An investigation of knowledge transfer in a high school inquiry-based project: transferring students’ experiential knowledge in the form of lessons learned and stories
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".