Perceived value of knowledge: the potential informer's perception     

Dianne P?FordEmail author  D?Sandy Staples 《知识管理研究与实践》2006,4(1):3-16

Achieving value from knowledge has been illusive to the organization despite recent attempts to capitalize on it. An individual's willingness to share his or her knowledge is an essential factor in the organization benefiting from the knowledge it collectively possesses. Yet little is understood regarding what knowledge people are willing to share. This paper describes the development of a new construct, perceived value of knowledge (PVK). PVK's relationship with intentions to share knowledge is illustrated (both qualitatively and quantitatively). The qualitative study illustrates that it may influence the enablers and the barriers to knowledge sharing. The quantitative study found that PVK is positively related to intentions to share knowledge, while Uniqueness of Knowledge (a related but separate construct) is negatively related to intentions to share knowledge. Implications of perceived value of knowledge is discussed.  相似文献   

Un-Settling Multicultural Erasures     

Sandy Grande 《Multicultural Perspectives》2017,19(3):139-142

This essay begins by naming liberal forms of multiculturalism as a complicit discourse and theory in the erasure of Indigenous peoples. For example, it troubles the false narrative of the United States as a “nation of immigrants,” offered up so frequently as a corrective to the current administration's divisive rhetoric and policies. The essay underscores the important role of educators in interrupting the settler logics that pervade liberal educational spaces. Drawing examples from one of the author's hometowns, it presents critical inquiry as one viable approach for supporting students' understanding of the connections between place, power, and knowledge production.  相似文献   

Providing Cognitively Just Subject Access to Indigenous Knowledge through Knowledge Organization Systems     

Heather Moulaison Sandy  Jenny Bossaller 《Cataloging & classification quarterly》2017,55(3):129-152

This article explores cognitively just, reliable subject access to indigenous knowledge through knowledge organization systems (KOSs). Cognitive justice requires that indigenous people be able to access materials in a way that respects their worldview, yet dominant KOSs are based on positivist, Western approaches that are fundamentally incompatible. Alternatives to universal systems include the creation of new KOSs and the adaptation of universal ones. Going forward, emerging web technologies are presented as key to moving away from universalist schemes and toward specialized access.  相似文献   

Reduced barriers mediated physical activity maintenance among breast cancer survivors     

Rogers LQ  Markwell S  Hopkins-Price P  Vicari S  Courneya KS  Hoelzer K  Verhulst S 《运动与训练心理学杂志》2011,33(2):235-254

To better understand mechanisms of physical activity (PA) behavior change in breast cancer survivors, we examined mediation of a successful PA behavior change intervention by social cognitive theory (SCT) constructs. Our exploratory study randomized 41 breast cancer survivors to receive the 3-month intervention (INT) or usual care (UC). We used the Freedman and Schatzkin approach to examine mediation of intervention effect on PA 3 months postintervention by changes in SCT constructs from baseline to immediately postintervention. Compared with UC, the INT group reported lower barriers interference (mean difference = -7.8, 95% CI [-15.1, -0.4], d = -0.67, p = .04) and greater PA enjoyment (mean difference = 0.7, 95% CI [0, 1.5], d = 0.61, p = .06). Barriers interference mediated 39% (p = .004) of the intervention effect on PA 3 months postintervention. PA enjoyment was not a significant mediator. Reducing barriers to PA partially explained our intervention effect.  相似文献   

Practical Beauty and the Legacy of Pragmatism: Generating Theory for Community-Engaged Scholarship     

Marie Sandy 《Interchange》2011,42(3):261-285

In this paper I consider how Hans-Georg Gadamer’s philosophical hermeneutics can complement the pragmatic theory that has informed the field of service-learning, and with its emphasis on community and respect for others, can offer an orientation to further the work of service-learning and community engagement in a mutually satisfying way for scholars, practitioners, and community partners. In keeping with Gadamer’s contention that mythological thinking has its rightful place alongside analytical thinking, I provide an interpretation of the myth of Hermes for emancipatory education practice, and then invite readers to consider some implications of philosophical hermeneutics through traditional philosophical exposition. I posit there is much to be gained by framing community engagement as a civic art or practical beauty with a distinct epistemological foundation that values conversation, participation, and openended, collective processes to work for the common good. This orientation would require us to reconsider the purposes and reorient the values of this field of educational practice.  相似文献   

Strategies for Cataloging Historical Serials     

Sandy L. Folsom 《期刊图书馆员》2013,64(2):166-182

The challenges the cataloger of historical serials faces are many and they come from all aspects of the cataloging process. For those who primarily catalog contemporary materials, these issues can be particularly daunting. The object of this article is to examine some of the more commonly experienced issues with emphasis on how to address them in a practical sense. The article is organized by broad functional categories: types of material, iterations, bibliographic data, and name authority control.  相似文献   

The how and why of academic collaboration: disciplinary differences and policy implications     

Jenny M. Lewis  Sandy Ross  Thomas Holden 《Higher Education》2012,64(5):693-708

This paper examines how and why academics in different parts of the academy collaborate. In this paper we argue that: (1) There is a useful analytical distinction to be made between collaboration (fluid and expressive) and Collaboration (concrete and instrumental); (2) These two are not mutually exclusive and their use varies between disciplines; and (3) This distinction is an informative one for policy making that aims to encourage collaboration. Two interview based studies were used to explore the differences in collaborative practices across disciplines. The first was small and confined to a single university (n = 36) and the second was a larger study conducted in three countries (n = 274). Cross tabulations and analysis of open ended questions demonstrated many differences across the humanities, sciences and social sciences in collaboration. The C/collaboration distinction proves useful in understanding different disciplinary approaches to research, and in pointing to implications for research policy and funding. Attempts to increase collaborative research through Collaboration only, may well have deleterious effects on both collaboration and Collaboration. Research policy and funding should bear these differences in mind when seeking to stimulate collaborative research, so as to gain better outcomes across a range of disciplines.  相似文献   

Minitel: Welcome to the internet     

Sandy Kyrish 《The Information Society》2013,29(5):328-329

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Changing knowledge,changing technology: implications for teacher education futures     

Kevin Burden  Peter Aubusson  Sue Brindley  Sandy Schuck 《师资教育杂志》2016,42(1):4-16

Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario creation. With a focus on the above themes or dimensions, a panel of experts was interviewed to draw on its collective wisdom to explore alternative teacher education futures. Data from these interviews were analysed to stimulate the construction of four future teacher education scenarios. Feedback on the scenarios was obtained from teacher educators in Europe and Australia. The scenarios were then revised based on this feedback. The final scenarios are presented here as a way of provoking discussion among teacher educators about teacher education futures.  相似文献   

Book review     

Roy D. Pea  A. J. Sandy Dawson 《Educational Studies in Mathematics》1991,22(5):481-501

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