Benchmarks in Tacit Knowledge Skills Instruction

The European Undergraduate Research-Oriented Participatory Education (EU-ROPE) At Copenhagen Business School

    Research output: Working paperResearch

    Abstract

    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.
    Original languageEnglish
    Place of PublicationKøbenhavn
    Number of pages36
    Publication statusPublished - 2006

    Cite this

    @techreport{c35faea0f8ad11db9160000ea68e967b,
    title = "Benchmarks in Tacit Knowledge Skills Instruction: The European Undergraduate Research-Oriented Participatory Education (EU-ROPE) At Copenhagen Business School",
    abstract = "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.",
    keywords = "x",
    author = "Tackney, {Charles T.} and Ole Str{\"o}mgren and Toyoko Sato",
    year = "2006",
    language = "English",
    type = "WorkingPaper",

    }

    TY - UNPB

    T1 - Benchmarks in Tacit Knowledge Skills Instruction

    T2 - The European Undergraduate Research-Oriented Participatory Education (EU-ROPE) At Copenhagen Business School

    AU - Tackney, Charles T.

    AU - Strömgren, Ole

    AU - Sato, Toyoko

    PY - 2006

    Y1 - 2006

    N2 - 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.

    AB - 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.

    KW - x

    M3 - Working paper

    BT - Benchmarks in Tacit Knowledge Skills Instruction

    CY - København

    ER -