This is the report of a case study which was an investigation of how a group of long-established, in long-term and close working relationships, academic Computer Scientists working at a 1990's Scottish university have understood the many changes that have taken place in their field over their careers. It is a study that was performed by one of these Computer Scientist who had found it increasingly difficult to keep a grasp of the expanding, evolving and transforming knowledge-base that is a the core of being a Computing teacher in academia today, in the hope that performing the study would shed some light upon the nature of these changes, the forces that cause these changes, and how other Computer Scientists handle their changing field. The study was primarily performed through open conversations that took place in the group, one-to-one between the author and his then colleagues. As such, the study is based on analysis of subjective expressions of the personal experiences of the academics involved. As teachers in a new university, previously a Scottish Central Institution (akin to an English polytechnic), their teaching was applied Software Engineering rather than theoretical Computer Science, but a part of the group were originally educated as Computer Scientists. The study reviews the growth of Computer Science as an academic field in Scotland and compares the participants' experiences with those in other changing academic fields. The principal findings of the study are that knowledge in applied Computer Science originates entirely from outwith the academy. Commercial companies, philanthropic groups, end users and students all bring Computer Science knowledge into the academy. In order to teach the subject, these Computer Scientists must actively seek to gather in this knowledge, filter it and apply it in their teaching. The knowledge is volatile, difficult to provenance, only partially knowable, and time-stamped. It is not be found in books or other traditional academic sources. The one role that these Computer Scientists bring to knowledge creation in the field is in their formulation of new degree programmes which produce the field's new graduates and so affect the renewal and direction of the applied field of CS.

This thesis deal with implementation of changes in TENEZ joint-stock company. There is necessary to lead changes for implementation principles and methods of knowledge management in company. These new processes would give value and it would lead to increasing productivity and competitiveness of company. I have been working for this company 25 years. I have determined by member of the new project team named Rada změn. Rada změn should prepare processes and give orientation in the company performance. Unfortunately, both managing director and financial manager resign from their posts and the company situation is not good in present days. The new management must implement the new conception to analysis of organization and improve statue of the company. My thesis should help for this process by my findings and knowledge. I have found out this knowledge and findings in Bachelor thesis. I am carrying out this findings in project team Rada změn, too.

The following dissertation is comprised of three manuscripts presenting a theory-to-practice design for studying the nature of knowledge change. Knowledge change—as defined for this dissertation—is an exploration of the quantitative and qualitative change in how knowledge is used over a period of time. Knowledge change is derived from the broader scholarship on conceptual change; that is, how people develop, organize, and then re-organize knowledge (Vosniadou, 2013). Conceptual change has been widely used to describe the cognitive process behind how a novice acquires and organizes knowledge in order to become an expert (Carey, 1985), particularly in the hard sciences (e.g. Science, Technology, Engineering, and Mathematics, or 'STEM' subjects) (Vosniadou, 2008, 2013). However, more recent research has been dedicated to establishing the need to explore conceptual change in the social sciences (Murphy and Alexander, 2008). The present research was designed to explore knowledge change as one specific component of the conceptual change process. The research is presented in three manuscripts. The first manuscript details how the researcher blended conceptual change learning with the disciplinary domain of the present study, leadership studies. The second manuscript chronicles the design of a continuous case study, the primary tool for data collection used in the present study, as well as the methodology used. The third and final manuscript offers an overview of the first study undertaken using the collected data; that is, an exploration of the nature of knowledge change within an undergraduate peer leadership course. / Ph. D.