COMMERCE 7036 - Knowledge Mngmt & Measurement (M)
North Terrace Campus - Trimester 3 - 2017
General Course Information
Course Code COMMERCE 7036 Course Knowledge Mngmt & Measurement (M) Coordinating Unit Business School Term Trimester 3 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 36 hours Available for Study Abroad and Exchange Y 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 Coordinator: Mr David Pender
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesKM&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
- Understand the role that knowledge and intellectual capital play in modern organisations
- Understand how knowledge is created shared and disseminated in organisations
- Understand how knowledge and intellectual capital can be managed and measured
- Apply the concepts developed
University Graduate Attributes
No information currently available.
Required ResourcesText 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
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
** 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 (assessable)
Learning & Teaching Activities
Learning & Teaching ModesThe course uses a combination of lectures, group discussions, learning mat exercises,simulations and self study
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 atotal of 48 hours per week to their studies. This means that you are expected to commitapproximately 9 hours for a three-unit course or 13 hours for a four-unit course, of privatestudy outside of your regular classes.Students in this course are expected to attend all lectures throughout the semester.
Learning Activities Summary
No information currently available.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting Description Learning Outcome Class Test 1 10% What is KM?
Single and doubleloop learning
The knowledge creation
Knowledge based theory of the firm
Identifying knowledge assets
Individual Assignment 25% Case Analysis. Case TBA, may be done in pairs. Group Project 15% Topics will be distributed in class Learning Mats 15% (for the four) Vasa BSW Northumbria Water SNA Eti Final In-Class Test 25% Open Book 3 Hour Exam Peer Assessment 10%
No information currently available.
SubmissionPresentation of Assignments
• Please must retain a copy of all assignments submitted.
• Please attach an ‘Assignment Cover Sheet’, which is signed and dated by you beforesubmission.
• All group assignments must be attached to a ‘Group Assignment Cover Sheet’, whichmust be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.
• Please ensure you include your names(s) in a header or footer in the document.
Lecturers can refuse to accept assignments, which do not have a signed acknowledgement ofthe University’s policy on plagiarism.
Assignment Guidelines including Referencing Details
A copy of the Postgraduate Programs: Communication Skills Guide will have been given toyou at the beginning of your program. This guide will assist you structure your assignments. A copy of the guide can also be downloaded fromhttp://www.business.adelaide.edu.au/current/mba/download/2009MBACommSkillsGuide.pdf
This publication also provides guidelines on a range of other important communication skills including writing essays and management reports, making oral presentations etc.
In preparing any written piece of assessment for your postgraduate studies it is important todraw on the relevant ‘literature’ to support critical analysis. Also essential is to reference theliterature used. Correct referencing is important because it identifies the source of the ideasand arguments that you present, and sometimes the source of the actual words you use, and helps to avoid the problem of plagiarism. (Further information on plagiarism is provided later inthis course outline.)
The Harvard system is widely used in the Business School. Guidelines for the use of this styleof referencing can be found in the Communication Skills Guide.
Further assistance with referencing is available from the Faculty’s Learning Support Advisors.The contact details are provided on page 6 of the Communication Skills Guide.
Late Assignment Submission
Students are expected to submit their work by the due date to maintain a fair and equitablesystem. Extensions will generally only be given for medical or other serious reasons. Allrequests for extensions must be emailed to the lecturer in charge of the course before the duedate. Each request will be assessed on its merits. A late assignment (without priorarrangement) will be penalised by a 5% mark reduction for each day that it is late.
Return of Assignments
Lecturers aim to mark and return assignments to students within two (2) weeks of the due datewith written feedback. Students are responsible for collecting their marked assignments fromeither their tutorials or lectures. If assignments aren’t collected after two (2) weeks, theassignments will be available at the Student Hub for two (2) weeks. The remaining assignments will only be posted out to the students, if the correct mailing addresses are on the assignments.
Exam pass requirement
It is a course requirement that a mark of at least 45% is required in the examination in order to pass the course and 50% for individually completed work (class tests, assignments andexam).
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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