Thesis (Ph.D.)--University of Wollongong, 2006. / Typescript. Includes bibliographical references: leaf 289-297.

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 269-289). Also available on the Internet.

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 269-289). Also available on the Internet.

In response to criticism on the concept of "unlearning", we suggested that unlearning on an individual level should be defined as the reduction of the influence of old knowledge on cognitive and/or behavioural processes. In this article, we apply a systems thinking perspective on this definition to explore how far this kind of unlearning can possibly go and what happens if this process is inward-directed, i.e. affects the cognitive and behavioural patterns that define who we are. We take a knowledge perspective on the concept of the self and suggest that unlearning could trigger a disequilibrium, which in turn, enables a deep learning process and guides us to what is referred to as ideal or best version of the self. This does not only have implications for the individual level but it can initiate fundamental change processes in organizations.

Recent research expresses serious doubts on the concept of unlearning. It is argued that knowledge cannot be discarded or eliminated in order to make space for the creation of new knowledge. Taking into account the recent scepticism, we focus on the cognitive dimension of unlearning and propose an alternative conceptualization. Considering how far unlearning can go from a psychological/cognitive scientific perspective, we propose that unlearning is about reducing the influence of old knowledge on our cognitive capacity. This study: (a) investigates the unlearning process within the cognitive domain and on an individual level and (b) proposes unlearning process triggers that detract or facilitate the knowledge change process, which could subsequently contribute to unlearning on an organizational level.

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.

Purpose: Previous studies showed that combining learning based on experiences in the past with learning from an envisioned future scenario results in more innovative and radical ideas, as well as in a higher number of covered content domains. However, currently there is no holistic learning theory that integrates both sources of learning. The main purpose of this paper is to investigate whether it is possible to extend Bateson's theory of learning, to link these two learning sources in one coherent framework. Design/methodology/Approach: To answer this research question, the author draws on learning from an envisioned future, and tries to link it with the most important levels of learning in Bateson's framework. Findings: This paper contributes to the literature by attempting to link the important but still underexplored aspect of "learning from the future" to the complex and multifaceted work of Bateson. Given the fact that both sources of learning and experience yield a great potential to create new knowledge, this study outlines a possibility to include both sources into one learning theory. Research limitations/implications: This work provides the basis for further research in building a general holistic theory of learning to learn. Practical implications: On the individual level, the proposed approach can be easily applied with systemic coaching processes in general and coaching processes in the fields of developing an individual vision in particular. In the field of organizational learning, the awareness of different learning sources and different learning modes on the one hand and knowledge about the implementation of enabling spaces (PE-ba, FE-ba) to support these various learning modes on the other hand help organizations to generate new knowledge and create innovative and sustainable solutions, products and services. Originality/value: To the best of the author's knowledge, it is the first theoretical work that describes the integration of learning from past experiences and learning from future experiences in a methodological way.

Acompanha: Unidade didática: elementos de astronomia e energia / Este trabalho investigou indícios de aprendizagem por meio de uma metodologia de ensino fundamentada na aprendizagem colaborativa. Para viabilizar a investigação, foi desenvolvida uma unidade didática, composta por duas sequências didáticas, que propõem o uso do portfólio educacional, versão manual. A unidade foi aplicada no Colégio Estadual Professora Adélia Dionísia Barbosa – Ensino Fundamental e Médio, localizado na cidade de Londrina, região norte do estado do Paraná, com 29 alunos do 9º ano do Ensino Fundamental da disciplina de Ciências, do turno matutino, no período de fevereiro a abril de 2014. Os conteúdos abordados, de acordo com as Diretrizes Curriculares do Estado do Paraná (2008), foram: Leis de Kepler e o Movimento dos Planetas e Energia. A metodologia de pesquisa adotada teve abordagem qualitativa, combinada à técnica da observação e da exploração, para evidenciar as facilidades e as dificuldades de aprendizagem dos alunos. Observou-se que a aprendizagem, por meio do relatório escrito no portfólio, apresentou-se como viável, prazerosa e promissora, indicando aspectos relevantes na construção dos conceitos. Verificou-se que os momentos de atividade em grupo e de discussão possibilitaram a cada aluno: desenvolvimento da criatividade, quando associados às atividades de produção por autoria; desenvolvimento da capacidade argumentativa; melhoria do vocabulário; aumento da autoestima, por conseguir expressar sua opinião/ideia e tê-la aceita pelos demais membros do grupo; atuação ativa dentro do processo de aprendizagem e maior interação com o professor. / This study investigated learning evidences through a teaching methodology based on collaborative learning. To make it possible, a didactic unit consisting of two teaching sequences proposing the use of the educational portfolio, manual version, was developed. The teaching unit have been applied at the School Professora Adélia Dionisia Barbosa - Elementary and High School, located in Londrina, Northern of Paraná, to 29 students in the 9th grade of elementary school in Sciences subject, at the morning period, ranging from February to April 2014. The covered content, according to the Curriculum Guidelines of the State of Paraná (2008) were: Kepler's Laws and the Planetary Motion and Energy. The methodology took a qualitative approach combined with the observation and exploration technique to search for evidences of the strengths and difficulties on learning process of students. By means of the reports written in the portfolio was observed that the learning process, have been feasible, pleasant and promising, indicating relevant aspects in the construction of concepts. It was found that in the group activities and discussions, each student: have developed their argumentative ability and creativity associated with the activities aimed at production by authorship; the improvement of vocabulary; increase of self-esteem and skills to being able to express their opinions / ideas which have been accepted by other members of the group; active participation in the learning process and greater interaction with the teacher.

A busca premente nas empresas contemporâneas pela geração do conhecimento como fator de diferenciação cria a necessidade cada vez maior de mecanismos eficazes de cooperação com as instituições de ensino. Essas em seu papel de geradoras de conhecimento também se beneficiam da interação com as empresas, já que a proximidade com a realidade de mercado estimula o desenvolvimento do corpo docente e discente e promove tanto a inovação quanto a visibilidade da academia na comunidade. Dentro deste contexto, o presente estudo visou projetar e implantar um sistema de capacitação executiva em gestão hospitalar para o Hospital Paranaense de Otorrinolaringologia (IPO) em parceria com a FAE Centro Universitário. Além disso foram analisados os processos atuais de Gestão de Parcerias da Universidade que teve seus procedimentos comparados com as premissas do framework para transferência de tecnologia na interação Universidade-Empresa, ferramenta que mostrou-se útil principalmente para apontar melhorias no processo. No que se refere ao produto final da cooperação, foi projetado e implementado o curso de MBA em Gestão Hospitalar e Sistemas de Saúde, de caráter lato sensu, o que veio ao encontro da demanda por capacitação provinda do Hospital e que se apresenta como uma solução de ensino-aprendizagem que se tornou viável a partir da cooperação, troca de conhecimentos e alinhamento de interesses entre os parceiros. O modelo descrito neste estudo pode servir de referência a parcerias futuras da universidade com outras empresas. / The urgent search in contemporary companies for the generation of knowledge as a factor of differentiation creates a growing need for effective mechanisms of cooperation with educational institutions. These institutions, in their role as generators of knowledge also benefit from the interaction with the companies, since their proximity to the reality of the market stimulates the development of both the teaching staff and the students, and promotes innovation as much as visibility of the academy in the community. Within this context, this study aimed to design and implement a training system in hospital management for the Hospital of Otolaryngology of Parana (IPO) in partnership with FAE University Center. Therefore, the present partnership management process of the university were analyzed and compared with the principles of the framework for technology transfer and Company University interaction, the tool proved to be useful mainly to point improvements to the process. Regarding the final product of the cooperation, the MBA in Health Management course, latu sensu, was designed and implemented. This came to meet the demand for training from the hospital. It was also a teaching-learning process solution that became feasible through the cooperation, knowledge exchange, and alignment of interests between partners. We believe that the model described in this study may serve as reference for future partnerships between the university and other companies. / 5000

A TCT constitui-se em uma das principais formas de uma organização ou país manter-se atualizado frente ao avanço tecnológico. Com o objetivo de buscar desenvolvimento científico e tecnológico, foi criado no Brasil em 2011 o Ciência sem Fronteiras (CsF), um programa de mobilidade acadêmica internacional cujo objetivo é promover a formação docente e discente por meio de novas experiências educacionais e profissionais voltadas para a qualidade, o empreendedorismo, a competitividade e a inovação em áreas prioritárias e estratégicas para o Brasil. Todavia, não existe um modelo de TCT para a gestão do conhecimento científico e tecnológico absorvido pelos estudantes durante a mobilidade no exterior. A revisão sistemática de literatura constatou igualmente a não existência de um modelo de transferência de conhecimento e tecnologia que tenha como cedente e cessionária duas universidades simultaneamente. Assim, o objetivo deste trabalho é propor um modelo de TCT entre universidades parceiras na mobilidade acadêmica internacional. Para alcançar este objetivo, foi realizada uma pesquisa de campo no Brasil e na França. No Brasil foram selecionadas as dez universidades que mais enviaram estudantes para o CsF nas engenharias e área tecnológicas; os estudantes de uma universidade tecnológica regressados do CsF; observação assistemática participante no departamento de relações interinstitucionais dessa universidade, e; uma pesquisa documental no site do CsF. Na França foram pesquisados os estudantes regressados da mobilidade acadêmica internacional, e; realização de observação assistemática no departamento de relações internacionais e em atividades acadêmicas. Os resultados da pesquisa de campo confirmam os resultados da revisão sistemática de literatura, que é a não existência de um modelo de TCT cujo cedente e cessionário sejam duas universidades simultaneamente. Ao final do trabalho propõe-se o modelo MTCTUU, que engloba ações prévias à partida dos intercambistas, ações durante o programa, ações no retorno dos estudantes, e indicadores para verificação dos resultados alcançados com a TCT. / The KTT process is in one of the main ways to keep up to date with the technological development. With the purpose of seeking scientific and technological development, in 2011 the Brazilian government created the international academic mobility program Science without Borders (CsF), which aims to promote the training of Brazilian students and faculty through new educational and professional experiences focused on quality, entrepreneurship, competitiveness and innovation towards priority and strategic areas for Brazil. However, there is not a model to manage the scientific and technological knowledge absorbed by the students. The systematic literature review also revealed the absence of a knowledge and technology transfer model whose transferor and transferee are two universities simultaneously. So, the objective of this work is to propose a KTT model between partner universities in the international academic mobility. To achieve this goal, a field research in Brazil and France was done. In Brazil the research included ten universities that sent a greater number of students to CsF in engineering and technological areas; students from a technological university returned from CsF; non-structured participant observation in the inter-institutional relations department, and; documentary research on the CsF website. In France the research included the students returned from an international academic mobility program, and; non-structured participant observation in the international relations department and in academic activities. The results of the field survey confirm the results of the literature review, which is the absence of a KTT model whose transferor and transferee are two partner universities in the international academic mobility. At the end of the work is the KTTMUU model is proposed, which includes actions prior to the students’ departure, actions to be taken during the program, actions to obtain the feedback from students, and indicators to measure the results achieved with the TCT.