MANAGEMT 7224 - Knowledge Management
North Terrace Campus - Trimester 1 - 2017
General Course Information
Course Code MANAGEMT 7224 Course Knowledge Management Coordinating Unit Business School Term Trimester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites MANAGEMT 7087, MANAGEMT 7100 & MANAGEMT 7104 Restrictions Available to Certificate, Graduate Diploma and Master of Business Administration students only - other students must first meet with program director for enrolment approval Course Description The value of most organisations today greatly exceeds their net tangible assets. This course addresses contemporary issues in managing knowledge, intellectual capital and other intangible assets.
Beginning with a view that these intangibles are strategic assets, the course will introduce the fundamentals of managing knowledge and intellectual capital, understanding some of the measurement issues, processes and cycles involved in their management and the specific issues in managing knowledge based workers and the organisations in which they work. The course then turns to the strategic issues of creating value from flows in intangible assets and organisation structures to support knowledge and intellectual capital development leading to an examination of the management of knowledge intensive businesses. The course concludes with a review of specific application issues, global issues, application to the public sector and current developments in the field.
Course Coordinator: Mr David PenderLecturer's Biography
My name is David Pender, I am a management practitioner and an adjunt senior lecturer at the University of Adelaide Business School. I have had a very wide range of business experience over the past 35 years or so.
I prefer to be called "David".
I spent 13 years practising on my own account as a Chartered Accountant. Until 2006, I held senior management positions in distribution management and general management within the financial services industry (12 years). Since then, I have practised as principal of Knowledge Perspectives, a counsulting collaborative that applies the principles of knowledge and intellectual capital managemnet in a variety of fields: for instance, change and orgaisational development, performance improvement, M&A, marketing and sales in knowledge intensive industries and strategic direction and mapping. Clients cover both private and public sectors in Australia, Asia and North America. Complex negotiation issues are also addressed (eg community engagement).
I hold a degree in Economics and a MBA from the University of Adelaide and I am a member of the Institute of Chartered Accountants in Australia.
Apart from this course, I also teach courses in Negotiation and Fundamentals of Leadership int he Business School's MBA program in Adelaide and Singapore. I teach extensively in the University's Executive Education program.
The full timetable of all activities for this course can be accessed from Course Planner.
Friday 10 February
Saturday 11 February
The nature of knowledge
What are knowledge and intellectual capital management?
The knowledge creation process
Knowledge as a strategic asset
A knowledge based theory of the firm
Developing a knowledge strategy
Friday 10 March
Saturday 11 March
Social Network Analysis
Communities of Practice
*Knowledge audits and maps
Friday 7 April
Saturday 8 April
Scorecards, monitors and measurement
Managing knowledge workers
Course Learning OutcomesBy the end of this course students will be able to:
1. Apply complex theories and practice of knowledge and intellectual capital management;
2. Apply theories to a wide range of scenarios;
3. Formulate action plans for knowledge intensive organisations;
4. Distinguish aspects of industrial era management that may be inappropriate for knowledge intensive organisations and provide alternatives;
5. Formulate a framework for thinking about knowledge intensive organisations;
6. describe and work with intangibles.
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2-6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2-6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2-6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2-6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesText Books (s): There is no prescribed text
Those students who would like a companion text for the course should consider...
Jashopara A (2011), Knowlegde Management: An integrated approach, 2ed, Prentice Hall
Recommended ResourcesPreliminary reading (on myUni): please browse these articles before the first session.
Eustace C (Ed) (2003), The Prism Report 2003: Research findings and policy recommendations European Commission Society Technologies program
Hall, Richard, Knowledge Management in the New Business Environment, acirrt, University of Sydney, 2003 (Executive Summary)
Hull D & Read R (2003) Simply the best workplaces in Australia, accirt working paper no 88, University of Sydney
Topic Topic description Readings and Cases 1 Setting the scene Browse the KM articles at www.vernaallee.com 2 What are knowledge management and intellectual capital management? Unknown (1999) Do We Know How to Do That? Harvard Management Update, February Fahey & Prusak (1998) The Eleven Deadly Sins of Knowledge Management, California Management Review, Vol 40 No 3 3 The Knowledge Creation Process Nonaka I (1991) The Knowledge Creating Company, Harvard Business Review, November-December pp 96-104
Nonaka I & Konno N (1998) The Concept of “Ba”: Building a foundation for knowledge creation, California Management Review, Vol 40 No 3 3.5 Ichio, K, From Managing to Enabling Knowledge in Takeuchi & Nonaka (Eds), Hitotsubashi on Knowledge Management, Wiley, 2004
4 Knowledge as a Strategic Asset Executive Summary from R Hall, Knowledge Management in the New Business Environment, acirrt, University of Sydney, 2003 5 A knowledge based theory of the firm Sveiby K-E, (2001), A knowledge-based theory of the firm to guide strategy formulation, Journal of Intellectual Capital 2 (4) pp 344-358 V Allee V (2000) The Value Evolution: Addressing larger implications of an intellectual capital and intangibles perspective Journal of Intellectual Capital 1(1) pp 17-32 6 Developing a knowledge strategy Zack M (1999) Developing a knowledge strategy, California Management Review, 41(3) pp 125-144 Hansen MT, Nohria N & Tierney T (1999) What’s your strategy for managing knowledge? Harvard Business Review, March-April pp 55-69 7 Best practice transfer Probably for self study O’Dell C & Grayson CJ (1998) If only we knew what we know: Identification and transfer of internal best practices, California management Review Vol 40 No 3 8 Social Network Analysis and Social Capital Parker A, Cross R & Walsh D, (2001) Improving Collaboration with Social Network Analysis, Knowledge Management Review pp 24-28
Cross R, Parker A & Borgatti S, (2002) A bird’s eye view: Using Social Network analysis to improve knowledge creation and sharing, IBM Institute for Business Value Cross R, Liedtka J & Weiss L (2005) A practical Guide to Social Networks, Harvard Business Review, March pp 124-132
9 Collaboration Sveiby K-E & Simons R, (2002) Collaborative Climate and Effectiveness of Knowledge Work – an Empirical Study Journal of Knowledge Management Vol 6 No 5 pp 420-433
American Management Association, AMA 2002 Survey on Internal Collaboration, AMA Research 2002
American management Association, AMA 2003 Survey on Leadership Challenges, AMA Research 2003
Hansen MT & Nohira N (2004) How to build collaborative advantage, MIT Sloan management Review, Fall
Inkpen AC (1996) Creating knowledge through collaboration, California Management Review, Vol 39 No 1
Sveiby KE (2007) Disabling the context for knowledge work: the role of managers’ behaviours, Management Decision Vol 45 No 10 Pender DSD (2007) Emerging Themes in Inter-Firm Collaboration, Conference Paper - 1st International Workshop for Knowledge Management in Space Exploration, NASA/Caltech, July 2007
10 Value Network Analysis Allee V (2008), Value network analysis and value conversion of tangible and intangible assets, Journal of Intellectual Capital, Vol 9 No 1 pp 5-24
Allee V & Taug J (2006), Collaboration, innovation and value creation in a global telecom, The Learning Organization Vol 13 No 6 pp 569-578
Refer to the e-book available at
Browse the articles and blogs at
11 Communities of Practice Lesser & Storck (2001), Communities of practice and organizational performance, IBM Systems Journal, Vol 40 No 4
Breu & Hemingway (2002), Collaborative Processes and Knowledge Creation in Communities-of-Practice, Creativity and Innovation management, Vol 11 No 3
Burk (2004), Using communities to collaborate across boundaries at the FHWA, KM Review, Vol 7 Issue 3 Vestal (2003), Ten traits for a successful Community of Practice, KM Review, Volume 5, Issue 6
12 Knowledge Audits and Knowledge Maps Self study Koulopoulos T & Frappaolo C (2002) Why do a knowledge audit? The Knowledge management Year Book Boston: Butterworth Heinemann Ch 7 pp 418 – 424
Liebowitz J et al (2000) The Knowledge Audit Knowledge and Process Management Jan/Mar pp 3-10 Skyrme DJ (1999) Knowledge Networking: Creating the collaborative enterprise Oxford: Butterworth Heinemann pp 177 – 211
13 Technologies for Knowledge Management
Readings will be advised and distributed during the previous session(s).
With student approval, mini group presentations may be used to cover this aspect of the course with an appropriate re-weighting of assessment percentages.
14 Scorecards, Monitors & Measurement Sveiby KE (1996-2003) Creating value with The Intangible Assets Monitor Working Paper
13.2 Sveiby K-E (2001) The Balanced Scorecard (BSC) and the Intangible Assets Monitor – a comparison Working Paper
There are many references on The Balanced Scorecard. Refer to those you are familiar with. Danish Agency for Trade & Industry, A Guideline for Intellectual Capital Statements – a key to knowledge management, (2000), pp1 – 30
15 Innovation Darroch J & McNaughton R (2002) Examining the link between knowledge management practices and types of innovation Journal of Intellectual Capital Vol 3 No 3 pp 210-222
Tushman M & Nadler D (1986) Organising for Innovation California Management Review Vol XXVIII No 3 pp 74-92 Leonard D & Sensiper S (1998) Tacit Knowledge in Group Innovation California management Review Vol 40 No 3 pp 112-132
16 Leadership TBA 17 Managing Knowledge Workers Manville B & Ober J (2002) Beyond Empowerment: Building a company of citizens, Harvard Business Review, January pp 2-7
Pfeffer J & Sutton RI (1999) The Smart Talk Trap Harvard Business Review May-June pp 134-143
Hansen MT &von Oetinger B, (2001) Introducing T-Shaped Managers: Knowledge Management’s Next Generation Harvard Business Review March pp 106 – 116 Quinn JB, Anderson P & Finkelstein S, (1996) Leveraging Intellect Academy of Management Executive Vol 10 No 3 pp7-27
18 Global Issues Self study Chatzel, Establishing a Global KM Initiative: the Wipro Story, Journal of Knowledge Management, Vol 8 No 2, 2004, pp6-18 Pearce II,JA & Doh JP (2005) The High Impact of Collaborative Social Initiatives, MIT Sloan Management Review Spring
Further readings may be distributed during class. Some are loaded on myUni.
Students may wish to read more widely in specific subject areas, something that I wholeheartedly encourage. There are a myriad of websites that provide useful information. Be careful that what you find is validated and not just an attempt to “sell” a particular idea or product. Like wise, there are many texts written in the past few years on the subject (and related issues). I have found Google Scholar to be useful in locating information.
Relevant journals include:
· Academy of Management Journal (USA),
· Administrative Science Quarterly (USA),
· California Management Review,
· European Management Journal
· Harvard Business Review (USA),
· Journal of Knowledge Management (Europe)
· Journal of Intellectual Capital (Europe)
· Journal of Workplace Learning (Europe)
· Journal of the Learning Organisation (Europe)
Full texts of a great many of the articles that appear in these journals can be accessed via the University of Adelaide’s library databases.
Online LearningMyUni is used extensively in this course. Please keep watch.
Learning & Teaching Activities
Learning & Teaching ModesA mix of lecture, case studies, group discussion, group learning and simulations are used in this course. There is some online content.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Bi-weekly classes are 6 hours long. You can expect to spend about the same amount of time preparing for each class. Assignments will demand additional concentrated periods of non-classroom study, on your own or with your allocated student group. As a rough indication, you could expect to spend in the order of 120 hours of study time to complete the course, of which 36 hours would be in class.
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 SummaryPeer assessment – 10%
Contribution to class wiki (Wiki topic will be agreed in the first class) – 15%
The class wiki will be completed using Yammer.
Individual Assignments 50%
Group Assignment 25%
Assessment DetailThe individual assignment has two parts:
1. Writing a case study
2. Providing a detailed analysis of the case you have written, together with recommendations, action plans etc
Part 1 of the assignment is worth 20% of the course mark; part 2 of the assignment is worth 30% of the course mark.
Both parts may be done in pairs.
The group based assignment:
consists of 2 parts. The first is an in-class presentation. Maximum presentation time allowed is 30 minutes. All members of the group must take part in the presentation. Guests may be invited to the presentations. The second part consists of a poster that captures the essence of the project - maximum size A0.
The in-class presentation should take the form of reporting your work in an interesting way. It is an opportunity to extend the class’ learnings beyond what we can formally cover in class.
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 before submission.
• All group assignments must be attached to a ‘Group Assignment Cover Sheet’, which must be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.
Lecturers can refuse to accept assignments, which do not have a signed acknowledgement of the University’s policy on plagiarism.
Assignments are to be lodged by email to email@example.com. Please make sure that you include your name in a footer on each page.
Assignment Guidelines including Referencing Details
A copy of the Postgraduate Programs: Communication Skills Guide will have been given to you at the beginning of your program. This guide will assist you structure your assignments. A copy of the guide can also be downloaded from http://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 to draw on the relevant ‘literature’ to support critical analysis. Also essential is to reference the literature used. Correct referencing is important because it identifies the source of the ideas and 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 in this course outline.)
The Harvard system is widely used in the Business School. Guidelines for the use of this style of 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 equitable system. Extensions will generally only be given for medical or other serious reasons. All requests for extensions must be emailed to the lecturer in charge of the course before the due date. Each request will be assessed on its merits. A late assignment (without prior arrangement) 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 date with written feedback. Students are responsible for collecting their marked assignments from either their tutorials or lectures. If assignments aren’t collected after two (2) weeks, the assignments 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.
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
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.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.