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This article aims to introduce the personal knowledge network (PKN) model as an alternative model to knowledge management (KM) and to discuss whether personal knowledge management (PKM) is better adapted to the demands of the new knowledge environments. The PKN model views knowledge as a personal network and represents a knowledge ecological approach to KM.

KM and PKM have attracted attention over the past two decades and are considered as important means to increase organizational and individual performance. In this article, the author reviews previous models of KM and PKM and explores their failure to address the problem of knowledge worker performance and to cope with the constant change and critical challenges of the new knowledge era. The author further highlights the crucial need for new KM models that have the potential to overcome the shortcomings of previous models. In light of these shortcomings, the article introduces and discusses the PKN model as an alternative model to KM and PKM that is better adapted to the demands of the new knowledge environments.

Unlike traditional KM/PKM models which view knowledge as a thing or process, the PKN model views knowledge as a personal network and represents a knowledge ecological approach to KM.

The article focuses on personal knowledge and the links to networks and knowledge ecologies in an innovative way for consideration within KM.

Knowledge input development and innovation implementation are new features of industrial technology innovation. The purpose of this study is to find the process of coordination and ecological spiral in the ambidextrous innovation of industrial technology.

To design the model of industrial technology ambidextrous innovation based on knowledge ecology spiral, an input-output model of knowledge for ambidextrous innovation and a spiral model of knowledge ecology were constructed based on an improved Lotka-Volterra model. Then, the equilibriums in different knowledge inputs and the spiral evolution of knowledge ecology were analyzed. Finally, the ambidextrous coordination mechanism of the core organization was revealed.

By coordinating the knowledge inputs and the knowledge ecology spiral, enterprises extend the R&D investments in the innovation chain, which will facilitate the knowledge inputs of the exploitative and exploratory innovation. Implementing the ambidextrous coordination in the technology innovation chain and the knowledge ecology chain has the advantage of promoting knowledge inputs, mobility and ecological spiral. Meanwhile, it can achieve the “multi-source, integration and coordination” development of industrial technology innovation.

The two-element innovative knowledge input coordination model and the knowledge ecological spiral model based on the improved Lotka-Volterra model are constructed, which extends the modeling way of the traditional knowledge input-output profit model. It is expected to reduce the amount of knowledge input of a single member and provide theoretical reference for improving the efficiency of knowledge input by constructing the inter-dependent regenerative and inter-generative knowledge interaction.

This paper aims to explore the coexistence of formal, informal and personal knowledge management (KM) practices as they support employees' everyday work in organizations.

Qualitative study involving 12 in-depth interviews and 30 hours of observations in a small, quickly growing, knowledge-intensive company.

Formal, informal and personal KM practices were all found to be relevant and interconnected in supporting everyday work in the organization. This suggests a shift from understanding KM as an organizational approach to ecology, shaped by multiple actors and concerns and extending over the formal/informal as well as organizational/personal divides. Interrelationships between formal, informal and personal KM practices took various forms. Among each of these KM categories were practices that contributed in a unique way, without having a functional parallel in other categories. Some KM practices had a strong functional overlap and were competing. Moreover, some formal, informal and personal KM practices formed complementary relationships.

Findings are based on fieldwork in only one organization.

Organizations would benefit from the formal, informal and personal KM practices being complementarily connected. As these connections are sustained by employees in everyday work, effective management of KM ecology needs a collective and distributed effort.

This paper is one of the very few empirical accounts that problematizes the coexistence of formal, informal and personal KM practices and suggests a practice-ecology perspective through which their interrelationships could be studied.

Knowledge has been considered a crucial organizational asset for gaining competitive advantages. It is critical for a firm to maintain a knowledge composition that is productive. This study aims to examine the applicability of the diversity–stability principle in ecology to knowledge management and further investigate the impact of knowledge diversity on firm performance.

A theoretical framework for knowledge diversity and firm performance is proposed; a questionnaire survey was conducted to evaluate the research framework. Fifty-eight valid responses from experts were collected to measure knowledge strength and diversity of 20 enterprises in four industries, and financial indexes of the 20 enterprises from 2008 to 2012 were collected to analyze the research model.

The results show that higher information technology (IT) capabilities in a firm lead to higher levels of knowledge strength and diversity. The strength and diversity of knowledge in a company can improve average company performance and reduce performance variations.

This paper presents a new perspective that applies the ecological concept of diversity to examine the value of knowledge in organizations. The findings expand our understanding of the role of IT and knowledge in organizational performance. A limitation is that the sample size is relatively small, which may limit the generalizability of the findings.

CEOs and chief knowledge officers can apply the findings herein to assess their organizational knowledge profiles and maintain a healthy knowledge ecology in strategic planning. They should be aware that both knowledge strength and knowledge diversity are crucial to the stability of firm performance.

The ecological view of knowledge management stresses the importance of maintaining a healthy intensity and diversity of knowledge at the macro level and indicates a new direction for knowledge management.

Prior research has shown the effectiveness of inquiry education in increasing content knowledge and motivation. Improving learners’ epistemologies is an additional component that should be examined when considering inquiry effectiveness. The basis for students’ participation in inquiry-based science education (IBSE) is to emulate the scientific process in classroom learning – and, by extension, to alter their scientific epistemologies. In this chapter, we discuss the challenges associated with the construction and assessment of IBSE. First, despite it being a common underlying theoretical framework of inquiry units, assessments of learning outcomes rarely reflect a consideration of students’ changing epistemologies. Second, we examine whether inquiry practices in the classroom are constructed to alter students’ epistemologies. We integrate preliminary research findings from a week-long, researcher-taught ecology inquiry unit with urban adolescents, reporting on posttest assessments of students’ thoughts on sources of knowledge, their ecology content knowledge, and their understanding of the nature of science. While we expected this unit to foster learner epistemology, our results did not confirm our expectations. In fact, students who participated in the inquiry unit were outperformed by a comparison group matched on age and ethnicity in several unexpected areas relevant to learner epistemology. This chapter explores explanations of unexpected findings and recommendations for the future assessment and practice of inquiry couched in challenges associated with current challenges to instructing and assessing learner epistemology.

This paper explores the indigenous climate knowledge (ICK) of the Gwadar fishing community in Pakistan. The main purpose of this paper is to explore the accuracy of ICK and how climatic change brings changes to it and the social lives of local fishers.

Qualitative research methods, including participant observation, in-depth interviews and oral histories, were used to collect the data.

Finding from this long fieldwork shows that this fishing community has a harmonious relationship with nature and local ecology. Their knowledge of local ecology enables them to have equal access to natural resources, sustainable resource management, disaster risk reduction and strong social organization on the coast of Gwadar. Recently their deep relationship with local ecology and sociocultural organization has been disturbed due to huge climate changes caused by human manipulation of the environment. Their ability to foresee climatic events has been reduced. They are finding it impossible to estimate fish availability due to massive climate changes. Local communities are losing their traditional livelihoods and socioeconomic autonomy as a result of growing climate change. Climatic change adds to the existing poverty situation and increases political instability in the region.

The study suggests using the fishermen’s valuable indigenous knowledge of local ecology, climate and its ties to local traditions, culture and resource management for a scientific understanding of climate change and marine resource management in Gwadar, Pakistan.

This is an ethnographic study based on a long term field work. Fishing community is passing through catastrophic climatic changes in the region. This community has been ignored by both government and researchers to record their problems and bring them to academia and media. Therefore, this study will help them raise their voices.

The purpose of this paper is to show how industrial ecology can facilitate the achievement of sustainable development through its incorporation into an engineering curriculum.

A model has been developed for assessing sustainability learning outcomes due to the incorporation of the concept of industrial ecology into undergraduate and postgraduate engineering programs. This model assesses how the Engineering Faculty at Curtin University has included a core engineering unit (Engineering for Sustainable Development) and four postgraduate units (Cleaner Production Tools, Eco‐efficiency, Industrial Ecology and Sustainable Technology) in its undergraduate and postgraduate engineering program, to enable modern engineering education to reflect the benefits of industrial ecology in the implementation of sustainable engineering solutions and decision‐making processes. Using this model, this paper demonstrates how the syllabus, interdisciplinary and multidisciplinary assignment tasks, lectures and tutorials have been developed since 2006 in order to develop the concept of industrial ecology in undergraduate and postgraduate engineering education. The paper has also analysed the different teaching methods that have been applied since 2006 to generate increased student satisfaction in these new and challenging subjects.

The university environment can temper the potential outcomes from increasing the sustainability content in engineering education, given the general lack of student maturity in understanding the value of sustainability objectives together with course limitations on sustainability content and the arduous and lengthy processes involved in changing course curricula.

Since the Engineering for Sustainable Development unit has been introduced only recently, it was beyond the scope of the research to interview graduate engineers who completed this unit to investigate how they have applied the concept of industrial ecology to achieve sustainability outcomes in their workplaces.

This research is distinct in that it investigated the implications of the incorporation of industrial ecology into the engineering curriculum.

While the possibility of a university fostering sustainable development is present in the extant literature and policy documents, the idea still warrants further consideration. Therefore, this paper aims to identify the nature and outcomes of the university’s engagement with Indigenous communities and perceptions of Indigenous knowledge systems in both academic and non-academic activities, and what might be required to foster the university’s contributions towards sustainable development.

A qualitative case study of the only public university in The Gambia was conducted, including non-university actors. Interviews and focus group discussion methods were used, and these enabled close collaboration between researchers and participants, and the latter were empowered to describe their perceptions of reality.

Three major sets of findings emerged from the analysis of the transcripts from interviews and focus group discussions with the university and community members. These are the limited nature of and outcomes from university–community engagement, the sustainable outcomes of Indigenous practices and ideas for Indigenising university engagement for sustainable development.

Particular implications of the study that underpins this paper can be underscored; these include: a contribution to the literature on ways of connecting Indigenous communities with universities, and to a conceptualisation of the Indigenised university; a provision of insights into the connectivity between university community engagement, Indigenous knowledge systems and sustainable development; the creation of a context for subsequent studies on practical steps that universities might take in the direction of epistemic justice and sustainable development for all; and heightening the intractability of theoretical and philosophical issues of epistemology, knowledge ecology and epistemological justice, as they reveal themselves in practice, in complex situations.

Matters of the university reaching out to Indigenous peoples have yet to find their way into conceptualisations of the university for sustainable development. This paper addresses this gap in the existing literature by advancing possibilities for the Indigenised university for sustainable development to emerge.

While providing users with important innovation resources, an enterprise's open innovation community also encounters numerous challenges. The purpose of this study is to develop and implement a set of evaluation systems that can identify the ecological characteristics of open innovation communities. The ultimate goal is to provide guidance for the construction and establishment of these communities.

Firstly, from the perspective of information ecology, according to the connotation requirements of the four information elements of “people, information, technology and environment” in the information ecosystem, this paper determines the evaluation indicators of enterprise's open innovation community from the aspects of integrity and dynamics. Then, based on the improved analytic hierarchy process, the weight of each index is calculated, and a complete evaluation system of open innovation community is established. Finally, the fuzzy comprehensive evaluation method is used to conduct empirical research on Haier Open Partnership (HOPE) platform, analyze its ecological situation and existing problems and put forward the corresponding construction recommendations.

The application of HOPE platform shows that the evaluation index system built in this study has good applicability, and the whole research process and research method have certain reference value for future studies. At the same time, the study found that the HOPE platform has good ecological characteristics, but there are also some problems. This study can directly promote the construction of the platform.

This paper, for the first time, combines the information ecology theory with the open innovation community. The results demonstrate that the open innovation community is an information ecosystem, which can be evaluated ecologically. Furthermore, to ensure the calculation's scientific accuracy, the index weight is determined by constructing a judgment matrix based on expert questionnaires.

The purpose of this paper is to introduce the conceptual foundations and motivation for creating a digital archive to display the developments in the field of robotics over the past 50 years.

The paper proposes that the archive should be based on the conceptualization of science as an “ecology of knowledge”, composed of diverse sets of human and nonhuman actors evolving through associations across multiple social, epistemic, and temporal units of organization. The paper also discusses the roles of different data sources as memory practices primarily used in situated and systemic studies of science.

The paper shows the value of using full capabilities of the current technology to allow for non‐linear representations of the material within a digital archive.

The paper contributes to the discussion of the implications of new information technologies such as digital archives for memory practices in science studies and the sciences.