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Abstract The purpose of this research is to present the knowledge sharing model in Maskan Bank of Iran. The research method is applicable in term of its purpose, and mixed in terms of implementation. The statistical population in the qualitative part includes 15 experts, professors, and all people who have had practical or research activities in the field of knowledge sharing, using a purposive sampling method; and in the quantitative part, it includes 344 employees of the headquarters of Maskan Bank of Tehran, using a simple random sampling method. Data collection was done in the qualitative part by using semi-structured interviews; and in the quantitative part by a researcher-made questionnaire. The data-based method was used in the analysis of the data of the qualitative part, and PLS software in the quantitative. The results in the qualitative part showed that 6 structures include: causal conditions (with 3 dimensions of universality and inevitability, the need to change the attitude towards branding, urban brand identity), contextual conditions (with 3 dimensions of brand structural coherence, urban branding, strategic location of city), intervening conditions (with 3 dimensions of tourist behavior pattern, investment/financing, environmental factors), dimensions of the phenomenon (with 3 dimensions of creating a platform for smart tourism, attention to stakeholders, integrated urban brand management), strategies (with 3 dimensions of urban advertising system improvement, smart urban branding design, urban brand culture), and consequences (with 3 dimensions of social capital development, development of quality of life, competitive power of urban brand). Based on the results of quantitative analysis, the relationships between significant research variables and the model have a good fit. Extended Abstract Introduction During many years and working in organizations, human resources acquire sets of ideas, thoughts, skills, experiences and applicable sciences. The collection of such reserves is considered the knowledge of each person, which is recorded in the person's mind over time. As long as this knowledge exists in a person's mind, other people do not have the ability to access and benefit from it. There are many organizations that have such people (Park & Gabbard, 2018). Leibovitz believes that knowledge management is a combination of acquisition and storage of obvious knowledge, along with intellectual capital management. In other words, knowledge management is the process through which organizations use their collected information. Approaches to knowledge management depend on the management perspective. Differences can be caused by information-based, technology-based, and culture-based perspectives (Asgharneghad & Haghdoust, 2022). Therefore, one of the most important means of continuous creation of knowledge is sharing it among all units and members of the organization with an emphasis on technology and social interaction, attention to which has an important role in the survival of the organization in the spaces facing the competitive organization (Gholipour domyeh, 2023). Knowledge sharing is the axis of development and transformation in different societies and it is considered the main focus of training specialized and trained human resources in any society. Realization of knowledge management, sharing and documenting it in financial and banking organizations is one of the basic needs of today's knowledge-oriented society. In the current age, which is called the age of knowledge, organizations are witnessing environments that are becoming more dynamic and challenging day by day, and consider intangible and spiritual capital, called knowledge, as an important and vital factor (Firouzi & Feyzi, 2017). Based on the said material, the researcher is trying to answer the question: what is the model of knowledge sharing in Iran Maskan Bank? Theoretical Framework Sharing knowledge Researchers state that one of the key assets of organizations is the knowledge they have access to (Hao et al, 2019). Knowledge sharing is the voluntary and enthusiastic transfer of acquired skills and experiences to other people and departments of the organization (Gupta et al, 2019). Knowledge sharing is also defined as informational behavior that requires effort and preparation to be responsive and understand information knowledge sharing (Kurmiawan at al, 2020). Knowledge sharing takes place voluntarily to share their expertise and knowledge with others with the intention of creating an interested learning process (Oyemomi et al, 2019). Hemti Nooddoost Gilani & Bagherzadeh (2023) investigated the relationship between intellectual capital and creativity with the mediating role of knowledge sharing perception in Sanat and Ma'dan Bank. The findings of the research indicated the existence of a positive and significant relationship between intellectual capital and creativity of employees in Sanat and Ma'dan Bank. Also, the mediating role of the perception variable of knowledge sharing in the relationship between the components of intellectual capital and creativity was confirmed. These findings mean that the emphasis on knowledge sharing by employees can have a positive effect on the creativity of employees in a way that significantly influences the effectiveness of intellectual capital on the creativity of employees. Gholipour domyeh (2023) investigated the simultaneous optimization of knowledge sharing and customer loyalty in social networks under the digital marketing approach. The results of the integrated approach on a company active in the field of digital marketing in Tehran showed that there is a significant positive effect of 6.47% between customer loyalty and knowledge sharing at a significance level of 1%. The results of the regression analysis also showed that there is a positive and significant relationship between knowledge sharing and customer loyalty under the digital marketing approach by 1.53%. AHP analysis showed that protestive behavior and purchase intention are the most important components of customer loyalty. Coding and implementation of the proposed bi-objective mathematical model in Games software provided a level of optimization in which maximum shared knowledge with maximum customer loyalty was achieved. Research methodology The research method is applicable in term of its purpose, and mixed in terms of implementation. The statistical population in the qualitative part includes 15 experts, professors, and all people who have had practical or research activities in the field of knowledge sharing, using a purposive sampling method; and in the quantitative part, it includes 344 employees of the headquarters of Maskan Bank of Tehran, using a simple random sampling method. Data collection was done in the qualitative part by using semi-structured interviews; and in the quantitative part by a researcher-made questionnaire. Research findings The data-based method was used in the analysis of the data of the qualitative part, and PLS software in the quantitative. The results in the qualitative part showed that 6 structures include: causal conditions (with 3 dimensions of universality and inevitability, the need to change the attitude towards branding, urban brand identity), contextual conditions (with 3 dimensions of brand structural coherence, urban branding, strategic location of city), intervening conditions (with 3 dimensions of tourist behavior pattern, investment/financing, environmental factors), dimensions of the phenomenon (with 3 dimensions of creating a platform for smart tourism, attention to stakeholders, integrated urban brand management), strategies (with 3 dimensions of urban advertising system improvement, smart urban branding design, urban brand culture), and consequences (with 3 dimensions of social capital development, development of quality of life, competitive power of urban brand). Conclusion The current research was conducted with the aim of presenting a knowledge sharing model in Iran Housing Bank. The results of this research are in agreement with the results of Hemti Nooddoost Gilani & Bagherzadeh (2023), Gholipour domyeh (2023), Azeem et al, (2021), Bayati et al, (2021), Ghanbari & Ahmadi (2022), Tabatabaei et al, (2020), Katlijn et al, (2021), Daphna et al, (2020), and Lee et al, (2020). Katlijn et al, (2021) in their study showed that people believe that their knowledge is an important part of their identity; sharing it is costly, but facilitates greater trust that the recipients of this knowledge have with future reciprocal rewards. According to the results of this research, the following suggestions are presented: Create a culture of knowledge sharing: managers should create a culture that encourages employees to share their knowledge and experiences. This can be through team meetings, internal publications, online systems, or collaboration platforms. Creating an atmosphere of cooperation: encouraging employees to cooperate and interact with each other is important. Banks can promote co-working spaces, hybrid teams, and joint projects so that employees can directly communicate with each other and share their knowledge. Internal training platforms: creating an internal training platform where employees can easily access training resources, recorded trainings, and online courses will help companies to share their knowledge with bank employees.

According to the Swedish Education Act, schools should support both students' knowledge development and personal development. Students' levels of knowledge are measured and compared through their examination results and formal grades as well as through international comparative studies and other tools. However, students' personal development is not measured. The purpose of this study is to explore the efforts of local governance chain actors – the Local Educational Authority (LEA), superintendents, principals and teachers – to realise these two normative requirements and to learn more about the tensions and power struggles between these actors. The overarching question is: How do the actors in the governance chain prioritise and act with regard to the requirements for developing students' knowledge and students as individuals? This study is designed as a case study in a compulsory school setting. The empirical data were collected by interviewing LEA chairs, superintendents, principals and teachers in a small town in the south of Sweden. The results show that the LEA and the superintendents focus on students' knowledge development, but principals and teachers resist a too strong focus on knowledge development. The normative requirement – students' personal development – is not explicitly discussed at any level in the governance chain. [ABSTRACT FROM AUTHOR]

Knowledge management is the process of creating, utilizing, maintaining and sharing knowledge in improving the quality of organizational resources. Knowledge management is part of the organization's strategy by utilizing its knowledge assets in order to achieve the goal of strengthening competitive advantage. Qualitative methods are applied through the development of meta-analysis to produce new research and new topics that can be further developed in accordance with the specified period. Scientific evolution is carried out through the analysis of scientific journals published in the last eight years on the concept of knowledge management. Several topics that have novelty were produced in this study to encourage further knowledge development, especially in the development of knowledge management including strategic knowledge management, knowledge flow, knowledge management literature, knowledge management capability, knowledge workers, knowledge management practices, knowledge management processes, human capital and value creation. Efforts to follow up the concept of knowledge management are important to do to enrich the diversity of knowledge resources possessed in order to improve the quality of human resource development. [ABSTRACT FROM AUTHOR]

The development of high quality adventure tourism products requires continuous knowledge development. This development is challenged by the short seasons and the low wages of the adventure tourism industry. Eight case studies of adventure tourism businesses in Norway and New Zealand identified blurry borders between work and leisure in the adventure tourism industry. Through interviews and participant observation, characteristics of serious leisure [Stebbins, R. A. 1982. “Serious Leisure: A Conceptual Statement.” The Pacific Sociological Review 25: 251-272] were identified, as entrepreneurs and employees of adventure tourism businesses were involved in specific leisure activities taking place in the same natural environments as the commercial activities. The findings suggests that knowledge and motivation related to serious leisure can benefit the adventure tourism industry by motivating employees to stay with the industry and invest in training, through international work mobility and the creation of knowledgeable milieus. The study is intended to increase awareness on how knowledge developed through serious leisure can benefit the tourism industry. [ABSTRACT FROM AUTHOR]

This study was based on a sequence of active learning workshops, which had four themes: student-centered learning, critical thinking, leadership skills, and the awareness of cultural values. Under each theme, active learning methods of team work, debate, role-play, conceptual diagrams, decision-making, collaboration, participation, information sharing, student input and output, skill-based activities, group presentation, and teacher as the activator were applied. The objective of this study was to analyze the effectiveness of various active learning methods applied throughout the workshop. For a teacher to successfully transfer knowledge to students, it requires both parties to apply their skills, ability, experience, know-how, values, and cultures with methods of comparison, communication, connections, and consequences to transform undigested knowledge into synthesized knowledge. This study employed post-workshop surveys, participant comments, and on-site observations to gather data. At the end of each workshop, its outcomes and the implications of active learning methods versus corresponding theories were assessed. The study results indicated that these workshops gave the teachers aspiration and motivation to apply new found skills in teaching and learning. Active learning approaches evidently influenced student learning abilities. This study found that applying student-centered learning processes, leadership skills, critical-thinking skills, and collaborative skills onto a real class teaching environment were valid methods for knowledge development and management. The active learning method could be effective and worthy to be considered for teaching and learning improvements. However, combining the active learning style with the traditional teaching style would balance teacher and student interest, so that both sides feel more involved and engaged in group learning activities. [ABSTRACT FROM AUTHOR]

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Knowledge management in organizations aims to create an environment that facilitates knowledge work in order to improve knowledge creation and organizational performance. Since social software has been added to the portfolio of technologies for knowledge management, the emphasis of support for knowledge work has shifted from collecting manifestations of knowledge to connecting people. While this strategic move tremendously increased the connectivity of people, there is little evidence on its effects on knowledge creation. Building on the concept of knowledge activities and theories of organizational knowledge creation, we investigate how organizational and IT mechanisms that support collecting and connecting activities affect knowledge creation using a stratified sample of 126 European organizations. The paper offers two contributions to explain knowledge creation in organizations: (1) we empirically validate the claim that individual knowledge creation is a prerequisite of collective knowledge creation; (2) we differentiate between support for collecting and connecting activities and explain the link between organizational and IT mechanisms as input and knowledge creation as output. Organizations can promote knowledge creation by a strategy that combines support for collecting and connecting activities, and designs mechanisms for collecting activities targeted at individuals plus mechanisms for connecting activities targeted at individuals and collectives. [ABSTRACT FROM AUTHOR]

Phenomenon-driven research (PDR) is problem-oriented research that focuses on capturing, documenting, and conceptualizing an observed phenomenon of interest in order to facilitate knowledge creation and advancement. As an ideas-led and interpretive way of researching, and with an emphasis on exploring issues and challenges that bother those experiencing observed problems, PDR is an engaging way to develop new contributions to organizational change debates. Generating knowledge this way thereby allows for a variety of research paths and outcomes that may lead to a series of associated debates and research opportunities. Yet although it is widely acknowledged, this pathway to knowledge has not been properly described and documented, thus potentially leading to poor and fragmented understanding of what PDR is and how to pursue it. In order to understand better PDR, in this paper – and through this special issue – we showcase this orientation. Describing the core features of a PDR paper, demonstrated through examples, we show what published PDR looks like and describe how organizational change researchers can better accommodate this approach. With this focus on engagement with phenomena we aim to inspire researchers to return to or take up more PDR, specifically challenging organizational change scholars to develop and extend knowledge with this orientation. [ABSTRACT FROM AUTHOR]

This article gives an overview of the field of knowledge management and suggests how this can be applied to academic libraries. A literature review has been conducted and has been subject to a critical analysis of comparison to IFLAs standard for “Continuing Professional Development: Principles and Best Practices” (IFLA, 2015). Here IFLA has identified 10 points of best practice. These 10 points will be measured against the literature in the field of knowledge management to ascertain if academic libraries would benefit from a stronger relation to knowledge management.

The exploratory study presents the role of individual cognition and immersion in individual knowledge development. Mediation effect of knowledge essence on the role is also examined. Data from 296 valid subjects from elementary and junior high school teachers are analysed and reveal several findings. Knowledge essence alternates the effect of individual cognition on knowledge development. Consistent cognition is significantly associated with knowledge development in richness and metacognition in usefulness. Similarity in knowledge context mediates the effect of metacognition on knowledge development in usefulness, but alternates the effect of cognition consistency on richness. Knowledge explicitness mediates the effect of situational immersion on rich and useful knowledge development, but alternates the mediation effect of context similarity on useful knowledge development. Implications and suggestions are also addressed. [ABSTRACT FROM AUTHOR]

This article gives an overview of the field of knowledge management and suggests how this can be applied to academic libraries. A literature review has been conducted and has been subject to a critical analysis of comparison to IFLA's standard for "Continuing Professional Development: Principles and Best Practices" (IFLA, 2015). Here IFLA has identified 10 points of best practice. These 10 points will be measured against the literature in the field of knowledge management to ascertain if academic libraries would benefit from a stronger relation to knowledge management. [ABSTRACT FROM AUTHOR]

Purpose – There is an ongoing and controversial debate about the current state of maturity of supply chain management (SCM) as research discipline and its future development. Openness to theory of other fields is on the one hand welcome and on the other hand denounced as arbitrariness hampering the progression of SCM. This paper aims to contribute to this debate outlining one promising framework that structures the field and provides guidance for its evolution. Design/methodology/approach – This paper conceives SCM as a Lakatosian research program from a philosophy of knowledge perspective that allows for continuously developing the knowledge base of SCM. After outlining the peculiarities of knowledge development according to Lakatos, the hard core of the program is delimitated from its protective belt by means of various analytical criteria referring to the meta, discipline, and practice level. The distinction framework is illustratively applied to four SCM research articles. Findings – Developing SCM as a Lakatosian research program entails two main challenges: consensus regarding the irrefutable hard core and theoretic and methodological openness regarding its protective belt. Research limitations/implications – Meeting these challenges requires distinguishing between hard core and protective belt. Thus, the Lakatosian viewpoint facilitates both the integration of knowledge from a diversified range of research designs into the body of SCM knowledge and safeguards its stability and its identity as research program. Originality/value – This paper is a rare attempt of grounding SCM in a coherent conceptualization of scientific knowledge development. [ABSTRACT FROM AUTHOR]

Objective: This paper argues that rural and remote health is in need of theoretical development. Design: Based on the authors’ discussions, reflections and critical analyses of literature, this paper proposes key reasons why rural and remote health warrants the development of theoretical frameworks. Results: The paper cites five reasons why theory is needed: (i) theory provides an approach for how a topic is studied; (ii) theory articulates key assumptions in knowledge development; (iii) theory systematises knowledge, enabling it to be transferable; (iv) theory provides predictability; and (v) theory enables comprehensive understanding. Conclusion: This paper concludes with a call for theoretical development in both rural and remote health to expand its knowledge and be more relevant to improving health care for rural Australians. [ABSTRACT FROM AUTHOR]

Knowledge assets are a critical resource that can generate a competitive advantage for organizations. Generally, knowledge can be divided in explicit knowledge and tacit knowledge. Organizations focus on managing the explicit knowledge and also on capturing the tacit knowledge embedded in the individuals' experiences. Knowledge development represents the main purpose of the knowledge management domain, in both research and applications. Through the interactions in social networks, community-based knowledge development and sharing have become very effective tools. In this context, more and more organizations are developing communities of practice as strategic tools for knowledge development and sharing within the organization and across organizational boundaries. [ABSTRACT FROM AUTHOR]

We examine the role and importance of knowledge management in European manufacturing, based on a comprehensive Delphi survey that covers a wide range of aspects relevant for future competitiveness of European manufacturing. The importance of various knowledge management activities, their estimated time of realisation, effects on employment, competitiveness, living and working conditions and possible barriers of implementation such as the level of education and qualification, economic viability, social acceptability, technical feasibility are analysed. The results highlight the consensus about the importance of knowledge as a strategically important resource and indicate a shift from resource-based towards knowledge-based manufacturing has already started. The results reveal inconsistencies between avowed importance of knowledge management and scepticism toward some aspects that potentially foster knowledge developments. It also indicates that education emerges as frequently mentioned barrier for implementing knowledge management activities. The paper concludes with policy recommendations aimed at strengthening knowledge-based production in the European manufacturing. [ABSTRACT FROM AUTHOR]

This article provides an overview of the Children's Bureau discretionary grant programs; a discussion of the Bureau's approaéh to grant-making towards knowledge development and knowledge management; and a review of the specific strategies that the Bureau is undertaking to promote and support this philosophy. The article provides two examples of how this concept has been implemented through specific grant clusters: the Quality Improvement Centers on Child Protective Services and Adoption, and the Replications of a Demonstrated Effective Prevention Program (a.k.a. Family Connections Prevention Replications). The article concludes with a discussion about the next steps for the Children's Bureau and its continued efforts to move the field of child welfare forward, generate knowledge, and disseminate information that can truly inform policy and practice to improve outcomes for children and their families. [ABSTRACT FROM AUTHOR]