Knowledge Management
reza karimi; Fatemeh Eshaghi Macconi
Abstract
Background and Objectives: The aim of this research, content analysis of elementary school textbooks is based on the level of attention to knowledge management concepts. This research in terms of approach is quantitative, and in terms of purpose is applied.for this study was used Content analysis method, ...
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Background and Objectives: The aim of this research, content analysis of elementary school textbooks is based on the level of attention to knowledge management concepts. This research in terms of approach is quantitative, and in terms of purpose is applied.for this study was used Content analysis method, there have been Pages (Text, Exercise, Image, Footer) analysis unit done with reading studies, images, exercises and activities.
Methodology: The present study is a descriptive research of content analysis type. Sarmad et al. (2022) consider content analysis to have three main stages: preparation and organization, message examination, and data processing. The focus of this research was on the third stage of analysis, data processing. In this study, the content of elementary school textbooks, including text, images, and exercises, was analyzed based on knowledge-sharing components (tacit and explicit) and both group and individual aspects. The entire text was analyzed, and the recording unit included the "entire text and images" of the textbooks of the six elementary grades. This study aimed to process data using a new method derived from systems theory, known as Shannon’s entropy. In information theory, entropy is an index for measuring uncertainty expressed through a probability distribution. This theory, known as the compensatory model, classified the content of elementary school textbooks in terms of attention to knowledge-sharing components (tacit and explicit). The statistical population of this study included all elementary school textbooks, authored and published by the Textbook Planning and Compilation Office. The sample consisted of all textbooks through census sampling: 5 books for the first grade, 6 books for the second grade, 7 books for the third grade, 7 books for the fourth grade, 7 books for the fifth grade, and 9 books for the sixth grade. The main content analysis tool in this research was a researcher-made content analysis checklist for elementary school textbooks, designed based on knowledge-sharing components. This checklist was developed based on knowledge management theories by Nonaka & Takeuchi (1995) and Alavi & Leidner (2001).
Findings: First, the obtained concepts were placed in knowledge sharing (implicit and objective) and group and individual; The data collection tool includes a researcher-made checklist. The research population includes all the published elementary school textbooks, including 41 books, and sampling was omitted. In all the analyzed textbooks, 946 components were identified. Then, the collected data was analyzed with the help of Excel software and using descriptive statistics indicators in Shannon's entropy analytical process. The results showed that the component of group activity (implicit knowledge) has the highest frequency and the lowest component is related to the component of art and entertainment (implicit). Also, among the textbooks, the book of experimental sciences has paid more attention to the concepts of knowledge sharing than other books. Among the textbooks, the normalized data according to the books, the highest coefficient of importance among the different subjects of the elementary course is related to the Persian book, and solutions were presented to improve the status of knowledge sharing and achieve the goals.
Discussion: The results of the study indicate that the attention given to knowledge-sharing components in elementary school textbooks is not balanced, with the sixth grade receiving the most focus. Additionally, the textbooks of Experimental Sciences, Persian, and Work and Technology pay the most attention to knowledge sharing. Although tacit knowledge sharing is prominent in the textbooks and helps develop students' skills, converting it into explicit knowledge remains a significant challenge. To improve this situation, it is necessary for the Textbook Planning Office to ensure a balanced distribution of knowledge-sharing components across all grades, teachers should use active teaching methods, and schools should create an appropriate environment to enhance student interactions and convert tacit knowledge into explicit knowledge. These actions can prepare students for effective participation in knowledge-based organizations in the future.
Knowledge Management
reza karimi; atepheh ghasemyvargany
Abstract
Introduction: Considering the importance of textbooks in all academic disciplines in transferring knowledge to students, The aim of this study was to analyze the content of organizational knowledge management textbooks and compare it with the headings approved by the Ministry of Science in the field ...
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Introduction: Considering the importance of textbooks in all academic disciplines in transferring knowledge to students, The aim of this study was to analyze the content of organizational knowledge management textbooks and compare it with the headings approved by the Ministry of Science in the field of information science and knowledge.Methodology: The present study is a descriptive and content analysis using the Shannon entropy method. The statistical population includes all textbooks in the course organizational knowledge management and the total population was considered as an example. The research tool was a researcher-made checklist.Results: The major findings of the study showed that the organizational knowledge management textbook 336 times paid attention to the components of Curriculum, . and the attention has the distribution component Mapping knowledge, knowledge management Also, among organizational knowledge management Curriculum, knowledge management definitions Curriculum load factor of 1-/418 and 0/103 of the most attention. And no attention has been paid to the topics of taxonomy and ontologies, knowledge management subsystems, organizational maturity. Regarding the highest number of translation citations to the textbooks of "Organizational Knowledge Management", On 30 occasions, practical problems of knowledge management are mentioned in textbooks. On 24 occasions, the author has shown the student how to do further studies and has addressed additional resources, thus providing the ground for his active presence. The content of the textbooks in this course owes more than twice as much to domestic authors as it does to foreign authors, with 71% of the translation citations for the titles dating back to the 1990s. Regarding the topics of organizational knowledge mapping (equal ratio), knowledge extraction and organizational knowledge auditing with threefold superiority, it can be claimed that the concepts in these three topics have become indigenous and have benefited the most from domestic authors. "Organizational knowledge management" textbooks are in good shape in terms of structural indicators, but in terms of methodological evaluation, most of the content of the books is collectible.Conclusion: Organizational knowledge management textbooks are weak in terms of up-to-date, holistic and native and need to be revised.
reza karimi; A. Hossein farajpahlou; f osareh
Abstract
Background and Objectives: ‘Ba’ environments in research centers are one of the most important factors influencing research development. The success of research centers can be classified into three categories of infrastructure factors, actors, and information resources to facilitate knowledge ...
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Background and Objectives: ‘Ba’ environments in research centers are one of the most important factors influencing research development. The success of research centers can be classified into three categories of infrastructure factors, actors, and information resources to facilitate knowledge creation in the ‘Ba’ environment. Evaluating Knowledge Creation ‘Ba’ environments which are designed and tested to evaluate the knowledge creation environment of Islamic research centers, is based on the Triple Helix Knowledge Creation Theory and the I- system used by researchers for academic and research centers. Ba’ environment in the knowledge creation process, doesn't just refer to a physical space, but includes virtual spaces based on the Internet, and more mental spaces which involve sharing experiences and ideas. Among its variables for evaluating the ‘Ba’ environment are intelligence, involvement, and imagination; and for researchers' abilities, the variables of participation and integration are used for evaluation. This study aimed to evaluate the knowledge creation environment of Islamic research centers from the viewpoint of researchers and faculty members. Methodology: The present study is an applied research. The data collection method was survey. The main instrument for data collection was a questionnaire with 30 questions for 'ba' environment, seven questions for the capabilities of researchers and faculty members, and five questions for personality traits. The study population consisted of all researchers and faculty members of Iranian Islamic research Centers, who were 2328 people, from whom a sample of 330 individuals were chosen according to the Krejci-Morgan Table. Data were analyzed using the SPSS software program. Findings: The results on the ‘Ba’ environment in terms of infrastructure in intelligence Ba showed that all of the variables except the observed variable "External Electronic-knowledge resources" is in good condition. The results of the ‘Ba’ environment status from the perspective of “actors in ‘intelligence Ba’” showed that: all of the criteria except the variable "having a clear vision and strategy for the future of the situation", are good. Results on the ‘Ba’ environment in terms of “information in ‘intelligence Ba’” showed that all variable except the “Various programs for correction, evaluation, and documentation of research articles” are in good condition.Infrastructure assesses the possibility of scientific interaction in the ‘Ba’ environment. Based on the data, the level of assessment of the infrastructure of participation in the research environment is below average. Results of Data analysis for variables and Criteria showed that in ‘Ba’ environment for “actors in ‘involvement Ba’” all variables are in average level, in the ‘Ba’ environment “information in ‘involvement Ba’” all the criteria are below the average level, in the ‘Ba’ environment “infrastructure in ‘imagination Ba’” the variables are above average, in the ‘Ba’ environment “actors in ‘imagination Ba’ variables are in average level and in the ‘Ba’ environment “information in ‘imagination Ba’” the criteria in the research environment are above average. In addition, Status of ‘Ba’ environment “capabilities of researchers and faculty members” from integration and participation factors showed that different research Abilities are desirable. Furthermore, ‘Ba’ environment status results in terms of personality traits showed that: activity (curiosity, foresight) interest in working at the research environment, empathy (communication skills) interest in attending scientific and research meetings and generally sharing opinions, persistence (planning skills) perseverance on doing research work, autonomy (sense of responsibility) ability to control Feelings and doubts about completing research work, being able to comprehend, Thinking skill (logical thinking) analyzing research activities (including insights, comprehension, and memory) are in desirable level. Also, Equivalent Ph.D. scholars and researchers with more than 25 years of experience have more research activities. Discussion: Relatively appropriate actions have been taken in specific environments of Islamic research centers to facilitate the creation of knowledge, but authorities and participants can use the results of evaluating knowledge creation in such an environment to address weaknesses and improve their strengths.
