Situated knowledge management
Abstract
Explores the detail of methodologies employed in the management classroom and in change processes with organisational groups. Through this exploration, some of the dualisms which typify modernist theoretical stances were highlighted, examined and transcended. The claim made for the practices proposed here is that they can enhance management learning through informing reflexive decision making, creative use of authority and aesthetic definitions of account‐ability, thereby complementing and enriching a modernist position which, we suggest, is inadequate in isolation.
Keywords
Citation
Oliver, C. and Brittain, G. (2001), "Situated knowledge management", Career Development International, Vol. 6 No. 7, pp. 403-414. https://doi.org/10.1108/13620430110405749
Publisher
:MCB UP Ltd
Copyright © 2001, MCB UP Limited