IT and Organizational Learning: Managing Change through Technology and Education

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Organizational Transformation and the Balanced Scorecard. Virtual Teams and Outsourcing. Digital Transformation and Changes in Consumer Behavior. Forming a Cyber Security Culture. Toward Best Practices. Arthur M. Langer has more than 25 years of experience in managing the strategic development, support, and marketing of software and computer systems. In addition to corporate consulting, Dr. Langer presents seminars throughout the world on analysis, design, and software management. A specialist in issues of distance education, mentoring, and workplace learning, he has more than 15 years of experience in adult higher education.

At Columbia, he is responsible for developing overall curricular direction, as well as individual courses, for graduate-level adult education program. He is also responsible for program administration, including faculty hiring and student recruitment. As a researcher, Dr.

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Langer has authored various papers on information systems design and management. His current research focuses on the mentoring of adult learners and the design of technology-based curricula for corporations and universities. Langer is also the author of The Art of Analysis, used in the United States and abroad by universities and professionals in the industry. Routledge eBooks are available through VitalSource. Most VitalSource eBooks are available in a reflowable EPUB format which allows you to resize text to suit you and enables other accessibility features.

Where the content of the eBook requires a specific layout, or contains maths or other special characters, the eBook will be available in PDF PBK format, which cannot be reflowed. For both formats the functionality available will depend on how you access the ebook via Bookshelf Online in your browser or via the Bookshelf app on your PC or mobile device. An eBook version of this title already exists in your shopping cart. Knowledge creation was investigated alongside organizational knowledge, community of practice and human capital.

Knowledge sharing was connected with KM systems. Other important topics in this stage were organization and management combined with organizational innovation and total quality management. Personnel management was studied with problem-based learning and cooperative behaviour Figure The last stage was from , although this was not included in the periods proposed by Serenko The aim was to include the most recent literature from a different period to identify the current trend in the evolution of both fields.

It was also important to show the evident absorption of OL by the KM literature during this period. Terms related to KM e. To observe this trend and identify the main topics associated with KM in OL studies, we focused on the most relevant cluster within this area. We found that KM had been investigated on the basis of tacit knowledge and community of practice. Knowledge transfer developed alongside workplace learning, quality management and human resource management.

KM systems were investigated with big data tools. Other topics considered in this period included knowledge creation linked with dynamic capabilities and innovation, and the development of OL via alliances and co-creation.

In the KM literature, the main trends identified were KM combined with KM strategy and organizational performance, innovation associated with the absorptive capacity and dynamic capabilities and OL associated with knowledge acquisition and knowledge application. The importance of knowledge technological tools in this period was demonstrated by studies related to knowledge transfer based on data mining tools, clustering techniques and business intelligence. Machine learning and big data for data retrieval were other important topics in this stage.

Data mining techniques such as ontologies, the Semantic Web and natural language processing were other important trends in the KM literature during Knowledge sharing was strongly linked with community of practice, collaboration, collaborative learning and open innovation Figures 11 - We performed clustering analysis with VOSviewer software using thematic groups defined on the basis of keyword classifications.

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The global topics identified were then investigated in terms of KM and OL. Five key research areas were identified for KM: KM process 12, papers ;. KM-based systems and technological tools 6, papers : management information systems and decision support systems and tools, such as data mining tools;. Five clusters were also identified for OL: OL processes 1, papers ;.

Tables II and III show the most relevant authors in terms of the number of publications, as well as the leading countries and publication sources.

Figures 13 and 14 show the number of papers in each cluster by year for both KM and OL, respectively. Figure 15 shows the productivity and citation impacts for the main authors of the 32, studies published on these topics. One group of authors had very high productivity but a low citation impact, i. Another group had low productivity but a high citation impact, i.

The first 20 authors in terms of productivity had more than five publications and 18 had published on both topics. Thus, the majority of leading OL authors had also published in KM, but each had a different publication trend. There was no significant evidence that any author left one area to enter the other, and the main trend involved publishing periodically on each topic alternately.

The leading authors in the area of KM had different behaviours. Among the 20 most productive authors two or more publications in the review period , only five had published on both topics, with a maximum of five OL publications, where one of the most productive authors in terms of both topics was Lee University of Hong Kong Polytech. Thus, there was a higher likelihood for OL authors to publish in the area of KM than vice versa Figure The following analysis was performed for both KM and OL. Core keywords were used as indicators of relevance for each topic because keywords had high relevance to the evolution of each field, where they appeared during three of the four periods considered in the analysis with high frequency.

In the analysis of OL, the most representative keywords were absorptive capability, knowledge sharing and knowledge acquisition. The latter two topics indicated the absorption of OL into KM. The established keywords also indicated absorption. Most of the terms used in the fields appeared in the four periods of the analysis at a relatively constant frequency.

In the analysis of OL, the most important keywords were KM and knowledge creation.

Educational Background

To identify weak signals, we used the emerging keywords as terms that started to appear recently in studies with a significant frequency compared with other emergent keywords. In the analysis of OL, these terms were cross-border acquisition and agent-based modelling. To identify the topics for which the relevance to OL was lost, we used the declining keywords that decreased in appearance, e.

The analysis of the keywords for OL demonstrated the absorption of this topic in KM, where among the core and established keywords, this trend was evident in the OL literature. Other important streams in the OL literature were the absorptive capacity and innovation. In the KM area, the importance of the OL topic was evident according to the keywords analysis. One of the most important core keywords was OL and the other important topics were absorptive capacity, knowledge sharing and big data.

The keywords established in the KM literature were KM, knowledge acquisition and knowledge worker. Some of the emerging keywords new relevant topics were related to learning e. The similarities between OL and KM were investigated by analysing the publication sources and identifying topics with conceptual similarities.

Master of Education: Organizational Leadership and Adult Learning

Figures 18 and 19 show the leading journals in terms of impact factor and productivity in the KM and OL fields, respectively, where the node size represents the strength of the relationship between impact and productivity. Figures 20 and 21 show the impact factors and publication productivity for OL and KM journals, respectively.

The OL publication sources were more defined, with five high impact and productivity journals Figure 19 , top-right panel , the most prominent of which was Management Science with Learning Organization. Among the journals with high impact but low productivity Figure 19 , top-left panel , Academy of Management Journal , Academy of Management Review and Journal of Environmental Management were the most important.

Figure 20 shows the correlation between journals with publications on both topics during the review period, which highlights the pattern of OL absorption by KM. Among the journals that published studies of OL, 57 per cent also published studies of KM, where the most prominent journals in terms of impact on both topics were Management Science and Organization Science Figure 20 , top-right panel.

Figure 21 shows the combined productivity where the most productive journals in terms of both topics were the Journal of Knowledge Management , International Journal of Technology Management and Expert Systems with Application Figure 21 , top-right panel. The objective of this study was to review the evolution of research into OL and KM, particularly to determine whether OL had been conceptually absorbed by KM.

Some authors such as Easterby-Smith and Lyles stated that KM and OL have undergone dramatic changes and that they will continue to change, and the current study helped to understand these changes. We found that the inclusion of topics associated with OL in KM publications started before In particular, during , there was a growing trend in the publication of studies of learning and OL systems in KM papers.

A common connector between KM and OL was organizational strategy because learning and knowledge are important for achieving the organizational strategy. During , KM and OL were strengthened because of their common strategic perspective. We found a common interest in linking learning and knowledge with organizational strategy, results and competitiveness.

Both fields also had an interest in understanding the role of organizational culture. The concept of learning, particularly knowledge acquisition and creation, is increasing in KM publications. Knowledge creation and acquisition are also part of most KM definitions and processes. In addition, the concept of knowledge transfer, which is characteristic of KM definitions, was seen in some definitions of OL Argote and Hora, We also obtained evidence to demonstrate the absorption of OL into KM. During , the second most important term in frequency in the OL literature was KM. Keywords analysis also showed that knowledge transfer was a core topic in OL.

Among the keywords identified, KM was one of the visible topics in OL. Based on the core keywords and keywords identified for KM, knowledge acquisition was one of the main topics. Two increasingly common denominators were identified in KM and OL publications: incorporation of technological tools and understanding the role of human variables.

The historical dichotomy between technological versus human approaches is now over, and technology has become the new best friend of human beings for integrating learning and knowledge contents with the flows that contribute to organizational objectives. Future studies should aim to understand the dynamic relationships of knowledge-based technologies, human variables and organizational performance.

Organizational Learning and Technological Change

We also studied the characteristic topics for each KM generation as defined by Serenko Serenko included OL within KM, whereas we treated the topics independently. A major contribution of our review is the characterization of clusters by OL topics according to the three evolutionary phases.

Thematic cluster analysis for KM and OL detected four common categories: processes, methods, technological tools and human resources, although they had different contents. KM had an extra category comprising electronic knowledge transfer and OL included category creativity and innovation. Human resource was the fastest growing category in both fields during the past 10 years. The individual is the knowledge holder who builds collective knowledge with other individuals, thereby creating organizational value via a learning process. However, the generation of individual and collective knowledge is not automatic in human beings, but instead it is highly dependent on motivation, attitudes, self-efficacy and leadership.

How these variables interact is currently an interest for researchers and practitioners in KM and OL. We only included journals from the Scopus and Web of Science databases, but this provided a wide range of journals from both fields.

IT and Organizational Learning: Managing Change through Technology and Education IT and Organizational Learning: Managing Change through Technology and Education
IT and Organizational Learning: Managing Change through Technology and Education IT and Organizational Learning: Managing Change through Technology and Education
IT and Organizational Learning: Managing Change through Technology and Education IT and Organizational Learning: Managing Change through Technology and Education
IT and Organizational Learning: Managing Change through Technology and Education IT and Organizational Learning: Managing Change through Technology and Education
IT and Organizational Learning: Managing Change through Technology and Education IT and Organizational Learning: Managing Change through Technology and Education

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