Benchmarks in Tacit Knowledge Skills Instruction


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Benchmarks in Tacit Knowledge Skills Instruction

Show simple item record Tackney, Charles T. en_US Strömgren, Ole en_US Sato, Toyoko en_US 2009-02-04T10:25:46Z 2009-02-04T10:25:46Z 2006-12-05T00:00:00Z en_US
dc.description.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. en_US
dc.format.extent 36 s. en_US
dc.language eng en_US
dc.relation.ispartofseries Working paper;2006-085 en_US
dc.title Benchmarks in Tacit Knowledge Skills Instruction en_US
dc.type wp en_US
dc.accessionstatus modt06dec05 mielmo en_US
dc.contributor.corporation Copenhagen Business School. CBS en_US
dc.contributor.department Institut for Interkulturel Kommunikation og Ledelse en_US
dc.contributor.departmentshort IKL en_US
dc.contributor.departmentuk Department of Intercultural Communication and Management en_US
dc.contributor.departmentukshort ICM en_US
dc.idnumber x656517904 en_US København en_US
dc.publisher.year 2006 en_US
dc.title.subtitle The European Undergraduate Research-Oriented Participatory Education (EU-ROPE) At Copenhagen Business School en_US

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