研究生知识共享现状与对策思考

发布时间：2018-05-06 13:48

本文选题：知识管理 + 知识共享　；参考：《内蒙古师范大学》2012年硕士论文

【摘要】：知识管理起源于企业组织，但在知识经济时代“知识工作者”已成为组织成员的主要组成部分，在各种组织中实施知识管理都势在必行。相比于其他组织，高校是知识创新的主要场所，知识拥有量大，这集中体现在高校教师和研究生两个群体中，因此本文选取在校硕士研究生作为研究对象，考察他们在平时的学习和研究中的知识共享现状，并就存在的问题提出笔者的看法。本文首先运用知识管理的经典理论以及来自当今学术界和组织管理者的不同观点对知识管理的基本概念进行论述，并讨论知识管理的内涵，揭示出技术至上的“第一代知识管理”已成为过去，知识管理思想已经进入以人为本的“第二代知识管理”时期。接着对知识共享的基本理论和研究生进行知识共享的意义进行论述。结合各方对知识共享不同角度的理解，笔者认为“学习观点”符合知识共享精神和本质，知识共享并不等同于知识传递，核心在于帮助他人学习和发展其能力。知识共享的行为和效果会受到多种因素的影响，包括组织文化、组织结构、共享双方以及知识本身等因素。对知识共享过程最经典的诠释当属野中郁次郎提出的“SECI”模型，它描述了显性知识和隐性知识如何在共享双方之间转移和转化。从以上相关理论和实践可以看出在研究生中倡导进行知识共享具有重要意义，这不仅是改变研究生知识价值观，树立开放共享态度的有效手段，也是提高研究生学习和研究效率，同时增加高校知识存量，提高高校组织和研究生个人竞争力的重要途径。本文之后对高校在读研究生进行了知识共享现状的问卷调查，问题涉及知识共享的意愿、行为、途径和障碍四方面，得到的结果基本符合预期，即研究生在知识共享意愿和行为上都趋于中性，态度并不积极，共享途径的选择也偏重于知识传递，并且人际信任等组织文化因素和共享途径成为了阻碍研究生知识共享的主要因素。这些现象体现出研究生知识共享的问题在于保守的知识价值观和信任度不高的人际关系，以及简单的将知识传递当做知识共享，，而并不能帮助他人获得真正解决问题的方法和能力。究其原因，中国传统的中庸、私德等不积极的元素对知识共享环境具有很大程度的影响，使得研究生在知识价值观和共享行为上表现都不积极。针对调查分析得到的问题，可以从以下几个方面改善研究生知识共享的现状。促进知识共享需从改善研究生的人际关系，建立积极的知识共享文化入手，通过加强人际信任并采取合理的激励措施，改变知识价值观，提高知识共享行为的频率和有效性。其次应建设、发掘和推广更多的知识共享途径和工具，包括支持显性知识共享的网络工具，以及促进隐性知识共享的各种形式的公共讨论。为保证知识共享的顺利进行，还需要平衡知识共享和知识产权的关系，对知识产权的充分保护也是促进研究生知识共享的因素之一。在倡导知识共享的同时，还需合理调整激励措施等促进手段，抑制知识共享的负效应。
[Abstract]:Knowledge management originated from enterprise organization, but in the era of knowledge economy "knowledge workers" has become the main component of organization members. It is imperative to implement knowledge management in various organizations. Compared to other organizations, colleges and universities are the main place of knowledge innovation and have a large amount of knowledge, which is embodied in university teachers and graduate students two. In this group, this article selects the graduate students as the research object, and investigates their knowledge sharing status in the ordinary study and research, and puts forward the author's views on the existing problems.
This paper first discusses the basic concepts of knowledge management and discusses the basic concepts of knowledge management, and discusses the connotation of knowledge management, and reveals that "the first generation of knowledge management" has become the past, and the idea of knowledge management has entered the "first" "first" "first" "first" "first". The two generation of knowledge management period. Then it discusses the basic theory of knowledge sharing and the meaning of knowledge sharing for graduate students. Combining the understanding of knowledge sharing in different angles, the author believes that "learning viewpoint" is in line with the spirit and essence of knowledge sharing. Knowledge sharing is not equal to knowledge transfer, and the core is to help others to learn. The behavior and effect of knowledge sharing will be influenced by many factors, including organizational culture, organizational structure, sharing of both sides and knowledge itself. The most classical interpretation of knowledge sharing process is the "SECI" model proposed by Nonaka Fujiro, which describes how explicit knowledge and tacit knowledge are shared by both parties. From the theory and practice above, it can be seen that it is of great significance to promote knowledge sharing in graduate students, which is not only an effective means to change the values of the graduate knowledge, to establish an open and shared attitude, but also to improve the efficiency of the graduate students' learning and research, and to increase the stock of knowledge in Colleges and universities and improve the organization of colleges and universities. An important approach to the competitiveness of the graduate students.
After this paper, a questionnaire survey on the status quo of knowledge sharing in college students is carried out. The problem involves four aspects: willingness, behavior, way and obstacle of knowledge sharing. The results obtained are basically consistent with expectations, that is, the graduate students tend to be neutral in knowledge sharing will and behavior, and the degree of state is not positive, and the choice of sharing ways is also more important than knowledge. Transmission, and interpersonal trust and other organizational cultural factors and sharing ways have become the main obstacles to the knowledge sharing of postgraduate students. These phenomena show that the problem of graduate knowledge sharing lies in the conservative knowledge values and low trust relationships, as well as the simple knowledge sharing as knowledge sharing, which can not help him. People get a real solution to the problem and the ability to solve the problem. The reason is that the traditional Chinese mediocre, private morality and other non active elements have a great influence on the knowledge sharing environment, so that the postgraduates are not active in the knowledge values and sharing behavior.
In view of the problems obtained by the investigation and analysis, we can improve the present situation of the graduate students' knowledge sharing from the following aspects. The promotion of knowledge sharing should start with the improvement of the interpersonal relationship of the graduate students and the establishment of a positive knowledge sharing culture. By strengthening the interpersonal trust and taking reasonable incentives, the knowledge values are changed and the knowledge sharing behavior is improved. Frequency and effectiveness. Secondly, we should build, explore and popularize more ways and tools for sharing knowledge, including network tools that support explicit knowledge sharing, and various forms of public discussion to promote the sharing of tacit knowledge. In order to ensure the smooth progress of knowledge sharing, the relationship between knowledge sharing and intellectual property rights should be balanced, and intellectual property rights should be balanced. Full protection is also one of the factors to promote the knowledge sharing of graduate students. While advocating knowledge sharing, it is necessary to adjust the incentives and other measures to restrain the negative effect of knowledge sharing.

【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G643

【参考文献】