Автор работы: Пользователь скрыл имя, 19 Июля 2013 в 10:32, лекция
The module seeks to present to students some of the ideas and practices contained within the label Knowledge Management. Over the course of ten weeks students will have the opportunity to listen to a number of speakers discuss Knowledge Management from a variety of different perspectives, both academic and industrial and business discourses; from the private and the public sector; from a local (North West UK) to a more international/global focus.
MODULE OUTLINE
KNOWLEDGE MANAGEMENT & INFORMATION TECHNOLOGY 2009/2010
ITMOC – ITO.008
HRKM – OWT.504
Course tutor and convenor
Norman Crump, Department of Organisation Work and Technology
C73 Management School
Telephone: 94043 or email: n.crump@lancaster.ac.uk
Office hour: Friday 12 -1pm
Module Introduction
The module seeks to present to students some of the ideas and practices contained within the label Knowledge Management. Over the course of ten weeks students will have the opportunity to listen to a number of speakers discuss Knowledge Management from a variety of different perspectives, both academic and industrial and business discourses; from the private and the public sector; from a local (North West UK) to a more international/global focus. Over the initial weeks students will be introduced to the language, grammar and some of the central concepts concerning knowledge that help construct the field of Knowledge Management. This will be carried out via the presentation of the work of some leading thinkers and researchers in the area over the past two decades or so.
Through the lectures and presentations the intent is to show students that the phenomenon called Knowledge Management is so much more than simply an array of technological tools that allows ‘clever’ people to do ‘clever’ things to data in an ever quicker fashion. The field of Knowledge Management, this course wishes to argue, is wide and complex and often to the surprise of some, usually defined and confined by the social and organisational aspects, rather than the technical.
On completion of this course, students should be able to:
Lecture Programme
There will typically be a two-hour lecture each week. Lectures take place on Wednesday, in Lecture Theatre 4 in the Management School, typically between 10.00 to 12.00. However sessions are subject to change.
NB. Please check on LUVLE on a regular basis as changes to time and place may occur at short notice on this course.
Module Assessment
The examination will be held in the week before the teaching term commences in January 2010 (tbc). The format of the exam is slightly different for ITMOC and HRKM students.
The bibliography below is intended for further reading / research. Further references will be supplied as part of lecture notes and slides.
Alvesson, M. (1993) Organization as Rhetoric: Knowledge-Intensive Firms and the Struggle with Ambiguity. Journal of Management Studies, 30 (6), 997-1015.
Baumard, P. (1999) Tacit knowledge in organizations. Sage
Bell, D. (1978) The Cultural Contradictions of Capitalism. London: Heinemann.
Blackler, F. (1993) Knowledge and the Theory of Organisations: Organisations as Activity Systems and the Reframing of Management. Journal of Management Studies, 30 (6), 863-884.
Blackler, F. (1995) Knowledge, Knowledge Work and Organisations, An Overview and Interpretation. Organization Studies, 16 (6), 1021-1046.
Blackler, F., Crump, N. and McDonald, S. (1998) Knowledge, Organisations and Competition, in Kroght, G., Roos, J. and Kleine, D. (Eds.), Knowing in Firms: Understanding, Managing and Measuring Knowledge. London: Sage.
Boland, R. and Tenkasi R.V. (1995) Perspective Making and Perspective Taking in Communities of Knowing. Organization Science, 6 (4), 350-372.
Boland, R. and Tenkasi R.V. (1995) Perspective Making and Perspective Taking in Communities of Knowing. Organization Science, 6 (4), 350-372.
Brown, J. S. & Duguid, P. (2000) The social life of information. Harvard Business School Press.
Brown, J. S. & Duguid, P. (2000) The social life of information. Harvard Business School Press.
Brown, J.S. (1998) Internet Technology in Support of the Concept of “Communities-of-Practice”: The Case of Xerox. Accounting, Management and Information Technologies, 8 (4), 227-236.
Brown, J.S. and Duguid P. (1991) Organisational Learning and Communities of Practice: Towards a Unified View of Working, Learning and Innovation. Organization Science, 2 (1), 40-57.
Collins, H. M. (1987) Expert Systems, Artificial Intelligence and the Behavioural Co-ordinates of Skill. In Bloomfield, B.P. (Ed.), The Question of Artificial Intelligence: Philosophical and sociological perspectives. London: Croom Helm.
Easterby-Smith M, Lyles M, (Eds) (2003) The Blackwell Handbook of Organizational Learning & Knowledge Management, Blackwell, Oxford, ISBN: 0631226729.
Hayes, N (2001) Boundless and Bounded Interactions in the Knowledge Work Process: The Role of Groupware Technologies, Information and Organization, 11 (2), 79-101
Hayes, N. and Walsham G. (2000) Safe Enclaves, Political Enclaves and Knowledge Working, in: Prichard, C., Hull, R., Chumer, M. and Willmott, H. (eds.), Managing Knowledge; Critical Investigations of Work and Learning, London: Macmillan, 69-87.
Hayes, N. and Walsham, G. (2000) Competing Interpretations of Computer Supported Co-operative Work. Organization. 7 (1), 49-67.
Hayes, N. and Walsham, G. (2001) Participation in groupware-mediated communities of practice: a socio-political analysis of knowledge working. Information and Organization. 11 (4), p. 263- 288.
Hayes, N. and Walsham, G. (2001) Participation in groupware-mediated communities of practice: a socio-political analysis of knowledge working. Information and Organization. 11 (4), p. 263- 288.
Knights, D., Murray, F. and Willmott, H. (1993) Networking as Knowledge Work: A Study of Strategic Inter-Organisational Development in the Financial Services Industry. Journal of Management Studies, November, 30 (6), 975-995.
Lave, J. (1993) The Practice of Learning, in Chaiklin, S. and Lave, J. (eds.) Understanding Practice: Perspectives on Activity and Context. Cambridge: Cambridge University Press.
Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Newell, S., Robertson, M., Scarbrough, H. & Swan, J. (2002) Managing Knowledge Work. London: Palgrave.
Newell, S., Scarborough, H., Swan, J. and Hislop, D. (2000) Intranets and Knowledge Management: De-centred Technologies and the Limits of Technological Discourse, in: Prichard, C., Hull, R., Chumer, M. and Willmott, H. (eds.), Managing Knowledge; Critical Investigations of Work and Learning, London: Macmillan.
Nonaka, I. and Takeuchi, H. (1994) The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford: Oxford University Press.
Ruhleder, K. (1995) Computerisation and Changes to Infrastructures for Knowledge Work. The Information Society, 11 (2), 131-144.
Starbuck, W. (1992) Learning by Knowledge-Intensive Firms. Journal of Management Studies, 29 (6), 713-740.
Starbuck, W. (1993) Keeping a Butterfly and an Elephant in a House of Cards: The elements of exceptional success, Journal of Management Studies, 30 (6), 885-921.
Tsoukas, H. (1996) The Firm as a Distributed Knowledge System: A Constructionist Approach. Strategic Management Journal, 17(Winter Special Issue), 11-25.
Zuboff, S. (1996) Foreword. In Ciborra, C.U. (Ed.), Groupware and Teamwork: Invisible Aid or Technical Hindrance? Chichester: Wiley Series in Information Systems.
Zuboff, S. (1996) The Emperor's New Information Economy, in Orlikowski, W., Walsham, G., Jones, M. R. and Degross, J.I. (Eds.), Information Technology and Changes in Organizational Work. London: Chapman and Hall.
OUTLINE OF WEEKLY SESSIONS
WEEK 1: Introduction to the course and the topic
This introductory lecture will investigate what knowledge management is, and why many contemporary organisations have sought to embrace it. We will also introduce some fundamental concepts and developments related to knowledge management, from a mainstream perspective.
WEEK 2: Knowledge Management or Knowledge AND Management
In this lecture we will begin to introduce and look at some of the central ‘actors’ or ‘actants’, ‘subjects’ or ‘objects’ that populate this field referred to, usually unproblematically as Knowledge Management. How straightforward is it to place together the two words Knowledge and Management and create a field, Knowledge Management, my answer is that it is not straightforward at all - my point is simply – Knowledge Management is not.
In this lecture we will begin the more detailed examination of what might be called the ‘object’ of this course, namely knowledge. This will call for us to put our toes into some of the philosophical water - not to worry though, as far as I am aware it is not infectious. The conclusion of this lecture will examine the relationship between ‘knowledge’ and ‘management’ - a complex but very interesting area.
WEEK 4: Guest Speaker
Roger Wilson, Director of Human Resources and Organisational Development, University Hospitals of Morecambe Bay NHS Trust
This week we will have the first of a number of speakers who are working at the centre of the debate concerning knowledge and its management, either from the perspective of academic research, or a more practitioner focus. Today, we have a presentation from the later perspective.
WEEK 5 Knowledge Work, Knowledge Management and Knowledge Society
If we are indeed living within a knowledge society, working within corporations governed by knowledge management strategies, visions and so, what then might some of the effects upon us - the people, be. In this lecture the notion of the ‘knowledge worker’ is critically examined in an attempt to highlight those areas of continuity and dis-continuity. If we are all ‘knowledge workers now’ what questions does this raise for management and for the managed?
WEEK 6 Unruly Technologies/Future Promise? :
Web2.0 and Corporate Accountants
Heba El-Sayed & Chris Westrup, Manchester Business School
This week two speakers working within an academic frame, they are writing and researching in the exciting area of Web2.0 and its applications in the corporate world.
Abstract
Accounting practices are entangled with technologies which are claimed to represent a state of affairs. Accountants are in turn seen as valuable sources of expertise whose powers extend to the manipulation, extraction, and interpretation of data to provide value and, perhaps at the same moment, as an overhead, an unhelpful intervention in the productive running of organisation. Technologies too are for accountants an indispensible aspect of an assemblage of socio-technical resources and an unstable source of promise and danger. Frequently, in the world(s) of corporate accountants, complex enterprise systems provide a computer based map of organisation denominated in financial terms. While these systems are praised as providing a digital order for a potentially unruly organisation, they are denigrated as incomplete, hierarchical and commoditised generating no specific advantage to individual organisations. The emergence of, so called, Web2.0 technologies of wikis, blogs and social networking is being promoted as (yet) another corporate resource deriving its benefits from its assigned non hierarchical, participative and fluid capabilities. For accountants a question arises as to how to engage with these new technologies that appear to provide value by disrupting hierarchical, formalised control that accountants align themselves with. This paper, using on-going research in three large companies in the UK, seeks to investigate how technological objects that appear to have disparate properties are addressed by accountants. Are they ignored, taken up as a necessary supplement to existing practices ... this paper will discuss these developments as an example of an on-going issue of how expertise and technological objects are framed and reframed in contemporary organisations.
WEEK 7 The Digital Jungle: the role of GIS in the dialogue between the Amazon rainforest’s social spaces.
Raoni Guerra Lucas Rajão, Department of Organisation Work and Technology, Lancaster University Management School.
Abstract
Human critical geography and interpretive information systems literature often depict geographic information systems (GIS) as leading to the distancing between scientists and bureaucrats, on one side, and local population, on the other. One of the main arguments that run through these studies is that the scientific assumptions inscribed in the technology makes it difficult to actors outside the community of practices of developers and users of GIS to participate equally in the process of knowledge construction about the territory. Yet, these outsiders are actually the community (e.g. local farmers) that are going to be the most affected by the decisions based on the GIS digital representations. In order to tackle this knowledge transfer issue some studies suggests the use of participatory maps done by the local populations in a spatial language familiar to them. This research attempts to contribute to this literature by looking at the case of forests rangers enforcing the Brazilian environmental law in the Amazon rainforest. Based on detailed descriptions of the ranger’s work practices and the implications of the introduction of GIS this study argues that GIS should be viewed not only as a barrier to be overcome but also as a transformative element to the knowledge/information mediated by it. The case shows that after the introduction of GIS, forest rangers were able mediate the information acquired from local farmers (e.g. property borders, land use, legal situation, etc...) in a way that better fulfilled the legal expectations of government bureaucrats. This finding also suggests that GIS (as well as other information systems) may lent to information/knowledge some scientific-like characteristics such as “precision”, “impartiality” and “universality” that increase its trustworthiness and validity in the eyes of the State. As such, technology (and the social practices connected to it) could be seen as an important binder between the relativistic and contextualised character of local territorial knowledge and the abstract, de-territorialized and distant character of scientific-legal territorial knowledge sought by contemporary governments.
WEEK 8 A case study from the European e-Government Community
Juliane Jarke, Dept. of Organisation Work and Technology, Lancaster University Management School.
The concepts of communities of practice (Lave & Wenger, 1991), communities of knowing (Boland & Tenkasi, 1995) or thought collectives (Fleck, 1935) describe examples of people working together co-located and sharing a work practice, and thereby learning from each other.
Nowadays Information and Communication Technologies (ICT) such as the Internet enable people to communicate and collaborate despite geographical dispersion. The Web 2.0 and social networking have even widened the collaboration possibilities by facilitating people’s seamless communication with potentially everybody.
The benefits of this seamless communication and collaboration are explored not only by the private, but also the public sector. In 2007 the European Commission launched the ePractice.eu project aiming to establish a distributed Community of Practice amongst eGovernment practitioners throughout Europe. Through the means of a number of on-line and off-line devices European practitioners are meant to share knowledge and practical experience in their respective fields. ePractice.eu consists to day of a database of over 1,000 good practice cases submitted by members of the portal; more than 15,000 people have registered.
The presentation will give an introduction to ePractice.eu and how the European Commission aims to enable cross-border knowledge sharing. A comparison to a preceding European Commission project will show a profound shift in the Commission’s approach towards Social Networking paradigms. The consequences for the targeted eGovernment practitioners will be discussed.
WEEK 9 Telecare – is there a role for technology in the care of the elderly – a case study in knowledge management?
This week another case looking at the wider regions of what may be referred
to as Knowledge Management. In this case the uses of technologies of
various forms, from survellience to data management, to impact upon the care of elderly people. The presentation is based upon work undertaken in the NW of England in 2005.
WEEK 10 The future of Knowledge Management
In this final lecture we will turn our thoughts to what the future of Knowledge Management may entail. We will be helped in this investigation by Dr. Igor Yakimovich, Director at KPMG, Germany.
Due to the nature of the content and the delivery style of this course changes to times may be inevitable so students are asked to check the LUVLE site of the course on a regular basis. Obviously any changes will be advertised as widely and as soon as possible.
It is also worth mentioning at this point that as people from outside the university will be giving of the time and expertise in order to speak to you this does entail a certain responsibility on behalf of you the students – please, be prepared to attend the slots on time, listen attentively and be prepared to ask questions.
[Type text] Page