Details
Knowledge and Learning in Organizations
A Knowing-In-Practice Perspective of University Academic Managers|
CHF 41.50 |
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| Verlag: | Palgrave Macmillan |
| Format: | |
| Veröffentl.: | 02.07.2024 |
| ISBN/EAN: | 9783031611674 |
| Sprache: | englisch |
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Beschreibungen
<p>This book explores the notion of knowing-in-practice to unravel the formation of academic managers' knowing in a community university. It considers the unique socio-historical context and institutional intricacies, such as procedures, flows, and political and power structures. Knowing-in-practice implies that knowledge is dynamic, constantly in flux, and intricately linked to the capability for action within the social context. In essence, knowledge is emergent and anchored by its material context.</p>
<p>The role of an academic manager is distinctive, involving the concurrent practice of higher education management and teaching. Hence, academic-managers are supposed to deal with a multiplicity of activities and interpersonal relationships. This work will enhance our understanding of the constitution process of academic-managers in higher education, emphasizing the perspective of knowing-in-practice. It offers insights into the learning processes and knowing associated with academic management, contributing to the improvement of university management and leadership. Further, it contributes to the advancement of organizational studies related to learning and knowing.</p>
<p> </p>
<p>The role of an academic manager is distinctive, involving the concurrent practice of higher education management and teaching. Hence, academic-managers are supposed to deal with a multiplicity of activities and interpersonal relationships. This work will enhance our understanding of the constitution process of academic-managers in higher education, emphasizing the perspective of knowing-in-practice. It offers insights into the learning processes and knowing associated with academic management, contributing to the improvement of university management and leadership. Further, it contributes to the advancement of organizational studies related to learning and knowing.</p>
<p> </p>
<p>Chapter 1: Introduction - Becoming an Academic Manager: A Knowing-In-Practice Perspective.- Chapter 2: The cauldron of knowing of the academic manager.- Chapter 3 : Academic Manager Paths: From Connections to Disconnections.- Chapter 4: Contextualizing Elements of Academic Managers’ Knowing.- Chapter 5: Constituting oneself as an Academic Manager: Nature, opportunities, Challenges and Guidelines.- Chapter 6: Concluding Remarks.</p>
<p><strong>Fabiano Larentis</strong> is Professor of Management at Universidade de Caxias do Sul, Brazil. His research focuses on learning in organizations, inter-organizational relationships and university management.</p>
<p><strong>Claudia Simone Antonello</strong> is Professor at Universidade Federal do Rio Grande do Sul, Brazil. Her research focuses on learning in organizations and the constitution of knowledge and work in contemporary society.</p>
<p><strong>Claudia Simone Antonello</strong> is Professor at Universidade Federal do Rio Grande do Sul, Brazil. Her research focuses on learning in organizations and the constitution of knowledge and work in contemporary society.</p>
<p>"A stimulating reading for academic managers and management scholars. This publication examines and contextualizes academic decision-making from a knowing-in-practice perspective and provides useful insights and recommendations."</p>
<p>—<strong>Joaquín Alegre</strong>, Professor of Innovation Management, University of Valencia, Spain</p>
<p>This book explores the notion of knowing-in-practice to unravel the formation of academic managers' knowing in a community university. It considers the unique socio-historical context and institutional intricacies, such as procedures, flows, and political and power structures. Knowing-in-practice implies that knowledge is dynamic, constantly in flux, and intricately linked to the capability for action within the social context. In essence, knowledge is emergent and anchored by its material context.</p>
<p>The role of an academic manager is distinctive, involving the concurrent practice of higher education management and teaching. Hence, academic-managers are supposed to deal with a multiplicity of activities and interpersonal relationships. This work will enhance our understanding of the constitution process of academic-managers in higher education, emphasizing the perspective of knowing-in-practice. It offers insights into the learning processes and knowing associated with academic management, contributing to the improvement of university management and leadership. Further, it contributes to the advancement of organizational studies related to learning and knowing.</p>
<p><strong>Fabiano Larentis</strong> is Professor of Management at Universidade de Caxias do Sul, Brazil. His research focuses on learning in organizations, inter-organizational relationships and university management.</p>
<p><strong>Claudia Simone Antonello</strong> is Professor at Universidade Federal do Rio Grande do Sul, Brazil. Her research focuses on learning in organizations and the constitution of knowledge and work in contemporary society.</p>
<p>—<strong>Joaquín Alegre</strong>, Professor of Innovation Management, University of Valencia, Spain</p>
<p>This book explores the notion of knowing-in-practice to unravel the formation of academic managers' knowing in a community university. It considers the unique socio-historical context and institutional intricacies, such as procedures, flows, and political and power structures. Knowing-in-practice implies that knowledge is dynamic, constantly in flux, and intricately linked to the capability for action within the social context. In essence, knowledge is emergent and anchored by its material context.</p>
<p>The role of an academic manager is distinctive, involving the concurrent practice of higher education management and teaching. Hence, academic-managers are supposed to deal with a multiplicity of activities and interpersonal relationships. This work will enhance our understanding of the constitution process of academic-managers in higher education, emphasizing the perspective of knowing-in-practice. It offers insights into the learning processes and knowing associated with academic management, contributing to the improvement of university management and leadership. Further, it contributes to the advancement of organizational studies related to learning and knowing.</p>
<p><strong>Fabiano Larentis</strong> is Professor of Management at Universidade de Caxias do Sul, Brazil. His research focuses on learning in organizations, inter-organizational relationships and university management.</p>
<p><strong>Claudia Simone Antonello</strong> is Professor at Universidade Federal do Rio Grande do Sul, Brazil. Her research focuses on learning in organizations and the constitution of knowledge and work in contemporary society.</p>
Presents a framework based on the microcategories and analytical categories identified in the study Evinces knowing-in-practice as something social, procedural, cultural, situated, emergent, open, and temporary Examines managerial knowing-in-practice as an evolving process from the beginning to the end of the management role
<p>“A stimulating reading for academic managers and management scholars. This publication examines and contextualizes academic decision-making from a knowing-in-practice perspective and provides useful insights and recommendations.” (Joaquín Alegre, Professor of Innovation Management, University of Valencia, Spain)</p>
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