There is an abundance of research confirming that organizational practitioners now appreciate the significance of intangible assets to their success. Managers and employees must be cognizant of their role in the use and reuse of knowledge; however, college graduates are not arriving to the business environment with an understanding of the importance of knowledge to a competitive advantage (Senge, Kleiner, Roberts, Ross, & Smith, 1994; Mintzberg, 2004; Pfeffer & Fong, 2004). One suspected reason for this outcome is the individualistic nature of our current higher education system. In this phenomenological study, the researcher explored the lived experiences of faculty, both tenured and non-tenured, in one College of Business and Economics to determine if they perceive the curriculum keeps pace with the business environment and cultivates the knowledge worker who is prepared to share knowledge across internal and external boundaries. Appropriately designed curriculum, collaboration amongst faculty members, and interaction with business professionals were discovered to be critical variables in the development of the knowledge worker. While it was concluded that individualism does exist within higher education to a certain degree, a collective strength is also necessary to sustain a collaborative environment that understands the needs of society and ensures the curriculum is designed to meet those needs because higher education is well placed to engender the changes taking place in society.
|Commitee:||GORDON, JEAN, STERN, DEBRA|
|Department:||School of Business and Technology|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 73/11(E), Dissertation Abstracts International|
|Subjects:||Management, Organization Theory, Business education|
|Keywords:||Collaboration, Curriculum, Faculty, Knowledge worker, Management education|
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