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JAIST Repository >
i. 北陸先端科学技術大学院大学(JAIST) >
i20. 学位論文 >
D-KS. 博士（知識科学） >
D-KS. 2008年度(H20) >
このアイテムの引用には次の識別子を使用してください:
http://hdl.handle.net/10119/7857
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| タイトル: | 知識経済のグローバル化におけるマネージャー教育 「国際マスタープログラムのマネージメント実習」のアクションリサーチ |
| 著者: | Medeni, Tunç |
| キーワード: | Cross-Cultural Learning
Knowledge Creation
Management Education and Development,
IMPM
Cross-Epistemic Management
Reflection
Refraction
Reflective Ba
Refractive Ma |
| 発行日: | Dec-2008 |
| 抄録: | As a cross-cultural management education program, International Masters Program in Practicing Management (IMPM) is a collaborative effort by more than five major business schools and more than ten major corporations around the world. Developed by such a “worldly collaboration” of universities and companies, it strikes a good balance between practical and academic matters. “Experienced reflection” is the pedagogy that enables this balance. These aspects emphasize a blending of cross-cultural management and knowledge management for management learning.
This action research studied IMPM in order to answer “How does IMPM work?” as the Major Research Question. The following are the Subsidiary Research Questions: 1.What is the significance of IMPM in the global knowledge economy? 2. How has the Japan module evolved? 3. What are the current problems in IMPM?
With respect to the cross-cultural knowledge management perspective in this action research into IMPM, a framework of cross-epistemic management that can address research on “learning across boundaries” is proposed as a result of our literature review. Among our findings from this literature review, not only the concept of reflection and the notion of refraction, but also the concept of ba and the notion of ma hold a profound place. While refraction is conceptualized as critical, cross-cultural and creative reflection, ma is conceptualized as time-space boundary that allows boundary-crossings and bond-building.
These findings from literature review have been supported by the findings from the analysis about IMPM, as a result of which, the program has been understood not only as a reflective ba but also refractive ma. This understanding benefits from developing the conceptualizations of refraction and ma to complement the concepts of reflection and ba that are already in use, so that the limitations of both the IMPM in general and the IMPM collaborative mindset module in Japan can be addressed. As a result of this understanding of IMPM, a specific suggestion, visiting a museum of contemporary art, has been made to improve the collaborative mindset module. The findings from the implementation of the museum visit have also supported the initial inferences from this action research into IMPM. Finally, follow-up e-mail interviews have also confirmed our major findings.
The result of our literature review and analysis about IMPM, in response to the major research question, can be summarized as: IMPM works as a reflective ba and refractive ma. Here, reflection and refraction are the frequent, cross-cultural, critical and co-incidental questionings for diverse cultural reality at a given ma and ba. The answers to the subsidiary research questions are explained as the following.
In the global knowledge economy, IMPM is significant not only as a cross-cultural but also as a knowledge-management education program. The intermingling of these cross-cultural and knowledge-management aspects for management learning highlights not only (1) the inter-cultural interaction between academic management knowledge and business management knowledge, but also (2) the multi-cultural interactions among different ethnic nationalities, business industries, academics, professional functions and so on. Moreover, the IMPM program satisfies the principle of requisite variety to meet the challenges of the increasingly complex, global knowledge economy, as a multi-organizational education program of contrived diversity. Furthermore, the IMPM collaborative mindset module that was initiated in Japan exemplifies emergent design characteristics within the contrived design of the program, gradually incorporating South Korea into the module. This emergence is important for underscoring not only the cross-cultural knowledge creation within the IMPM organization, as well as the collaborative mindset, but also the knowledge management education. Besides, the notion of ma can also explain such emergence as a result of cross-cultural learning and knowledge creation. Finally, some problems or issues about the IMPM are identified: 1. IMPM represents a partial “worldly”-ness; 2. Impact on practice of participating organizations is limited; 3. Creative and critical reflection is limited to individual incidents; 4.Virtual ba-ma are not developed enough.
In order to address the current problems or limitations of IMPM that are identified as a result of this study, incorporation of the notions of refraction and ma to complement the concepts of reflection and ba are suggested. These suggestions can also contribute to the future development of a Nautilus, spiral shell, model of practitioner education and life-long learning. Furthermore, the processes of cross-epistemic refraction (EMMA Spiral) and cross-epistemic reflection (ECUI Spiral) are introduced as the underlying dynamics and special cases of the general Nautilus model of cross-cultural knowledge creation and learning. According to these cycles, the Encountering > Miscommunicating > Misunderstanding > Asking cycle of refraction leads to the Empathizing > Communicating > Understanding > Inquiring cycle of reflection. Then, turning the negative into the positive, these refractions and reflections initiate a cross-cultural knowledge-creating spiral of Experiencing, Articulating, Synthesizing and Implementing, as in the phases of Umemoto’s EASI Model. The above discussion summarizes the practical and theoretical implication of the study.
In conclusion, in this study, we realize that for cross-cultural knowledge management we need learning and practicing not only to reflect but also to refract. As one final note, complementing the focus of this study on personal and group levels, we also suggest further inquiries into cross-cultural knowledge management at different societal levels. |
| 記述: | Supervisor:Katsuhiro Umemoto
School of Knowledge Science
Doctor Course |
| タイトル（英語）: | Educating Managers for the Global Knowledge Economy: An Action Research into International Masters Program in Practicing Management |
| 著者（英語）: | Medeni, Tunç |
| 言語: | eng |
| URI: | http://hdl.handle.net/10119/7857 |
| 出現コレクション: | D-KS. 2008年度(H20) (Jun.2008 - Mar.2009)
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