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Universities as Knowledge-Intensive Learning Organizations

Universities as Knowledge-Intensive Learning Organizations

Constantin Bratianu
Copyright: © 2011 |Pages: 17
ISBN13: 9781605667010|ISBN10: 1605667013|EISBN13: 9781605667027
DOI: 10.4018/978-1-60566-701-0.ch001
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MLA

Bratianu, Constantin. "Universities as Knowledge-Intensive Learning Organizations." Innovative Knowledge Management: Concepts for Organizational Creativity and Collaborative Design, edited by Alan Eardley and Lorna Uden, IGI Global, 2011, pp. 1-17. https://doi.org/10.4018/978-1-60566-701-0.ch001

APA

Bratianu, C. (2011). Universities as Knowledge-Intensive Learning Organizations. In A. Eardley & L. Uden (Eds.), Innovative Knowledge Management: Concepts for Organizational Creativity and Collaborative Design (pp. 1-17). IGI Global. https://doi.org/10.4018/978-1-60566-701-0.ch001

Chicago

Bratianu, Constantin. "Universities as Knowledge-Intensive Learning Organizations." In Innovative Knowledge Management: Concepts for Organizational Creativity and Collaborative Design, edited by Alan Eardley and Lorna Uden, 1-17. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60566-701-0.ch001

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Abstract

The purpose of this chapter is to critically analyze the universities as knowledge intensive learning organizations. It is axiomatic that universities are knowledge organizations since by their own nature universities create, acquire, and transfer knowledge in complex ways. They are knowledge intensive organizations since the density of knowledge field and the dynamics of knowledge processing are much greater than many other organizations. Since learning is one of the major processes within any university, people may consider universities as being by definition learning organizations. This idea induced by a semantic halo effect may lead to a major error. Although a university is an organization based on learning processes, it is not necessary a learning organization. This paper performs a functional analysis of the specific knowledge processes in order to identify the necessary conditions for a generic university to become a learning organization.

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