Name: KNOWLEDGE MANAGEMENT
Code: 510109015
Type: Elective
ECTS: 4.5
Length of subject: Per term
Semester and course: 4th Year - First term
Speciality:
Language: English
Mode of study: On-site class
Lecturer data: CEGARRA NAVARRO, JUAN GABRIEL
Knowledge area: Organización de Empresas
Department: Economía de la Empresa
Telephone: 968325788
Email: juan.cegarra@upct.es
Office hours and location:
martes - 10:30 / 12:30
EDIFICIO CIM - ETSAE, planta 2, Despacho IT2
Se recomienda enviar correo electrónico previo
Qualifications/Degrees:
Academic rank in UPCT: Catedrático de Universidad
Number of five-year periods: 5
Number of six-year periods: 4 de investigación y 1 de transferencia
Curriculum Vitae: Full Profile
Responsible for the groups: G1
[CB2 ]. Students are required to be able to apply their knowledge to their job or vocation in a professional manner, and to possess the skills that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of study.
[CG4 ]. To plan, organize, decide and control the different areas of business management, applying advanced strategic management systems.
[CG9 ]. To communicate orally and in writing in English.
La competencia específica asociada a esta asignatura optativa es: "Gestionar la información y el conocimiento".
Se programarán actividades o docencia en inglés con objeto de evaluar un nivel mínimo de habilidades y destrezas del estudiante en el uso hablado y escrito del inglés.
[CT5 ]. Putting the acquired knowledge into practice
[1] Effectively apply a balanced scorecard in an organization, be it public or private.
[2] Classify the types of knowledge and knowledge management practices associated with them.
[3] Develop organizational learning and unlearning practices.
[4] Classify information and communication technologies associated with knowledge management.
[5] Assess and order the information available to solve a situation or a problem of an academic or professional nature; if necessary, find additional information.
Conceptos básicos. Cuadro de mando integral. Tecnologías de la información y comunicación. Aprendizaje y desaprendizaje organizativo. Integración del conocimiento estratégico en el seno de la organización.
TEACHING UNIT I: THE KNOWLEDGE-BASED ECONOMY
1. KNOWLEDGE AND INTELECTUAL CAPITAL
1.1. KNOWLEDGE MANAGEMENT AS THE GATEWAY TO INTELLECTUAL CAPITAL
1.2. KNOWLEDGE CREATION AND TRANSFORMATION
1.4. COMPONENTS OF INTELLECTUAL CAPITAL
1.5. MODELS FOR MEASURING INTELLECTUAL CAPITAL
1.6. RELATIONAL CAPITAL CREATION MODEL
1.7. MANAGEMENT¿S ROLE IN THE KNOWLEDGE MANAGEMENT PROCESS
1.8. PRACTICAL CASE STUDY OF KNOWLEDGE MANAGEMENT
2. BALANCED SCORECARD
2.1. BACKGROUND OF THE BALANCED SCORECARD
2.2. DEVELOPING THE BALANCED SCORECARD
2.3. METHODOLOGICAL PROPOSAL OF THE BALANCED SCORECARD
2.4 BSC METHODOLOGY IN PUBLIC ENTITIES
2.5. CASE STUDY OF BSC APPLICATION
TEACHING UNIT II: SYSTEMATIZATION AND UPDATING OF KNOWLEDGE
3. INFORMATION AND COMUNICATION TECHNOLOGIES
3.1. BACKGROUND OF ICT
3.2. DIFFERENT TOOLS USED FOR ICT
3.3. USE OF ICT IN ENTERPRISES
3.4. LINKING ICT WITH ORGANISATIONAL MEMORY
3.5. PRACTICAL CASE STUDY OF ICT
4. LEARNING, RELEARNING & UNLEARNING
4.1. BACKGROUND OF RELEARNING & UNLEARNING
4.2. THE UNLEARNING CONTEXT
4.3. PRACTICAL CASE STUDY OF UNLEARNING
TEACHING UNIT III: KNOWLEDGE AS A STRATEGIC RESOURCE
5. INTEGRATION OF STRATEGIC KNOWLEDGE WITHIN THE ORGANISATION
5.1. LINKING CHIEF KNOWLEDGE OFFICERS WITH STRATEGIC KNOWLEDGE
5.2. STRATEGIC KNOWLEDGE GAP
5.3. KEY FACTORS FOR ACQUISITION OF KNOWLEDGE IN AN ALLIANCE
5.4. KEY FACTORS IN THE TRANSFER, TRANSFORMATION AND HARVESTING OF KNOWLEDGE FROM AN ALLIANCE
5.5. INFLUENCE OF STRATEGIC KNOWLEDGE ON INTELLECTUAL CAPITAL
TEACHING UNIT I: THE KNOWLEDGE-BASED ECONOMY
Practice 1: Compulsory reading in class solution of short case studies (P1). 6 hours: Cegarra, J. G. & Cepeda, G. (2010). How to Implement a knowledge management program in hospital-in-the-home units. Leadership in Health Services, 23 (1), 46-56. Practice 2: Compulsory reading in class solution of short case studies (P2). 6 hours: Kaplan, R. S. & Norton, D. (1996). Using the Balanced Scorecard as a Strategic Management System. Harvard Business Review, 74 (1), 75-85.
TEACHING UNIT II: SYSTEMATIZATION AND UPDATING OF KNOWLEDGE
Practice 3: Practice Management and ICT applications (P3). 6 hours. It takes place in the classroom, through discussion of cases brought by students and open access Dialnet or Google Scholar, using available media. Practice 4: compulsory reading in class solution of short case studies (P5). 5 hours: Cegarra, J. G., Wensley, A. Sanchez, M. T. (2010). An application of the hospital-in-the-home unlearning context. Social Work in HealthCare, 49 (10), 895-918.
TEACHING UNIT III: KNOWLEDGE AS A STRATEGIC RESOURCE
Practice 5: Preparation of a case study using the CMI (P5). 3 hours. Realization of consistent work in the analysis and implementation of the balanced scorecard (CIM) in an organization or sector.
Promoting the continuous improvement of working and study conditions of the entire university community is one the basic principles and goals of the Universidad Politécnica de Cartagena. Such commitment to prevention and the responsibilities arising from it concern all realms of the university: governing bodies, management team, teaching and research staff, administrative and service staff and students. The UPCT Service of Occupational Hazards (Servicio de Prevención de Riesgos Laborales de la UPCT) has published a "Risk Prevention Manual for new students" (Manual de acogida al estudiante en materia de prevención de riesgos), which may be downloaded from the e-learning platform ("Aula Virtual") under the "Act in an Emergency" section, "Technical Guides" tab, with instructions and recommendations on how to act properly, from the point of view of prevention (safety, ergonomics, etc.), when developing any type of activity at the University. You will also find, in the "Act in an Emergency", sectionrecommendations on how to proceed in an emergency or if an incident occurs. Particularly when carrying out training practices in laboratories, workshops or field work, you must follow all your teacher's instructions, because he/she is the person responsible for your safety and health during practice performance. Feel free to ask any questions you may have and do not put your safety or that of your classmates at risk.
Class in conventional classroom: theory, problems, case studies, seminars, etc
Face-to-face classes or, where appropriate, streaming. In doing so, we will use videos, self-assessment questions in the virtual classroom, conducting cases and reading articles.
Time for group work, students will have to prepare their presentation on a case-study or reading, as well as to consult and study the recommended bibliography for this purpose.
25
100
Class in laboratory: practical classes / internships
Activities aimed at developing practical or applied skills by the student supervised by a remote teacher
8
100
Class in the field or open classroom (technical visits, lectures, etc.). In general, activities that require special resources or planning
Activities aimed at developing practical or applied skills by the student supervised by a remote teacher
Face-to-face classes or, where appropriate, streaming
Based on the available funds a seminar will be organized.
10
100
Continuous assessment activities during class hours.
Face-to-face classes or, where appropriate, streaming
2
100
Final and ongoing assessment activities outside class hours.
speaking or writing tests, individually or in groups, which should include the knowledge acquired in the classes. Summative evaluation is included
2
100
Tutorials
Face-to-face classes or, where appropriate, streaming
2
50
Student work: study or individual or group work
Time for individual work, students will have to familiarize themselves with the tools used in the subject, as well as for the consultation and study of the bibliography necessary to pass the subject.
Time dedicated to studying the subject
63.5
0
Presentation and defence of assignments
Oral exposure group of a case study or reading.
Evaluated learning outcomes: 1 and 5. The student must obtain a grade minimum of 3 points out of 10.
25 %
Spoken or written exams
The exercise will consist of a review of the final work of the BALANCED SCORECARD. The student will respond between 4 and 6 theoretical/practice questions on his(her) own work. The exercise can be done as a partial of the subject (in the calendar of 2nd partial) or as a final exam.
Evaluated learning outcomes: 1, 2, 3, 4 and 5. The student must obtain a grade minimum of 4 points out of 10.
50 %
Evaluation of assignments and reports on practical sessions (final product, follow-up and contribution in the case of group work)
Resolving cases of studies and readings given by the teacher (between 2 and 3 deliverables)
Evaluated learning outcomes: 1, 2, 3, 4 and 5. The student must obtain a grade minimum of 3 points out of 10.
25 %
Assessment schedule
Presentation and defence of assignments (25%): Continuous assessment activity carried out during the teaching period.
Evaluation of assignments and reports on practical sessions (25%): Continuous assessment activity carried out during the teaching period.
Spoken or written exam (50%): Final assessment activity carried out during the official examination period. This activity may also be taken as a mid-term assessment during the teaching period.
The first two assessment activities are conducted during the teaching period as part of the continuous assessment process. The spoken or written exam is conducted during the official final assessment period, although it may also be completed as a mid-term assessment during the semester.
Recovery assessment
Students who do not pass or do not complete any continuous assessment activity may recover it during the ordinary and extraordinary assessment periods through an equivalent assessment activity with the same weighting:
Presentation and defence of assignments (25%): individual oral presentation and defence of a case study or assigned reading.
Evaluation of assignments and reports on practical sessions (25%): submission and assessment of an equivalent practical case study or report.
Spoken or written exam (50%): equivalent spoken or written examination covering the corresponding learning outcomes.
Recovery activities in both the ordinary and extraordinary assessment periods will maintain the same percentage weighting as the original assessment activities.
Students who do not participate in the continuous evaluation system will have to carry out, in addition to the final exam, a practical exercise on the cases and readings made throughout the academic course. In doing so, all the material they deem appropriate for the practical exercise can be used. In this way, they will compensate the part of the practical note of the final mark (50%). Students who pass a continuous assessment activity will not be required to repeat the equivalent recovery activity in the ordinary or extraordinary assessment periods.
Author: Dalkir, Kimiz.
Title: Knowledge management in theory and practice
Editorial: MIT Press,
Publication Date: 2011
ISBN: 9780262295383
Author: Cegarra Navarro, Juan Gabriel
Title: Basic concepts of knowledge management
Editorial: Diego Marín
Publication Date: 2014
ISBN: 9788416165339
Author: Cegarra Navarro, Juan Gabriel
Title: Conceptos básicos de la gestión del conocimiento
Editorial: Universidad Politécnica de Cartagena,
Publication Date: 2012
ISBN: 9788496997899
Author: CEGARRA-NAVARRO, J.G & MARTÍNEZ-MARTÍNEZ, A
Title: Gestión del conocimiento: Una ventaja competitiva
Editorial: ESIC
Publication Date: 2017
ISBN: 9788417129132
Author:
Title: Revista de economía y empresa
Editorial: AEDEM
Publication Date: 1978
ISBN:
Aula Virtual
Dialnet: http://dialnet.unirioja.es/
Google scholar: http://scholar.google.es/