Occupational therapy practitioners (OTPs) understand the importance of implementing evidence-based practice (EBP) in clinical settings. However, they often have difficulty implementing it within practice (Saunders et al., 2019). The problem is that without EBP, clients may not receive quality care because OTPs may not be up to date with research (Christiansen, et al., 2015). OTPs report that current barriers include time constraints, lack of access to articles, and not having the support or the skills to interpret research (Nott et al., 2020). Subscriptions to journals and online literature are the most common forms of evidence to review (Rodriguez et al., 2006). However, medical journals require paid subscription for access which OTPs do not have the financial resources to subscribe. Developing an approach to address the identified problem required a comprehensive literature search which was completed by the program author. Results obtained supported several important or key ingredients to be included in the program. For example, several resources were identified to support clinicians in implementing EBP within a clinical setting. One example is the KT Toolkit which assists clinicians with promoting EBP within their practice setting (Juckett et al., 2022b). Also, mentorship is a crucial strategy to embrace as it can increase participants confidence with engagement in EBP (Eames et al., 2018). When implementing a new program, it is important to consider buy-in from management which can be accomplished through clear communication and fostering a team environment (Bleser et al., 2014). In addition, commitment from staff members participating in the new program is required which can be established through clear communication (Engle et al., 2017). Providing data and clear expectations of the program will assist with buy-in through explaining the purpose of the program to participants (French‐Bravo et al., 2020). To assist OTPs with incorporating EBP into treatment plans the proposed program, Implementing Evidence-Based Practice in Clinical Settings, will be implemented in an inpatient rehabilitation setting. Although the proposed program is designed to be implemented in an inpatient rehabilitation setting, it can be generalized to other practice areas as well. Initially, the program will be provided as a pilot project to senior OTPs who will provide feedback on the program and serve as mentors to other therapists. The program will be delivered in person to a small group starting with informational sessions then transitioning to a journal club format to allow participants to actively engage in EBP. Through a group format, participants are encouraged to collaborate with one another during the initial meetings and afterward to promote engagement in EBP within their practice setting. As the program is still in its early stages, data will be gathered before and after the pilot program using a non-experimental research design (Giancola, 2020). The primary audience for this program is OTPs, and the secondary audience is management within occupational therapy. A plan for evaluating the effectiveness of this dissemination plan is described through written information, person-to-person contact and electronic media. / 2026-08-30T00:00:00Z

Encyclopædia Mundi is an interactive software experience that questions the relationships between the authority of authorship, knowledge, and artificially generated text. The software presents itself as a genuine 90s digital encyclopedia, but the absurdity of the generated text, which is syntactically correct but semantically dubious, subverts the audience's expectation and reveals its true nature as an artwork. In this context, the audience is prompted to reflect on how we socially attribute authority to existing encyclopedic models, as well as the future role of artificial intelligence in contributing to our understanding of knowledge, truth, and reality. / Master of Fine Arts / What does knowledge and the authority of authorship mean in a society where artificial intelligence is becoming more involved with our lives? Encyclopædia Mundi is an interactive software experience that takes the form of a genuine 90s digital encyclopedia, but the absurdity of the generated text, which follows correct English grammar but has little or no sensible meaning, subverts the audience's expectation and reveals its true nature as an artwork. In this context, the audience is prompted to reflect on how we socially attribute authority to existing encyclopedic models, as well as the future role of AI in contributing to our understanding of knowledge, truth, and reality.

No / This paper reviews and analyses the literature on knowledge sharing in a university setting with the aim of identifying and understanding the determinants of knowledge sharing culture, research trends, theories, and future research opportunities for knowledge sharing in higher education institutions (HEIs). Findings suggest that there is disproportionately little knowledge sharing research in HEIs compared to the commercial sector. The review reveals that existing research on HEIs does not consider the determinants of knowledge sharing culture in a comprehensive manner. Research on knowledge sharing in commercial and HEIs in developing economies like Africa, the Middle East and South America is found to be limited. The review shows that future research should consider cultural and behavioural factors at different levels, that is, individual, national, professional teams, language issues and trust that might impact knowledge sharing practices among faculty members in HEIs in developing economies.

No

Tracing poetic interpretations of sublimity’s relation to wonder, this project considers how several British poets flourishing between the 1660s and the 1840s leverage poetic form and content to critique received knowledge about learning, friendship, and the divine. They recognize that the relationship among these three elements is in flux, and thus their consideration of and attempts to encounter sublimity, and thereby access wonder and the un-reasonable, reveal possibilities that social teachings and practices could not and did not recognize as viable options. The simple fact of acknowledging the unknown as well as what is considered impossible makes them, and thus their readers, more sensitive to new ways of thinking about existing problems and thereby creates space for alternative ways of thinking, connecting with other human beings, and relating to the divine.

No / Is midwifery knowledge a relevant construct for contemporary practice? In other words, is it useful to think about the things midwives know and the skills they possess in terms of midwifery knowledge? Or, in an era of interprofessional practice, clinical governance and risk management, have midwives lost whatever was unique to their profession about how to help women give birth?

Knowledge management has roots in a variety of disciplines, such as philosophy, psychology, social sciences, management sciences and computing. As a result, a wide variety of theories and definitions of knowledge and knowledge management is used in the literature. Irrespective of the theory or definition used, is it recognised that expert knowledge and insight are gained through experience and practice and that it is a key differentiator as an organisational asset. This shift to knowledge as the primary source of value results in the new economy being led by those who manage knowledge effectively. Today’s organisations are creating and leveraging knowledge, data and information at an unprecedented pace – a phenomenon that makes the use of technology not an option, but a necessity. It enables employees to deal with multifaceted environments and problems and make it possible for organisations to expand their knowledge creation capacity. Software tools in knowledge management are a collection of technologies and are not necessarily acquired as a single software solution. Furthermore, these knowledge management software tools have the advantage of using the organisation’s existing information technology infrastructure. Organisations and business decision makers spend a great deal of resources and make significant investments in the latest technology, systems and infrastructure to support knowledge management. It is imperative that these investments are validated properly, made wisely and that the most appropriate technologies and software tools are selected or combined to facilitate knowledge management. The purpose of this interpretive case study is to consider these issues and to focus on an understanding of the key characteristics of a knowledge management system architecture by exploring and describing the nature of knowledge management. Based on the findings of this study, a list of key characteristics that a knowledge management solution must comply with was collated, which expanded the existing knowledge management model towards describing a knowledge management system architecture. / Computing / M.Sc. (Information Systems)

More than 35% of the U.S. workforce is composed of Baby Boomers who are eligible to retire within the next 5 years. Despite the potential loss of critical expertise, a gap in knowledge retention exists in small consulting businesses. The purpose of this case study was to explore effective strategies for retaining the tacit and explicit knowledge of retiring employees, to avoid operational knowledge drain. Exploration ensued through semistructured interviews at 2 small consulting businesses in the Washington, DC metropolitan area that are adept at innovatively retaining requisite knowledge. The conceptual frameworks of Bass' transformational leadership and Nonaka's knowledge creation led to the identification of strategies to retain tacit and explicit knowledge of retiring Baby Boomers. Seven small business leaders addressed questions on knowledge types, knowledge stimulation and sharing methods, and retention strategies to provide meaningful responses to the knowledge retention phenomenon. Data analysis included the Colaizzi and modified van Kaam methods of mining, categorizing, organizing, and describing participants' statements. Subsequently, the themes that emerged during the analysis identified reward, communication, and motivation as strategies for knowledge-share and transfer. Succession planning, mentoring, documentation, training, and knowledge sharing also emerged as effective methods for knowledge retention. The findings will contribute to social change by illuminating the roles effective leaders practice to influence and foster knowledge management, offering insight to other small businesses having difficulties remaining sustainable as the operational knowledge of Baby Boomers becomes unavailable as they retire.

Knowledge management has roots in a variety of disciplines, such as philosophy, psychology, social sciences, management sciences and computing. As a result, a wide variety of theories and definitions of knowledge and knowledge management is used in the literature. Irrespective of the theory or definition used, is it recognised that expert knowledge and insight are gained through experience and practice and that it is a key differentiator as an organisational asset. This shift to knowledge as the primary source of value results in the new economy being led by those who manage knowledge effectively. Today’s organisations are creating and leveraging knowledge, data and information at an unprecedented pace – a phenomenon that makes the use of technology not an option, but a necessity. It enables employees to deal with multifaceted environments and problems and make it possible for organisations to expand their knowledge creation capacity. Software tools in knowledge management are a collection of technologies and are not necessarily acquired as a single software solution. Furthermore, these knowledge management software tools have the advantage of using the organisation’s existing information technology infrastructure. Organisations and business decision makers spend a great deal of resources and make significant investments in the latest technology, systems and infrastructure to support knowledge management. It is imperative that these investments are validated properly, made wisely and that the most appropriate technologies and software tools are selected or combined to facilitate knowledge management. The purpose of this interpretive case study is to consider these issues and to focus on an understanding of the key characteristics of a knowledge management system architecture by exploring and describing the nature of knowledge management. Based on the findings of this study, a list of key characteristics that a knowledge management solution must comply with was collated, which expanded the existing knowledge management model towards describing a knowledge management system architecture. / Computing / M.Sc. (Information Systems)

Science has been perceived as difficult to learn because of its nature and the methods by which it is usually taught. Most first-year science students entering higher education in South Africa today come from disadvantaged teaching and learning backgrounds. These students bring different “knowledge, skills or abilities” into the learning process. This knowledge, referred to as prior knowledge – or what the student already knows – is the single most important factor influencing learning (Ausubel, 1968). It is on the basis of this influence of prior knowledge on learning that the focus in this study is on understanding its manifestation in learning. Prior knowledge has both facilitating and inhibiting effects in learning. However, the focus in this study was only on inhibiting effects of prior knowledge on learning. To better understand prior knowledge qualitative methods (interview, observation, document review and the prior knowledge state test) were used. The aim was to specifically establish how students used their understanding of selected acid-base concepts and processes to construct understanding and to generate meaning of new concepts and/or knowledge. The study managed to highlight important aspects of the quality of prior knowledge and their manifestation in learning. The findings generally indicated that: <ul> <li>The quality of the knowledge that students possessed was in most instances incomplete. That is, in their description of concepts, students preferred to use summary and informal descriptions without understanding the meaning of the concepts they were describing.</li> <li> The quality of knowledge (e.g. incomplete knowledge) affected their ability to construct understanding and/or generate meaning as this knowledge was insufficient to access for the construction of scientifically valid meanings of concepts.</li> <li>The quality of students’ knowledge impeded their ability to reflect and/or to be aware of the knowledge they possessed. This made it difficult for students to access knowledge and to restructure it in order to construct new knowledge or prevent errors in their learning.</li> </ul> The study culminated in the development of a framework that may in future be used to assess prior knowledge and enhance meaningful teaching and learning based on the quality of students’ prior knowledge. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted