MANAGEMT 7224 - Knowledge Management

North Terrace Campus - Trimester 1 - 2016

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.

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Course Details

Course Code	MANAGEMT 7224
Course	Knowledge Management
Coordinating Unit	Adelaide 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
Assessment	Exam/assignments/tests/tutorial work as prescribed at first lecture

Course Staff

Course Coordinator: Mr David Pender

Lecturer's Biography

My name is David Pender, I am a management practitioner and an adjunt senior lecturer at the 成人大片 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 成人大片 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.

Course Timetable

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

Course Learning Outcomes

This course is designed to …

1. Develop an understanding of the theory and practice of knowledge and intellectual capital management;
2. Apply that theory 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. To understand and become comfortable in dealing 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, 3 & 4
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	2-6

Required Resources

Text Books (s): There is no prescribed text

Recommended Resources

Preliminary 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

Readings

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 www.valuenetworksandcollaboration.com Browse the articles and blogs at www.vernaallee.com www.valuenetworks.com
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.

Recommended Resources
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 成人大片’s library databases.

Online Learning

MyUni is used extensively in this course. Please keep watch.

Learning & Teaching Activities

Learning & Teaching Modes

No information currently available.

Workload

No information currently available.

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 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 .

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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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