Abstract

In the present knowledge economy, Adult Education (AE) plays an important role in creating, distributing, and applying knowledge through research and practice. AE programs are considered to be political and ethical activities (Cervero & Wilson, 1995; Wlodkowski & Ginsberg, 1995) that often occur in organizational contexts, including academic, for-profit, and non-profit groups. Organizations tend to have a predominant outlook on knowledge that is part of organizational culture (OC) (Wikstrom & Normann, 1994). A new line of inquiry, Knowledge Management (KM), focuses on how knowledge is acquired, created, and distributed (Alvesson & Karreman, 2001; Lengnick-Hall & Lengnick-Hall, 2003) within organizations. Alavi and Tiwana (2003) suggest that KM has unexplored socio-cultural aspects. The purpose of this paper is to uncover connections between OC and KM theories that impact AE. Knowledge Management (KM)

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Aug 11th, 9:00 AM

Connections Between Organizational Culture and Knowledge Management

In the present knowledge economy, Adult Education (AE) plays an important role in creating, distributing, and applying knowledge through research and practice. AE programs are considered to be political and ethical activities (Cervero & Wilson, 1995; Wlodkowski & Ginsberg, 1995) that often occur in organizational contexts, including academic, for-profit, and non-profit groups. Organizations tend to have a predominant outlook on knowledge that is part of organizational culture (OC) (Wikstrom & Normann, 1994). A new line of inquiry, Knowledge Management (KM), focuses on how knowledge is acquired, created, and distributed (Alvesson & Karreman, 2001; Lengnick-Hall & Lengnick-Hall, 2003) within organizations. Alavi and Tiwana (2003) suggest that KM has unexplored socio-cultural aspects. The purpose of this paper is to uncover connections between OC and KM theories that impact AE. Knowledge Management (KM)