Received: 29 September 2015 Revised: 20 November 2015 Advanced inter-organisational collaboration for knowledge transfer in educational systems Christian-Andreas Schumann, Westsächsische Hochschule Zwickau, Germany ABSTRACT. Inter-organisational collaboration is forced and based on knowledge transfer. Educational systems are fields of application, research subjects as well as training provision domains for knowledge transfer in inter-organisational context. Based on theoretical approaches of knowledge transfer, the various aspects of knowledge management in education as well as related multidimensional and inter-organizational developments are described. The framework for advanced knowledge transfer is derived, and preconditions, barriers and challenges are discussed in detail. The implementation in complex application situations is explained. Three selected and important mainstreams are presented: International Corporation in Knowledge Transfer, Digitalisation of Education, and Job-oriented education based on scientific evidence. At the end, best practice solutions using modern management methods for the domains of study program development as well as inter-organisational collaboration in education, including the diversity of educational offers by inter- organizational and educational networks from the current project development will be disclosed. KEYWORDS: Advanced inter-organisational collaboration, Advanced inter- organisational and global education networking, Inter-organisational networking for knowledge transfer, Knowledge transfer in educational networks 1. Context of inter-organisational collaboration and knowledge transfer 1.1 Organizational theory approaches There are many different definitions concerning the objectives and the content of the term “organization”.The issue is that organizations are intangible. Basically, they are only perceivable by the products and services provided by them. If the problem would be considered very 45 Schumann ADVANCED INTER-ORGANISATIONAL COLLABORATION
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Received:29September2015
Revised:20November2015
Advanced inter-organisational collaboration for knowledge transfer in educational systems
ABSTRACT. Inter-organisational collaboration is forced andbased on knowledge transfer. Educational systems are fields ofapplication,researchsubjectsaswellastrainingprovisiondomainsfor knowledge transfer in inter-organisational context. Basedon theoretical approaches of knowledge transfer, the variousaspectsofknowledgemanagementineducationaswellasrelatedmultidimensional and inter-organizational developments aredescribed. The framework for advanced knowledge transfer isderived,andpreconditions,barriersandchallengesarediscussedin detail. The implementation in complex application situationsis explained. Three selected and important mainstreams arepresented: International Corporation in Knowledge Transfer,Digitalisation of Education, and Job-oriented education basedon scientific evidence. At the end, best practice solutions usingmodernmanagementmethodsforthedomainsofstudyprogramdevelopment as well as inter-organisational collaboration ineducation, including the diversity of educational offers by inter-organizationalandeducationalnetworksfromthecurrentprojectdevelopmentwillbedisclosed.
abstract,thenorganizationsaresystemsconsistingthroughavarietyoftangibleorintangibleobjectscharacterizedby the relationsamong themselvesorwithobjectsofother systemsrepresentingorganizations,too.Related to the business, organizations are functions, instruments and institutions supportingcomplexprocessesofserviceprovisionandserviceutilizationinsuchawaythattheachievementofthegoalsofagroupofpeoplecanbeoptimizedbyreducingtheefficiencylosses.Permanentortemporaryordersareestablishedbylong-term,ongoingregulations.Theconceptoforganizationincludesbothadesignaspectofthecreationanddevelopmentaswellasaformofstatedescriptionofanorganizationalandoperationalstructure(Wöhe,2008).Organizations are characterized by specialization and coordination. Specialization includesorganizational rules for division of labour; coordination involves organizational rules for workintegration.Organizationsarespecializedwithregardtooperationsorfunctions,duetoobjects,oraccordingtospaceandtimeincludingcombinationsofseveralspecializations.Theyareintegratedandcoordinatedbyusingstructuresandmeasures.Centralizationanddecentralizationhaveadecisiveinfluenceontheorganizationbecausetheywilldeterminethedegreeandthe levelofconsciousapplicationoforganizationalregulations(Schewe,2005).
• Human resources• Information and knowledge• Customers and learners• Financial support
OrganizationalInputs
(Obtainingresources)
OrganizationalEnvironments
(Exploring and elivering
new inputs)
OrganizationalOutputs(Providing services)
OrganizationalConversionProcesses(Transforminginputs and adding value)
• Learners and employees• Teacher and coaches• Competitors and partners• Suppliers and distributors
• Well skilled andtrained human-beeings
• Learning and training services• Return of investments• Value for stakeholders
• Human skills and abilities• Information and knowledge
transfer• Expertise and professionalism
• Ability to learn and to work
Figure 1. Generating of value in an educational, organizational system referring to (Jones 2013)
Organizational theoretical approaches have the objective to examine the creation, operation,development, design of organizations as well their behaviour, changes, and transformation.Themainstreamsaresystem-oriented,behavioural,decision-oriented,andsituation-sensitiveapproaches.Differentorganisationalmethodandinstrumentsaremanagedundertheumbrellaofthefirst-tierofamulti-levelarchitectureofatoolboxsystem.Since theorganisational environment is constantly changing,organizationshave tobe constantlydeveloped.Theorganizationaldevelopmenthasbeendesignedforthispurpose.Severalstagespassthroughaprocess.Importantpointsaretheorganizationalculture,organizationallearning,specialteamandgroupwork,qualitymanagement,strategyandvisionwork(Reinecke,Bock2007).Alreadybytheconceptualdefinitionitbecomescomprehensiblethattheorganizationanditsdevelopmentareassociatedwithhumanaction.Peopleactnormallyinseveralorganizations,therebyorganizationalinter-relationshipsandprocessesareimplied.
Inter-OrganisationalCoordinationand Control
• Transaction Costs Theory• Agency Theory• Resource Dependence Theory
Inter-organisationalsystemsaregeneratedassystemofthesystemsorsubsystems.Theorganisationsarestronglyinfluencedbytheinter-organisationalrelationsaswellastheexchangeofinformationandknowledgebetweentheseveralorganisations.Theinter-organisationalcontextandoperationisthegeneralandstandardcaseintherecentlyopenandglobalworldofactingandlearning.Therefore,specialmethodsforinter-organisationalmanagementwerederivedfromtheclassicapproachesoforganisationaltheoryandpractice(Figure2).Ifeducationalsystemsandorganizationsshouldbesuccessfullydeveloped,thetransferofknowledgehastobe internally improvedwithintheorganizationandhastoexternally leadtoanadvancedinter-organizationalcollaboration.Startingfromamodelofknowledgetransferwithinandbetweenorganizations dimensions can be derived and implemented for the development of educationalorganizationsinawiderrangeofregional,nationalaswellasinternationalcooperation.
1.3 Human capital and knowledge transfer by professionals
Theworldofeconomicsischaracterisedbythemovementfrommattertoinformation,knowledge,andorganisation,thismeansfromtangibletointangible.Theintangiblecapitalisasetofassetsbasedonexpertiseandknowledgethatcouldbeabletoproduceresultsandincomesforanorganisation.Theknowledge as resourceof thehuman capitalwill occur in threekinds:Knowledge in tools,knowledgeofindividuals,andknowledgeoforganisations.Itcanbefreezed/fixedorunfreezed/freecirculatinginrelationtocertainobjects.Theintangiblecapital isthesumofallkindsofassetsofhumancapitalandorganisationalcapital.Humancapitalincludestheabilityofindividualstoincreasetheirefficiency.Itisfarlimitedthanphysicalcapitalfromtheviewpointofinnovation,creativeness,and learning (Epingard, 2006).The development of organisations, including the development ofhumanandorganisationalcapital,dependsontheimprovementofknowledgetransferineducationalsystemssuchasinter-organisationalnetworks.Theeducationofqualifiedanduniversallyusableprofessionalstaffrequiresmedium-upto long-termtraining.Becauseoftheextremegrowthofsomeemergingeconomiesandthestillongoingdevelopment in the industrialized countries, it is increasingly difficult to provide the necessaryquantity and quality of professionals especially for such complex intercultural and transnationaljobassignments.AccordingtoasurveyoftheWorldEconomicForumandtheBostonConsultingGroup from2011, the deficit of skilled employees put theworldwide economic growth in risk.Millionadditionalhighlyqualifiedemployeesareneededinthecomingyears(about45million inEuropeuntil 2030) tomaintain the requestedgrowth.Humancapitalbecomesoneof themostimportantkeycompetitivefactors.Well-trainedprofessionals,techniciansandmanagersareurgentlyneededworldwideinthecomingyears.Countriesandcompanieswillhavetocompeteforworldprofessionals,managersandskilledworkers.Educationandtrainingarenotsufficientlygearedforprovidingtheglobalcooperationinscience,technology,business,managementandadministration.The educational institutions and organizations are often inadequately prepared for the newrequirements(Arklessetal.,2011).The global shortage of skilled labour is a huge challenge. It will be controlled by a systematicprocedure.TheexpertgroupoftheWorldEconomicForumandBCGsuggestgoingprovidingathree-dimensionalapproachincludinggeographic,structural,andprofessionalaspectsasthemobilityoflabourforces,theextensionofresources,andthechangeofeducationprogrammes.Itassumesthat the risk of global labour bottleneck can be defined in the followingways: strategic humanresourcesplanning,simplificationandtransparencyofimmigration,transnationalknowledgetransfer,
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improvementoftheemployability,flexibilityofindividualcareerandeducationmanagement,increaseofmobility, extension of labour supply. (Arkless et al., 2011)Themost important aspect of thestudyisthatallwaysforeliminatingtheshortageofskilledemployees,scientists,managersetc.aredirectlyrelatedtoknowledgetransferineducationalsystems.Itisimportanttoeducatespecialists,executivestaff,andstudents,totransferknowledgeandprofessionals,toimprovetransitionsandinteroperability of training systems, to increase real individual and virtualmobility aswell as toexploitnewtargetgroupsforemployment.(Schumannet.al.,2014)
1.4 Knowledge networks and transfer related to education
Byapplyingthetheoreticalprinciplesoftransactiontheory,networktheory,coordinationtheoryaswellasknowledge,informationandtransformationmanagementspecialconceptsofknowledgenetworksfortheknowledgetransfersupportingthedeliveryofgoodsandservicesweredeveloped.They were used for the inter-organisational development in general as well as for the inter-organisationalnetworkingineducationinparticular(Figure4)(Tittmann,Schumann,2008).
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Figure 4. Delivering of goods and services based on knowledge nodes in knowledge networks
EverysinglenodeisindependentknowledgeunitoperatingasaMealymachine(Holcombe,2004)andpossiblyembeddedinswarmsofnodescomparableoperatinglikeneuronalnetworks(Rojas,1996).Theknowledgenodeswillbeclusteredtogenerateacertainconceptoforder.Inthiswaytheyweremake useful and controllable for organisational purposes.At the end, the knowledgenodesorclustersofknowledgenodesreflectthestructureofanorganisationonthelowerleveldomains,andtheknowledgenodesandclustersonthetopleveldomainreflecttheorganisationofthenetworkoforganisations.
2. Knowledge transfer and the development of educational organisations
2.1 Approaches for knowledge transfers by organisations
Thenetworkmanagementoforganisations andbetweenorganisations is performedatdifferentlevels with different complexity. It is necessary to develop an understanding for networkoperatingunderinter-andintra-organisationalconditions.Inter-organisationalnetworksrepresentrelationshipsexceedingtheorganisationsboundaries. Intra-organisationalnetworksarebasedon
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network-likepatternsofrelationshipswithinanorganisation.Since inter-organizationalnetworksmustbedesignedandcontrolledinthecontextofdiffusingorblurredorganisationalboundaries,thedistinctionshouldbeprimarilyfocusedonaconsiderationofstrategyandstructure.Asaresult,inter-organisationalnetworksarerelated to the implementationofcooperationstrategies,whileintra-organisationalnetworkswillbecomethesubjectsofconsiderationofthe internalcompanyorganisationstructures(Zundel,1999).
Figure 5. Intra-organisational and inter-organisational networks for knowledge sharing and transfer
Theapproachesforinter-andintra-organisationalnetworkscanbeconnectedwiththeknowledgenetworkandtransferconceptsinordertodescribethestructureandrelationsofknowledgenodesin intra-or inter-organisationalknowledgenetworks, respectively (Figure5) (Tittmann,Tittmann,Schumann,2008).Theorganisationsareabletoreceive,evaluate,absorborreject,anddeploynewknowledge.Thegeneral proceduremodel is characterised by learning cycles. Following Sanchez (2001), amulti-level,advancedprocessmodelcanbedeveloped,whichtakesintoaccountthespecificfeaturesofinternationallyactingorganisations(Figure6).
2.2 Different points of view for knowledge transfer in education
Processesforknowledgetransferineducationsystemshaveahighcomplexity.Inadditiontotheclassic option to partition the systems in parts and to reassemble the components lateron bydecompositionandcomposition,inaccordancewiththeViewpointTheoryderivedfromthemediaworldandcharacterisedbyspace,time,shape,movement,acertainpointofviewmaybetakeninordertogenerateaspecialstoryorstatementfromthatspecificperspectiveconcerningaparticularpartoradefinedaspectofthesystem.Themainstreamsforusingviewpointsforknowledgetransferbyeducationgeneratedondifferentlevelsofabstractionareinfluencedby:
stageof competencedevelopmentandknowledge relatedprocesses and services.Theapproachincludesapatternforthegenesesoftheviewpoints(Figure7)(Raub,2001).Oneorseveralactionscanbecombinedtoproducethedesiredviewpoint.
Imagination Implementation Integration
Know-what Diagnosing Defining Deploying
Know-why Innovating Implementing Integrating
Know-how Identifying Interrelating Improving
Figure 7. Viewpoint options based on stage classification for frameworks for competence development
A particular part of the knowledge transfer in the context of the learning organisation is thedissemination of information, content, knowledge up to the experienced knowledge sharingcharacterisedbyspecialviewpoints(Figure8)(Stein,Riddersträhle,2001).
Figure 8. Viewpoints derived from strategies for knowledge disseminations
Thenumberandtypesofviewpointsgenerateahugediversityofpossiblecombinations.Theyvaryastheavailableobjectssuchasactorsandtasks,processesandfunctions,modulesandlayers,networksand sub-networks, systems and subsystems, partnerships and collaborations, technologies andproducts,etc.canbecombined.Theyincreaseexponentiallywithgrowingsizeoftheorganisationsandorganisationalnetworks,especiallyinthecaseofinter-organisationalcooperation.
2.3 Dimensions of the development of educational organisations
Thedynamicfirm,inthepresentunderstandingthepredecessorformofflexibleandagileorganisationis characterisedby threemaindimensions:positional structure,knowledge structure, andactionstructure.Thepositionalstructuredenotestheorderingof individualsandorganisationalunits inrelationtotheformalstatus,location,andauthoritywithintheorganisation.Theknowledgestructureisamatterofcombiningdifferentelements laterallyandcross-linkedwhereby theknowledge isstructuredbyknowledge islands as an archipelagowithdistinct knowledgenodesbut reachable
fromeachother.Theactionstructureisthedimensionfordescribingthestimulusandthesourceforactingaswellasthepatternofbehaviour.Itisachallengeofthedialecticbetweenexploitation(administrationoftheold)andcreation(generationofnovelty).Thetransformingofthemodeltothedevelopmentofeducationalorganisations,therepresentativesofanorganisationwillbeabletodeterminethepositionoftheunitinathree-dimensionalspaceasframeworkthedevelopmentstagedefinedbysenseorder,knowledgelevel,andsourceoftheactionimpulse.(Hagström,Hedlund,1998)Theapplicationofthetheoryofknowledgenetworksconsistingofnodeswillleadtoaninternal(intra-organisational) dimensional knowledge concept (micro-structure) as well to an external(inter-organisational)knowledgemodel(macro-structure).The intra-organisational dimensions of knowledge are kernel entity, kernel relation, and theknowledgenodenetworking(Figure9).
Figure 9. Intra-organisational knowledge dimensions of the development of educational units
• VirtualDimension:Howcanknowledgeberepresentedincontexts(becomevirtualized)?• Social Dimension:Which characteristics of individuals influence the interactions betweenthem?
3.1 Preconditions for the entrance into the inter-organisational education
Tobeabletojoinaninter-organizationalcooperationineducation,alleducationalunitsinvolvedintheprocedurehavetomeetcertainrequirements.Manywell-intentionedapproachestocooperationbetweenseveralorganizationswillfailbecausetheimportanceoftheconditionsareignoredandunderestimated, respectively.Therefore, it is important to identify timely the factors making itpossible to enter into inter-organizational cooperation. Fundamentally, itmust be assumed thattheinter-organisationalorientationispartofthevision&missionstatementsandofthestrategicconceptoftheorganisation.Onthisbasis,aselectionofimportantpre-conditionsincludesacoupleofdifferentaspectsderivedfromthestrategicmanagement,thechangeandtransformationtheoryaswellasseveralothermanagementdisciplines(Figure11).
• Themutualknowledgeoforcooperationpartnersareinadequate.• The concepts and requirements of one ormore partners regarding the cooperation areunrealistic.
• Paradigmshiftinthepoliticalandadministrativeframeworkareperformed.• Thepaceofdevelopmentofthepartnersistoodifferent.• Theabilitytodevelopandadaptisstretchedtoone´slimit.• Etc.
The emergence of barriers can cause the failure of cooperation, but they can also be seen aschallengestobemastered.However,aprofessionalmanagementshouldbeimplementedgenerally,whichshouldincludekeycomponentsoftheefficientmanagementofcooperationsuchaschangemanagement, continuous improvement process, quality management, evaluation programs andbenchmarks,financingandcontrolling,managementoffurthereducationfortheinvolvedemployees,projectandprocessmanagement,etc.Today,amagicwordisopenness.Thereareopeninnovationandopencoursesaswellasfreeaccesstoinformationandknowledge.Unfortunately,itispartiallyforgottenthattheprovider,notonlythegrantees,havetoensuretheir furtherdevelopment.Theyare interestedtogetsomeadvantagesforsafeguardingtheirexistenceandforstayingcompatible.Inordertomasterthechallengeofabalancedandsustainabledevelopmentintheinter-organisationalcollaborationbasedonknowledgetransferineducationandtraining,afairvalue-addedapproachshouldbepursued(Figure12).
Figure 12. The educational fair value-added approach for collaborations between organisations
Thisconceptualattempt for improvingthechancesofcooperationoforganisationswithvaryingopportunities and resources includes a fair administrative and legal regulation framework, a fairknowledgeacquisitionandpreparationsystemforeducationalorganisationsandprograms,andafairmultichanneldistributionofinformationandknowledgeforeducationandemployability(Schumannet.al.,2011).
3.3 The entrance into the Inter-organizational education
The access of organizations to co-operation networks of Education requires mastering thecomplexityofthetask.Complexityiscloselyrelatedtothesizeofthesystemconsidered.Largesystemsarecharacterisedbyaverylargenumberandmanydifferenttypesofinterrelatedelements.Themodellingofsuchsystemsisusuallydifficultbecausethemodelsmustbelimitedtoessentialinformation.Therefore,theanalysescanleadtoinaccuraciesinthepredictionofbehaviourwhichareunpredictable.Complexitymayoccurinmanifoldmanners(Figure13).
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Complexcity
External complexcity
Internal complexcity
Figure 13. Objective forms of complexity in organsations (Blockus, 2010)
Allmodel-like approaches are connectedwithmind of human-beings.Therefore, the procedureofformingtheexplicitknowledgeinvolvesaprocessofobjectification,butthesubjectivefactorisalwaysincluded.Thedegreeofcomplexityisalsodependentonthesubjectiveperceptionfromtheperspectiveofthoseaffected.Theability,tocontrolcomplexity,willbethusdecide,howcomplexitywillbeperceivedandunderstood(Bockus,2010).Theunderstandingof thecomplexityof theproblem iscrucial fora successfulentry into inter-organizational educational processes and for making the necessary complexity reduction, forexample, by decomposition.This process was performed several times for the present subjectmatter,anditwasresultedincomplexity-descriptivecharacteristicssuchprinciples,objectivesandattributes(Figure14).
Figure 14. Characteristics of complexity in inter-organisational educational collaboration (Schumann, 2014)
Organisationsandtheirmembershavegraduallytodeveloptheabilitytomastercomplexitybasedonavarietyofprinciples,objectivesandattributes.Thetemporal,spatial,capacitive, financial,etc.dimensions of complexity concerning the entrance and the expansion of inter-organizationalcooperation in education should be done gradually, iterative and consistently controlled. Phasemodelsaresuitableforroughplanning,butthepermanentintroductionandpostplanningshouldratherbebasedonagileandflexiblemethods.
4. Mainstreams of inter-organisational education
4.1 Mainstream: international corporation in knowledge transfer
The international corporation in the knowledge transfer based on training and education is amainstreamof the global development.The complexityof the tasks is growing faster.The singleorganizationisnotabletomasteralldifferenttasks,hastofocusonspecialfieldsofresearchandapplication,and is forcedtoestablish inter-organisationalrelations.Theeducationalorganisationsand their partners are supported if they will decide to extend the national and internationalcollaboration.ThenewEUprogrammeforeducation,training,youthandsportreflectsthetendency.Itisfocusedonboostingskillsandemployability,modernisingeducation,trainingandyouthwork,gainingworkexperience,supportingtransnationalpartnershipsamongeducation,trainingandyouthinstitutionsandorganisations,fosteringcooperationandbridgingtheworldsofeducationandwork,tacklingtheskillsgapswearefacinginEurope.Thus,thenewEUprogramsarethedirectmotivation,stimulation,demandandobligationtoextendknowledgetransferandinter-organizationalcollaboration.Inaddition,educationalinstitutions,firms,associationsandgovernmentagencieshavedevelopmentconstrains to secure their own future viability by increasing cooperation in a progressivelyconnectedworld.Educationalinstitutionscooperatewitheachother,withprofessionalandindustry
National NetworkingRegional Networking International Networking
Figure 15. Growing inter-organisational complexity for the knowledge transfer
Thetrendintheownworkingenvironmentwaspredominantlycharaterisedbyinter-organizationalprojects in training, research and industrial application. Even intra-organizational projects ofknowledgetransferhavealmostaparticularpartintheinter-organizationalfields.
Figure 16. Digitalisation for tangible and intangible products, services and organisations
Moreandmoredataaregeneratedbydigitizing.Theymustbeprocessedperformant. Increasingquantitiesofexpertsareneededforit.Theyhavetobepreparedfortheirtasksbyanappropriateeducationinaknowledge-basedsystemofqualification.Asinformationandknowledgearebecomingincreasingly important, the focus isshifting fromthetangible tothe intangibleproducts, servicesandformsoforganisations.Thedevelopmentisprovidedbyinter-organisationalcollaborationbutontheotherhandinter-organisationalopenandfairknowledgetransferacceleratedtheprocessofextensionofdigitalisationofthesociety.Thetrendismanifestedbytheincreasingnumberprojectsbasedondigitisationinallareasofinter-organisationalandsmartnetworking.
4.3 Mainstream: Job-oriented education based on scientific evidence
Educational integration is one of the most challenging and most current tasks of the presenttime.Sub-systemsofeducationarebettercoordinated:startingwiththekindergartenviaschool,vocationaltrainingandhighereducationuptofurthereducationinthelifelonglearningprocess.Thecombinationoftheoryandpracticeisimportantinallphasesoflifelonglearningaswellasthetransferofknowledgeandrequireinter-organizationalcooperation.Thecomplexityofthetasksrequiresthecooperationofmanystakeholdersintheeducationsectorandwiththeirpartners,respectively.ThefusionofacademiceducationandWork-oriented training isparticularlyvisible in thecontextof
Recently,thecomplexityoftheknowledgetransferexplodesandinducesaninformationoverflow.Therefore, the integrationof educational processeswill be eliminatedby interoperabilityof thesystems.Independenteducationalunitswillcoordinatethemodular-designsystemandtherelatedinterfaceswithotherorganisations.Aspectssuchasopenbadges,freedomtochoose,transitions,interlockingandpermeabilityofeducationaldomains,recognitionsandtransfermanagementwilldominate the furtherdevelopment in advanced inter-organisational collaboration for knowledgenetworks.
5. Best practice solutions of inter-organisational collaboration
5.1 Best practice: development of educational systems by methods of modern management
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Hagström Peter, Hedlund Gummar (1998), A Three-Dimensional Model of Changing Internal Structure in the Firm, in Alfred Chandler, Peter Hargstrom, Orjan Solvell (Eds.), The Dynamic Firm: The role of technology, strategy, organization and region, Oxford-New York, Oxford University Press, pp. 176-181
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Schumann Christian Andreas, Gerischer Helge, Tittmann Claudia, Orth Hans, Xiao Feng, Schwartz Bernhard, Schumann Martin-Andreas (2014), Development of International Educational Systems by Competence Networking based on Project Management, “ Procedia - Social and Behavioral Sciences”, V. 119, 19 March, pp. 192-201
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La collaborazione tra organizzazioni è basata sul Knowledge transfer ed le istituzioni che si occupano di educazione e formazione in particolare rappresentano ambiti privilegiati di applicazione, ricerca e training per il trasferimento delle conoscenze in ambiente inter-organizzativo. Sulla base degli studi sul Knowledge transfer, vengono descritti i vari aspetti della gestione della conoscenza (Knowledge management) nel settore educativo e i suoi sviluppi multi-dimensionali e inter-organizzativi. Viene inoltre descritto dettagliatamente il quadro delle precondizioni, ostacoli e obiettivi della trasmissione della conoscenza avanzata, nonché la sua implementazione in situazioni complesse. Vengono presentate tre tendenze primarie del Knowledge transfer: l’International Corporation, la digitalizzazione dell’educazione, e la formazione orientata al mondo del lavoro in base a dati scientifici. A sostegno dell’analisi teorica, vengono presentati dei casi di buone pratiche che si avvalgono dei più aggiornati metodi di knowledge management per la formazione ma anche per la collaborazione tra istituzioni educative orientata a garantire la ricchezza dell’offerta formativa attraverso forme di organizzazione in rete.