Here is the synopsis of our sample research paper on Opportunities To Create Value From Explicit Knowledge In A School ITC System. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
Many schools are using the ITC systems. This three-page paper considers the way that the explicit knowledge which is held within the system may be utilised in order to add value to the way in which school is run. The bibliography cites 1 source.
Page Count:
3 pages (~225 words per page)
File: TS14_TEknoict.rtf
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Unformatted sample text from the term paper:
of value the information has to be used and transformed into knowledge that can be used. There are many ways in which the ITC system of the school can store
information that has the potential to be used to create value. Despite this, in many instances this is not actually take place. The
ITC system has been used to record attendance in school classes, to record results of individual students, to help manage schedules and for a range of administrative purposes. Nonaka and
Takeuchi, (1999), argue that for explicit knowledge that exists within a system organisation to be transformed into usable explicit knowledge there needs to be the ability to integrate and combine
system knowledge. There are probably several ways in which this is already occurring, such as information about the School and its plans been placed on an intranet for teachers and
staff to access. There are also opportunities that are unlikely to be being grasped. One of the first ways that can be considered
in terms of creating explicit knowledge from existing explicit data is the way student records are kept. Records are created from the registration process; this record is already used in
order to assess patterns of truancy or absenteeism for overall attendance as well as attendance in individual classes. This information which needs to be purposefully accessed by the teachers or
staff in order to gain value. The ability to integrate the attendance units with a students personal information and teachers own scheduling
may allow for a more proactive approach. There have been many manual systems in schools where following a set number of absences, for example three; there should be a follow-up
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