COMMERCE 7036 - Knowledge Mngmt & Measurement (M)

North Terrace Campus - Semester 2 - 2014

The course explores the emerging art and science of managing knowledge and measuring intellectual capital in modern organisations. Topics: the parameters of knowledge management, the knowledge-based economy, paradigms and principles for knowledge management, implementation and electronic tools for knowledge management, knowledge measurement and valuation.

  • General Course Information
    Course Details
    Course Code COMMERCE 7036
    Course Knowledge Mngmt & Measurement (M)
    Coordinating Unit Business School
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Assumed Knowledge At least 2 courses within specialisation
    Course Description The course explores the emerging art and science of managing knowledge and measuring intellectual capital in modern organisations. Topics: the parameters of knowledge management, the knowledge-based economy, paradigms and principles for knowledge management, implementation and electronic tools for knowledge management, knowledge measurement and valuation.
    Course Staff

    Course Coordinator: Mr David Pender

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    KM&M addresses 4 areas which, between them, provide an understanding of the valuable role intangible assets play in business operations and business values.

    A variety of methods are employed in course delivery – lectures & workshops, case studies, simulations, guided research and self study.

    The course begins with an examination of the role that knowledge plays within contemporary organisations and the effect that intangibles have on business value.

    The concepts and components of knowledge management are investigated – with particular emphasis on knowledge creation, maintenance and dispersal of knowledge and how that either creates competitive advantage or is pivotal in the mission delivery of not-for-profits. This leads to an understanding of knowledge creation systems. We will also use a series of tools that are utilised by practitioners in this area.

    A key component of any management system comprises the ability to control measure and assess the assets (and their components) within an organisation. Several measurement models will be examined and we will apply these models to contemporary accounting standards.

    Learning objectives for the course
    1. Understand the role that knowledge and intellectual capital play in modern organisations
    2. Understand how knowledge is created shared and disseminated in organisations
    3. Understand how knowledge and intellectual capital can be managed and measured
    4. Apply the concepts developed


    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,2,3
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,2,3,4
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4
    Skills of a high order in interpersonal understanding, teamwork and communication. 1,2,3,4
    A proficiency in the appropriate use of contemporary technologies. 2,3
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,2,3,4
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1,2,3,4
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,2,3,4
  • Learning Resources
    Required Resources
    Text Books: Ashok Jashapara, 2011, Knowledge Management: an integrated approach, Second Edition, Prentice Hall

    Topic(s) Reading(s) Case(s)
    Course and learning outline

    What is knowledge?

    What is knowledge management?

    Single and double loop learning

    Learning oprganisations
    Jashapara Chapters 1 and 2

    Argyris C (1991), Teaching Smart People How to Learn, Harvard Business Review, May-June

    Garvin DA (1993), Building a Learning Organization, Harvard Business Review, July-August

    Jashapara Chapters 5 and 6



    * Plato and leadership

    * Carly Fiorina, CEO, Hewlett Packard






    The Knowledge Creation Process

    A Knowledge Based Theory of the Firm

    Identifying knowledge Assets
















    Nonaka I (1991),  The Knowledge Creating Company, Harvard Business Review, November-December

    Nonaka I & Konno N (1998), The Concept of "Ba": Building a Foundation for Knowledge Creation, California Management Review, Vol 40 No 3

    Arling PA & Chun MWS (2011), Facilitating new knowledge creation and obtaining knowledge management maturity, Journal of Knowledge Management Vol 15 No 5

    Sveiby KE (2001),  A knowledge-based theory of the firm to guide in strategy formulation, Journal of Intellectual Capital, Vol 2 No 4

    Allee V (2000), The value evolution: Addressing larger
    implications of an intellectual capital and intangibles
    perspective, Journal of Intellectual Capital Vol 1 No 1

    Hansen MT, Nohria N & Tierney T (1999) What’s Your Startegy for Managing Knowledge? Harvard Business Review, March-April

    Jashapara Chapter 4
     ** BSW























    Learning before, during and after NASA case

    Further readings will be advised
     ** NWL

    Collaboration

    Communities of Practice











    Sveib y K-E & Simons R (2002) Collaborative Climate and Effective Knowledge Work – an empirical study, Journal of Knowledge Management Vol 6 No 5

    Sveiby K-E (2007), Disabling the context for Knowledge Work: the role of managers’ behaviours, Management Decision Vol 45 No 10

    Lesser EL & Storck J (2001), Communities of practice and organizational performance, IBM Systems Journal Vol 40 No 4

     Iaquinto B, Ison R & Faggian R (2011), Creating communities of practice: scoping purposeful design, Journal of Knowledge Management Vol 15 No 1
    Internal Structures Jashapara Chapters 7 and 8
    Social Networks

    Value Network Analysis















    Cross R, Parker A & Borgatti SP (2002), A bird’s-eye view: Using social network analysis to improve knowledge creation and sharing, IBM Institute for Knowledge-based Organizations

    Parker A, Cross R & Walsh D (2001), Improving Collaboration with Social Network Analysis, Knowledge Management Review Vol 4 No 2

    Cross R, Liedtka J & Weiss L (2005), A Practical Guide to Social Networks, Harvard Business Review, March

    Allee V (2008), Value network analysis and value conversions of tangible and intangible assets, Journal of Intellectual Capital Vol 9 No 1

    Allee V (2009), Value-creating networks: organisational issues and challenges, The Learning Organisation Vol 16 No 6
    ** SNA class case

















    Measurement









    Danish Agency for Trade & Industry (2000), A Guideline for Intellectual Capital Statements

    Mouritzen J et al (2002), Developing and managing knowledge through intellectual capital statements, Journal of Intellectual Capital Vol 3 No 1

    Lev B, Extract

    Sveiby articles
    ** ETI









    People






    Nonaka I & Takeuchi H (2011) Wise Leadership, Harvard Business Review, May

    Hansen MT & von Oetinger B (2001), Introducing TShaped Managers, Harvard Business Review, March

    Quinn JB, Anderson P & Finkelstein S (1996), Leveraging Intellect, Academy of Management Executive Vol 10 No 3
    * Includes a Learning Mat Group exercise

    ** Includes a Learning Mat Group exercise (assessable)


  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course uses a combination of lectures, group discussions, learning mat exercises, simulations and self study
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that you are expected to commit approximately 9 hours for a three-unit course or 13 hours for a four-unit course, of private study outside of your regular classes.
    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    No information currently available.

    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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