and Industrial Research (DSIR), Ministry of Science and Technology, Government of India. The focus of this Workshop was creation and dissemination of knowledge in the backdrop of India's aspirations to emerge as a knowledge economy and compete with the developed world. To meet this purpose, the Workshop discussed major factors that impinge on the creation and dissemination of knowledge. For pursuing its objectives, the Workshop discussed, among others, trends and prospects of socio-economic and technological growth, role of knowledge in supporting growth, policy statements, and the role of government, research institutes, universities and corporate sector in promoting knowledge creation and dissemination. The Workshop was conducted in an interactive mode through a mix of lectures and discussions. Workshop proceedings contain following background papers: (1) India as a Leading Player in the Global Knowledge Economy (M. K. Khanijo); (2) Trends and Prospects of Socio-economic and Technological Growth and Role of Knowledge in Supporting Growth across Indian States: A Co-integration and Causality Approach (Arindam Banik and Shromon Das); (3) Managing Knowledge Creation and the Knowledge Organization (Parthasarathi Banerjee); (4) Increasing Innovation & Productivity with Knowledge â Integrating Workers in the Organisation Larger System (Y.K. Anand and Manmohan Singh); (5) Human Resource Development and Utilization in R&D Activities (M. K. Khanijo); (6) Knowledge Management Practices and Application in Pharma Company: Case Study (Gunmala Suri); (7) Knowledge Management for Educational Practices and Policy Making in Technical Education (Ganesh Dalvi and K.M. Rastogi); (8) Knowledge Process Outsourcing (KPO) in India - Opportunities, Trends and Skills (D.D. Sharma); (9) Bibliography on Knowledge Management (compiled by M.K. Khanijo); (10) Glossary of Terms in Knowledge Management: Draft Indian Standard (Bureau of Indian Standards).

Thesis (Ph.D.)--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2001. / Includes bibliographical references. / by Robert Martello. / Ph.D.

Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2008. / Includes bibliographical references (leaves 207-218). / In recent years, coaching has become a major form of personal and professional development service offered to executives to help develop leadership skills, enhance performance, and remediate patterns of problematic workplace behavior. This dissertation examines the emergence and development of executive coaching in the United States as a new form of professional expertise. Drawing on eighteen months of ethnographic research, the majority of which took place in New York City, this study analyzes the ways in which executive coaching brings together theories of individual psychology and of organizational efficiency in order to increase functionality and productivity at work. Executive coaching is: a) a new form of professional expertise, b) a management tool to increase productivity and efficiency at work, c) a window to changing notions of the self and personhood in America and, finally d) an access point to the corporate world. This study explores these four dimensions of executive coaching. I argue that the emergence of coaching is a product of and a response to a fast changing business environment where continuous improvement is required to adapt to the volatility of changes. Change in the larger context (corporate settings and business environments) is not to be resisted or criticized but to be enabled through the change of the self. This dissertation illustrates and explains the grounds of a shift away from systemic approaches and systemic criticism towards individualistic approaches. Coaching emerges in and becomes an illustration of a neo-liberal economy that emphasizes constant retraining of a self that is versatile, pragmatic and fragmented. / by Esra Ozkan. / Ph.D.in History, Anthropology, and Science, Technology and Society (HASTS

A large agency of the Federal Government, three public institutions of higher learning, and two agents of State Government in the Commonwealth of Virginia launched a federally funded research and education consortium in 1962. The Virginia Associated Research Center (VARC) promised great success. The University of Virginia, Virginia Polytechnic Institute, and The College of William and Mary joined forces to provide the National Aeronautics and Space Administration's Langley Research Center with a scientific research base and a graduate education program. The Commonwealth initially provided enthusiastic support from the Governor's office and from the State Council for Higher Education.;The three colleges agreed to cooperatively manage and operate the NASA Space Radiation Effects Laboratory on the Virginia Lower Peninsula. NASA funded the costs of operating the laboratory, gave the colleges research time for experiments and provided the colleges with large multidisciplinary grants. In return, the colleges were to set up graduate education programs for NASA employees. These graduate programs were to grant degrees from the respective institutions for course work taken at the VARC site on the Peninsula. The research function of the consortium proved to be more productive than the education function.;Certain criteria for successful and unsuccessful consortia were ascertained from the literature. VARC's characteristics were analyzed according to these specific criteria. The three institutions could not agree on how to operate the facility. Inherently weak governance structures in the consortium led to the failure of the venture; after only five years, the consortium dissolved. The Governor of Virginia placed the Center under the auspices of the college nearest the Peninsula, The College of William and Mary. Though unsuccessful as a consortium, VARC became a means to achievement for the three colleges. Each of the three gained stronger, more reputable physics departments and two of the institutions achieved modern university status. A qualitative analysis emerges as the consortium's operation and characteristics unfold through oral history. The study details circumstances which led to VARC's demise and simultaneously describes a key transitional period for The College of William and Mary in its three hundred year history.

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