While the knowledge management literature has addressed the explicit and tacit skills needed for successful performance in the modern enterprise, little attention has been paid to date in this particular literature as to how these wide-ranging skills may be suitably acquired during the course of an undergraduate business school education. This paper presents case analysis of the research-oriented participatory education curriculum developed at Copenhagen Business School because it appears uniquely suited, by a curious mix of Danish education tradition and deliberate innovation, to offer an educational experience more empowering of essential tacit knowledge skills than that found in educational institutions in other national settings. We specify the program forms and procedures for consensus-based governance and group work (as benchmarks) that demonstrably instruct undergraduates in the tacit skill dimensions of knowledge thought to be essential for success following graduation.
|Place of Publication||København|
|Number of pages||36|
|Publication status||Published - 2006|