فایل ورد کامل مدیریت دانش به عنوان راهبردی برای مدیریت آموزش در دانشگاه پژوهشی

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توجه : در صورت مشاهده بهم ریختگی احتمالی در متون زیر ،دلیل ان کپی کردن این مطالب از داخل فایل می باشد و در فایل اصلی فایل ورد کامل مدیریت دانش به عنوان راهبردی برای مدیریت آموزش در دانشگاه پژوهشی،به هیچ وجه بهم ریختگی وجود ندارد

تعداد صفحات این فایل: ۹ صفحه

مدیریت دانش به سمت سازمان دهی فرایند آموزشی، که شخصیت فعالی را می سازد که قادر به تولید دانش جدید به طور پیوسته است گرایش دارد. شخصیت فعال برای دنیای معاصر و شکل جمع آن، هنجار ها و الگو های توسعه مناسب است. هدف مدیریت دانش در آموزش، آموزش تحرک حرفه ای، قابلیت دیدن جهان با روند تغییرات غیر قابل پیش بینی و پیشرفت پیوسته است. دانشگاه پژوهشی مدرن، دانشگاه کلاسیک را به دنیای جدید معرفی می کند.
مدیریت دانش در دانشگاه، راهبرد مدیریت مربوط به جامعه دانش است. مکانیسم اصلی تحقق آن، تشکیل مهارت شناختی بوده و نتیجه و برایند اصلی آن،metodologization محتوی آموزشی است.

عنوان انگلیسی:Knowledge management as a strategy for the administration of education in the Research University~~en~~

. Introduction Changing of priorities in the development of post-industrial society (Bell, 1999; Inozemtsev, 2001), or the “third wave” (Toffler, 1999), or the information or knowledge society (Castells, 2000), are making actual the issue of relevant management strategies. Knowledge management is one of such strategies. But this strategy is used by the business structure only. The social institutions of the economy adapt the knowledge management without any theoretical reflection. So it would be more appropriate if the strategy is used in academic and educational institutions, which are related to the production of knowledge. This statement concerns the Research University primarily. Today the Research University adopts the idea of the traditional Classical University associated with the production of knowledge. 2. Subject and the method of research On the one hand, the logic of social development dictates the need to direct a managerial attention to knowledge management. On the other hand, the institute, which is engaged in the production of knowledge, still does not bind itself with such strategy. The object of study is management in the knowledge society. Subject is university education in the Research University. The goal of the article is finding the philosophical foundations of knowledge management in the Research University. It is necessary to see the specifics of the educational institution, which entered the global educational environment and accepted the rules of competition and the possibility of commercialization. The Research University has to accept the call of the knowledge society. We used the following methods. Comparative method for studying the historical types of social and cultural development was needed to justify the specific characteristics of the Classical and Research Universities. This method has helped us to compare Idea, Mission and Criteria of universities. The philosophical hermeneutic method of analysis was also necessary to understand the different cultural epochs and universities. Separately, it should be said about the method of socio-cultural research, which involves the description of the University functioning. These methods and approaches build technique, adequate to research subject and allowing seeing the specifics of the university in the cultural and historical conditions. Hypothesis of study is the Research University is a transformation of the Classical University and continuing its tradition in a knowledge society. Knowledge management is the strategy of the Research University. What are the bases for the similarities and differences of the Classical University and Research Universities How their identity and continuity affect the governance in these universities 3. Results 3.1. Knowledge management: definition What is “knowledge management” And why “cognitive” is translated as “knowledge” in Russian It is important to understand the cognitive turn of modern scientific knowledge, which affects the nature of knowledge in education. The Research University is a leading university, and therefore the changes here are of greatest interest. Cognitive turn of the epistemology took place in the twentieth century when the new philosophical trends (i.e. phenomenology, hermeneutics, and philosophical anthropology) had emerged. They brought the understanding that the classic type of scientific rationality with its characteristics of rigid logic, standardization the cliché and algorithmic thinking limits the world and emphasize only its universal essence. The modern world has come to a state of self-organization and non-linearity “differAnce” (Derrida, 1996, p. 102) and “smart” was “suspected” (Ricoeur, 1995, p. 231-232). This is an inadequate to the uniqueness the human form of “presence” in the world (Heidegger). Cognitive thought becomes multi-rational (Nurgaleeva, 2013). P. Drucker says, “knowledge is exist only in their applications.” According to Drucker this is not knowledge, but a getero-knowledge. Knowledge is used not only for the classical principle of pure satisfaction, but extra-utilitarian cognitive. It has the character of “employee interaction with his colleagues” and becomes, according to D. Bell, “a game between persons” (Inozemtsev, 1999). Knowledge “should be consumed”. (Lyotard, 1998, p. 18) Thus, knowledge exists both as social and personal capital. Knowledge as the form of cogito assumed a rational understanding of the reality. Heterogeneity and personalization of knowledge exists within a constant state of creation. Communication of all the structures of G.I. Petrova et al. / Procedia – Social and Behavioral Sciences 166 ( 2015 ) 451 – ۴۵۵ ۴۵۳ consciousness, their cognitive work within updated contexts is cognitive turn in epistemology. Therefore, knowledge management is translated as cognitive management. 3.2. Knowledge worker Knowledge gets epistemological and socio-cultural significance. It is requirement of the knowledge society. A modern professional becomes, by F. Machlup “knowledge worker” (Inozemtsev, 2007), or “new employee” (P. Drucker), or the “new individuality” (M. Castells). All the researchers note a desire for self-realization, selfdetermination and self-expression in a new type of worker. The socio-cultural role of knowledge worker is managing, collection, storage and processing of information. These activities have to correlate with the expertise which shows his ability to reject a burden of experience.

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