ICICKM Mini Tracks

The ICICKM Mini Tracks

  • Counter-productive Knowledge Behaviours
  • Digital Transformation of the Economy and Knowledge Management
  • Refugee Crisis and the role of Universities towards a Sustainable Solution
  • Knowledge Sharing, Knowledge Enhancement and Knowledge Retention in a World of Pandemics and Climate Change
  • Multidisciplinary Approaches and Methodologies in IC and KM
  • Teaching and Training IC and KM
Submit your Abstract to an Academic Conference

Counter-productive Knowledge Behaviours

Mini Track Chair: Yasha Afshar Jalili, KM Institute, Iran  

ICICKM 2020 Counter-productive Knowledge Behaviours  

Whilst knowledge sharing is generally considered a productive knowledge behaviour, there are many types of knowledge behaviours which can be considered as counterproductive. These can include knowledge hiding, knowledge hoarding, knowledge withholding, knowledge manipulating as well as knowledge sharing disengagement. This mini-track aims to look not only at these behaviours which are studied much less than the possitive knowledge behaviours, but also at the antecedents and consequences of them as they are entirely different from those that enable KS or derive from KS.  

We invite submissions on topics that include, but are not limited to:  

  • The antecedents of counterproductive knowledge behaviours
  • The consequences of counterproductive knowledge behaviours
  • Leadership and counterproductive knowledge behaviours
  • The culture encourages counterproductive knowledge behaviours
  • The socio psychological theories explain that why people present counterproductive knowledge behaviours
  • How to manage counterproductive knowledge behaviours and lead them to change into the productive one such as knowledge sharing


Digital Transformation of the Economy and Knowledge Management

Elena Rogova,
Elena Tkachenko,

Mini Track Chairs: Elena Rogova, National Research University Higher School of  Economics, Russia and Elena Tkachenko, Saint Petersburg State University of Economics, Russia  

ICICKM 2020 Digital Transformation of the Economy and Knowledge Management  

Globally, businesses are faced with the problem of adjusting to new realities related to digital transformation. Digital transformation is currently a key area in research and is mentioned regularly by academics and practitioners. The main focus is on the transformation of business processes from the macro-level (national economy) to the micro-level (companies and their divisions). In this environment, the understanding of new rules is vitally important for the creation of an effective knowledge management model  These new models could include knowledge updating on the base of new data technologies, and at the the development of strategic competitive advantages for companies. As long-term forecasts can be contradictive, knowledge management studies can aid in promoting the reduction of uncertainty and provide a new type of economic relations, based on digital transformation.  

We invite submissions on topics that include, but are not limited to:  

  • Different knowledge management models in the digitally transforming
  • Impact of digitalization on intellectual capital development
  • The Role of Digital Transformation in Intellectual Organizations
  • Cyberphysical systems in modern companies
  • Data Management and Digital Knowledge Discovery
  • Changing Digital-Driven Intelligence
  • cases from companies, empirical studies, theoretical papers;

Refugee Crisis and the role of Universities towards a Sustainable Solution

 
Mini Track Chairs: Konstantinos Kalemis, National Centre for local Government and Public Administration and Ministry of Education and Religious Affairs,  Greece 

ICICKM 2020 Refugee Crisis and the role of Universities towards a Sustainable Solution 

Europe has an opportunity. The influx of refugees crossing the continent’s borders has elicited a mixed wave of emotions among politicians and citizens - but where some see chaos and a burden for Europe, academics see potential for a great contribution. Education is essential for giving refugee children hope for the future; development goals cannot be achieved without educating those who have been left behind. For Syrian and Afghani youths who have been forced from their homes and have lost everything, education is about more than qualifications or test scores – it embodies their hope for the future.

Education brings long-term societal benefits: aside from increased political engagement, educated children contribute intellectual capital and pursue entrepreneurial opportunities when they grow up, boosting economic growth. Universities are knowledge intensive organizations that have a high ratio of intangible resources over the tangible ones. Intellectual capital main components are: human capital, structural capital, and relationship capital. The core processes for which performance indicators must be defined are: research, education, training, commercializing of research, knowledge transfer to the public, services and infrastructure. Among the main challenges from the refugee crisis language acquisition is a key element in empowerment processes; in terms of education, the importance of specific policies is demonstrated by research amongst the children of previous waves of refugees.

For refugees who have already received an education, it is vital to recognize this part of their identity and to nurture their knowledge and intellectual capital. When all else is left behind, this knowledge remains within them and continues to form a key part of who they are.  We invite submissions on topics that include, but are not limited to:

  • Intellectual Capital in the EU Universities during the Refugee Crisis
  • Integration of refugee students in formal education
  • The role of non-formal education in refugee crisis
  • Is the EU a refugee crisis manager?
  • The refugee concept from an international society perspective
  • Immigrant flows to EU and its affect in national education systems
  • Integration of refugees into local economy


Knowledge Sharing, Knowledge Enhancement and Knowledge Retention in a World of Pandemics and Climate Change

 
Mini Track Chairs: Professor Anthony Wensley, University of Toronto, Canada

ICICKM 2020 Mini Track on Mini Track on Knowledge Sharing, Knowledge Enhancement and Knowledge Retention in a World of Pandemics and Climate Change

We are in the early stages of what is likely to be a major global transition prompted by the COVID-19 pandemic. Though the precise nature of the transition will be unclear for many years it is already clear that rapid knowledge sharing needs to become a global competence. In addition, there are clearly major challenges in differentiating genuine knowledge from pseudo-knowledge and in determining what knowledge to retain and what knowledge to discard.

We welcome papers that are both theoretical and case-based. It is to be expected that theoretical papers will draw on theories from a wide variety of disciplines. Case-based papers should be focused of issues of Knowledge Sharing, Knowledge Enhancement and Knowledge Retention in the context of pandemics and climate change. We invite submissions on topics that include, but are not limited to:

  • Cases discussing successful/unsuccessful knowledge sharing
  • Utilization of theories of knowledge sharing
  • Cases discussing successful knowledge retention and utilization
  • Approaches to knowledge enhancement
  • Building resilient, sustainable, robust Knowledge Management Systems for Global Crisis Management


Multidisciplinary Approaches and Methodologies in IC and KM

 
Mini Track Chairs: Professor Ilja Frissen, McGill University, Montreal, Canada

ICICKM 2020 Mini Track on Multidisciplinary Approaches and Methodologies in IC and KM

It has been long argued that KM and IC are grounded in, and informed by, many other disciplines and their underlying principles. For instance, our fields use Economics and Social Science to understand its role in society, Philosophy and Religion to understand the role and nature of knowledge, Psychology and Cognitive Science to understand human behaviour, and Management and Organization Science to understand work, the organization, as well as ways to improve efficiency and effectiveness. This is only but a few with other disciplines and fields having their own impact (e.g., Education, Ergonomics, Information/Data Science, Artificial Intelligence and Knowledge Engineering, and Sociology, etc).

The objectives of this mini track on Multiple Disciplinary Approaches is to introduce and inform different perspectives on complex problems, to consider more comprehensive research questions and methods, and to develop a more complete understanding or consensus on solutions and implications. We welcome papers that describe empirical work employing multiple disciplinary approaches, as well as theoretical work discussing the merits of multidisciplinary approaches. We invite submissions on topics that include, but are not limited to:

  • Methodological roots of IC/KM
  • Intellectual roots of IC/KM
  • Benefits and drawbacks of multiple disciplinary teamwork
  • Multidisciplinary, Interdisciplinary, or Transdisciplinary pasts and futures of IC/KM
  • How multidisciplinary theoretical or methodological approaches inform and append each other


Teaching and Training IC and KM

 
Mini Track Chairs: Professor Max Evans, McGill University, Montreal, Canada

ICICKM 2020 Mini Track on Teaching and Training IC and KM

In an ever-increasing knowledge-based global economy, IC/KM skills are of an increasingly more strategic importance and students possessing these skills are highly sought after. Even though our discipline has been accepted and has practiced with success in the real world for at least a quarter of a century, a large part of these skills are acquired through industry practice. 

Unfortunately, little attention has been paid to teaching these skills in most university programs and virtually none in high school programs. Moreover, there is little consensus on pedagogy and it has been argued that those that do exist generally lag behind the active usage and leveraging of these practices in the real world.  We invite submissions on topics that include, but are not limited to:

  • Multidisciplinary IC/KM curricula
  • Developing/creating formal teaching processes and core IC/KM teaching modules
  • Supplemental materials for IC/KM Instructors (e.g., case studies, class exercises, projects)
  • Reaching consensus on, and dissemination of, core IC/KM concepts and practices
  • New and innovative organizational practices that should be taught to students
  • Empirical studies on and in IC/KM pedagogy