An investigation of knowledge transfer in a high school inquiry-based project: transferring students’ experiential knowledge in the form of lessons learned and stories
Notice bibliographique
Résumé
The process of knowledge transfer (KT) is an important factor in minimizing the loss of productivity and increasing performance in various organizations. This study adopts the view of a high school as a knowledge-based organization and responds to calls for research at the intersection of education and knowledge management. The postulation is that students will benefit from KT. In order to verify this postulation, the study’s framework is based on the adaptation and use of an empirically tested model put forth by Szulanski (1996). The study’s purpose is to investigate the transfer of experiential knowledge from past student cohorts to a new cohort, who are engaged in an inquiry-based project. To achieve this objective, a website was developed as a channel to transfer lessons learned and stories as text-based knowledge artefacts (KAs). Three questions are posed to verify if experiential knowledge is transferred, to uncover facilitators and barriers to the process, and to determine if KT improves students’ grades and research processes during the inquiry-based project. The study took place in a high school in Montreal, Canada. Based on three years of observations and data collection, lessons learned and stories were collected from grade eight students engaged in an inquiry-based history project. These knowledge artefacts were then stored and structured in the website, which was accessible to a new cohort of students, who had to complete a similar inquiry-based history project. Qualitative data collection included documenting 30 hours of classroom observation from March-June 2013, analysing 66 grade eight students’ projects, and conducting eight individual interviews. Quantitative data was analysed using bivariate tests to determine correlations among the survey responses of 65 participants. Results show that 27 participants were the recipients of KT. By triangulating data, and analysing both successful and unsuccessful cases of KT, evidence was found to support the adaptation of Szulanski’s framework. Findings revealed the stages of KT when students experienced the most difficulty, the most significant barriers to overcome, as well as facilitators to consider in future studies. In conclusion, findings show that students were able to leverage the benefits of KT. Future research should further explore this study’s original approach to knowledge management using a website as a KT channel.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».