GSKM.pdf - Angeles

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HOLY ANGEL UNIVERSITY

SCHOOL OF BUSINESS AND ACCOUNTANCY Graduate School of Business

Master of Business Management

COURSE OUTLINE: KNOWLEDGE MANAGEMENT (GSKM) PROFESSOR: DR. NICETO S. POBLADOR Second Trimester, SY 2016-2017

Holy Angel University VMGOs

Vision: To become a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region.

Mission: To offer accessible quality education that transforms students into persons of conscience, competence, and compassion.

Core Values: Christ-Centeredness, Integrity, Excellence, Community, and Societal Responsibility Strategic Objectives:

1. Academic Quality and Organizational Excellence 2. Authentic Instrument for Countryside Development 3. Great University to Work for

4. Faithful Catholic Education Graduate School of Business VGMOs Vision Statement

A premiere graduate business education in the Asia-Pacific Region dedicated to helping professional, entrepreneurs and public servants become competent and socially responsible leaders and to contribute to countryside development.

Mission

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To provide advanced and high quality business education in the field of management, accountancy, entrepreneurship, public governance and hospitality to professionals and leaders through a wide range of relevant, educational experience.

Goal

To provide our sincerest service to our graduate students as we are committed to the shared ideals of integrity, excellence, community service and societal responsibility.

GSB Strategic Objectives

1. To offer programs that are more relevant and responsive to the shifting needs of the real world.

2. To promote practitioner-research oriented that will allow us to participate in the furtherance of knowledge and elevate our GSB programs to higher level of excellence.

3. To forge and maintain strategic functional linkages and/or partnership with academic institutions, relevant organizations, national government agencies and local government units for knowledge transfer, sharing of resources and advocacy training for public service.

4. To act as reputable workplace preferred by faculty members who are experts in their corresponding fields and proficient in interdisciplinary and multi-disciplinary approaches in teaching.

5. To foster culture that promotes integrity, innovation, and the highest ethical standards in the Catholic context.

MBM Program Educational Objectives

1. Students will be able to apply quantitative and qualitative research in the solution of business problem.

2. Students will be able to integrate interdisciplinary and multidisciplinary perspectives in approaching management problems, issues and concerns.

3. Students will be able to apply business analytical tools in solving problems arising in corporate finance and management.

4. Students will be able to distinguish the strategic dimensions of total quality management in the manufacturing, service and other industry related businesses.

5. Students will be able to judge whether business practices conform to the ethical standards in business.

HAU Strategic Objectives GSB Strategic Objectives MBM

Program Educational Objectives

Institutional Students’

Learning Outcomes 1. Academic Quality and

Organizational Excellence

1. To offer programs that are more relevant and responsive to the shifting needs of the real world.

#1, #2, #3 and #4  Civic and Global Learning

 Applied and Collaborative Learning

 Critical and Creative

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Thinking 2. Authentic Instrument for

Countryside Development 2. To promote practitioner- research oriented that will allow us to participate in the furtherance of knowledge and elevate our GSB programs to higher level of excellence.

 Critical and Creative Thinking

3. To forge and maintain strategic functional linkages and/or partnership with academic institutions, relevant organizations, national government agencies and local government units for knowledge transfer, sharing of resources and advocacy training for public service.

 Communication and Interpersonal Skills

3. Great University to Work For

4. To act as reputable workplace preferred by faculty members who are experts in their corresponding fields and proficient in interdisciplinary and multi-disciplinary approaches in teaching.

#5  Communication and

Interpersonal Skills

 Valuing and Ethical Reasoning

4. Faithful Catholic Education 5. To foster culture that promotes integrity, innovation, and the highest ethical standards in the Catholic context.

#5  Valuing and Ethical

Reasoning

 Communication and Interpersonal Skills

Course Learning Outcomes

At the end of the course, students are expected to have:

1. Acquired a repertoire of concepts and analytical tools that will enable them to identify and assess their organization’s knowledge competencies and capabilities

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2. Developed a set of analytical and behavioral skills that are necessary for the effective development, deployment, and utilization of the firm’s knowledge resources.

Course Description

The digital revolution has created a highly interconnected world, one popularly characterized as being “flat.” The increasingly complex and dynamic economic and business environments, and the ease by which information has become accessible, have dramatically transformed the way we live, the way we work, and the way we view the world. These developments have ushered in an era in which knowledge has become the most important economic resource and the ultimate source of

economic value. This fact notwithstanding, knowledge remains to be a resource that we yet have to learn how to fully appreciate and to manage effectively.

This course seeks to develop a general framework for the effective development, dissemination and utilization of human knowledge at the individual, institutional and societal levels. It develops a set of guidelines for enhancing our ability to adapt effectively to a continuously evolving environment and to develop our survival instincts by learning more effectively from our work experience.

No. of units 3 units Required Textbook

No single textbook is required for this course, but students are urged to acquire this book:

The New Knowledge Management - Complexity, Learning, and Sustainable Innovation, by Mark W. McElroy (Butterworth-Heinemann)

(Follow this link to chapter 1 of this book: http://www.macroinnovation.com/images/McElroy_nkm.pdf )

Other Resources/References

Becker, Gary, “Human Capital” www.econlib.org/libraryEnc/HumanCapital.html

Lee, Konsbruck Robert, “Impacts of Information Technology on Society in the new Century”

http://www.zurich.ibm.com/pdf/news/Konsbruck.pdf

Stiglitz, Joseph E. (2000), “The Contributions of the Economics of Information to Twentieth Century Economics,” QJE (Nov.), pp. 1441-1477

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http://www.iue.it/Personal/Courty/Stglitz2000.pdf

Walker, Paul (2011), “A theory of the human-capital based enterprise: the firm in the knowledge economy.”

http://www.econ.canterbury.ac.nz/personal_pages/paul_walker/pubs/thesis-final.pdf Arthur, W. Brian, “Increasing returns and the new world of business”

http://tuvalu.santafe.edu/~wbarthur/Papers/HBR.pdf

Foss, Kristen and Nicolai Foss “The Knowledge-Based Approach: A Perspective from Organizational Economics”

http://web.cbs.dk/departments/ivs/wp/wp98.5pdf

Liebowitz,, S. J and Stephen E. Margolis, “Network Externalities (Effects) www.utdallas.edu/~liebowitz/palgrave/network.html

Niman, Neil B. (2004), “The Evolutionary Firm and Cournot’s Dilemma,” Cambridge Journal of Economics (28;2), pp.273-289

Beerel, Annabel (2009), “Critical Systems Thinking,” Chapter 2 in Leadership and Change Management (Sage Publications)

http://www.sagepub.com/upm-data/27451_02_Beerel_Ch_02.pdf Haeckel, Stephen H.,”How to Create and Lead an Adaptive Organization”

www.cioinsight.com/article2/0,1540,1193225.00.asp McElroy, Mark W. (2003), “Taking KM into New Territory,”

www.kwork.org/Stars/mcelroy.html

Sveiby, Karl-Erik (2001), “A Knowledge-based Theory of the Firm to Guide Strategy Formulation,” Jour. of Intellectual Capital (2:4)

http://www.sveiby.com/articles/Knowledgetheoryoffirm.htm

Teece, David J. (1998), “Capturing Value from Knowledge Assets: The New Economy, Markets for Know-How, and Intangible Assets, Cal. Mgt. Rev. (40:3), pp.

55 – 79

Van de Ven, Andrew and Paul E. Johnson (2006), “Knowledge for theory and practice,” Acad. of Mgt. Rev (Oct., 34;4),

http://www.ualberta.ca/~dcl3/KT/Academy%20of%20Management%20Review_Van%20De%20Ven_Knowledg e%20for%20theory%20and%20practice_2006.pdf

Zack, Mchael H. (1999), “Developing a knowledge strategy.”

http://web.cba.neu.edu/~mzack/articles/kstrat/kstrat.htm

Arthur, W. Brian, “The Structure of Innovation” (www.santafe.edu/~wbarthr/recentpapers.html)

Birkinshaw, Julian, Cyril Bouquet and J.-L. Barsoux, “The five myths of innovation,” MIT Sloan Mgt. Rev., (Winter 2011)

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Holzl, Wermer (2005), “The Evolutionary Theory of the Firm: Routines, Complexity and Change”

http://epub.wu.ac.at/1650/1/document.pdf

Poblador, Niceto S. (2009), “The New Entrepreneurship,” Essay I-2 in Changing the Way we Manage Change (Angeles City, Philippines: Holy Angel University

Press), pp. 7 – 10.

_______________, “The Innovator’s Dilemma,” essay #2-8 in Changing the way we manage change, pp. 49 – 50.

Subramanian, Narayanan (2005), “The Economics of Intrapreneurial Innovation, Jour. of Econ. Behavior and Organization (58), pp. 487 – 510.

www.1000venture.com/business_guide/crosscuttings/cross-functional_teams.html http://cbdd.wsu/edu/kewlcontent/cdoutput/TR505r/page6.htm

Bester, Helmut (2003), “Externalities and the Allocation of Decision Rights in the Theory of the Firm,” (Discussion Paper No. 3276, Centre for Economic Policy Research) www.cepr.org/pubs/dps/DP3276.asp

Lenox, Michael and Andrew King (2004), “Prospects for Developing Absorptive Capacity Through Internal Information Provision,” Strategic Mgt. Jour (25), pp.

331 – 345.

www.tutor2u.net/business/strategy/value_chain_analysis.htm www.infed.org/biblio/social_capital.htm

Afuah, Allan (2003), “Redefining Firm Boundaries in the Face of the Internet: Are Firms Really Shrinking?” Acad. of Management. Rev. (28:1), pp. 34 – 53

Azoulay, Pierre (2004), “Capturing Knowledge within and across Firm Boundaries: Evidence from Clinical Development,” AER papers and Proceedings (94:5,

Dec.), pp. 1591 ff.

Chesbrough, Henry (2006), Open Innovation: The New Imperative for Creating and Profiting from Technology (HBS Press), Chapters 2, 3 and 4

Cowan, Robin and Nicolas Jonard (2009), “Knowledge Portfolios and the Organization of Knowledge Networks,”

Acad. Of Management Rev. (April)

Lavie, Dovey (2006), “The Competitive Advantage of Interconnected Firms: An Extension of the Resource-Based View,” Acad. of Management Rev. (31:3), pp.

638 – 658.

Liebowitz, Stan J. (2006), “File Sharing: Creative Destruction or just Plain Destruction?,” Jour. of Law and Econ.

(April), pp. 1 - 28.

Mierau, Alexander (2007), “Strategic Importance of Knowledge Process Outsourcing”

http://www.hrotoday.com/pdf/white-papers/Strategic-Implications-of-KPO.pdf

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Quinn, James Brian (2000), “Outsourcing Innovation: The New Engine of Growth,” MIT Sloan Mgt. Rev.(Summer), pp.13 – 28

Van den Berg, Gerard J. (2006), “Revolutionary Effects of New Information Technologies,” Economic Jour. (116), pp.

F10 – F28

P&G: Taking Innovation to New Levels of Value through Partnership^

file:///C:/Users/user/Downloads/P&G%20Case%20Study%20-%20Full.pdf

“Citigroup does ‘fintech’*

http://fortune.com/citigroup-fintech/

Boldrin, Michele and David K. Levine (2004), “The Case Against Intellectual Monopoly,” Intl. Econ. Rev. (May), pp.

327 – 350

http://levine.sscnet.ucla.edu/general/intellectual/against.htm

Murray Fiona and Scott Stren (2007), “Do Formal Intellectual Property Rights Hinder the Free Flow of Scientific Knowledge? An Empirical Test of the Anti-commons Hypothesis,”Jour. of Econ. Behavior and Org. (63), pp.648 – 687

Poblador, Niceto S. (2013), “The promise of the science commons and the tragedy of intellectual property rights,”

http://www.econ.upd.edu.ph/dp/index.php/dp/article/view/695

Posner, Richard A. (2005), “Intellectual property: the law and economics approach,” Jour. of Econ. Perspectives (Spring), pp. 57 – 73

http://people.ischool.berkeley.edu/~hal/Courses/StratTech09/Lectures/IP/Papers/posner05.pdf OECD, ”Patents and Innovation: Trends and Policy Challenges”

http://www.dklevine.com/archive/refs4122247000000000502.pdf

*Case study Websites

http://search.proquest.com/ebrary?accountid=148769

http://hau.edu.ph/university_library/electronic-resources-e-books.php http://nspoblador.webs.com/downloands

Requirements

Students will be required to submit three (3) short essays during the trimester, each focused on a major area of application of the Economics of Knowledge and information in management. Four or five group presentations will be

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made during the trimester on the various topics covered by the course. Students are expected to participate actively in class discussions, including those that will be conducted online, if any. In the evaluation of student performance in this course, these three major requirements will carry weights of 50, 30, and 20 per cent, respectively.

Course Content

Meeting Learning Competencies

Topic Methodology Student Output Evaluation of Learning Assessment 1  Appreciation of

the role of knowledge in social and organizational development

 Awareness of the

distinguishing characteristics of knowledge and

information as economic resources

 Understanding the nature of knowledge from different theoretical perspectives

 Ability to leverage

Introductory

 Scope of the course

 Course

implementation and expectations The Evolving World of Knowledge

 Knowledge and development

 Dominant Forces Shaping the New World of

Knowledge

 Properties of knowledge as an economic resource A Theory of Knowledge:

Economic, Behavioral, Complexity and

Evolutionary Perspectives

Knowledge and Strategy

 Market Dominance

 Lecture presentation

 Interactive discussion

 Presentatio n of

individual views, perspective s, and insights

 Formation of

presentation groups , identification of

presentation topics, and setting up of presentation schedule

 Identificatio n of essay topics and setting up of schedule of

 Presentation of individual views,

perspectives, and insights that reflect a keen

appreciation and

understanding of the issues under discussion

 Student participation will be

evaluated on a 5-point scale

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knowledge to achieve the firm’s long-run strategic objectives

and Competency- Based Approaches to Strategy

 Organizations as Complex Adaptive Systems

submission

2  Familiarity with the defining characteristics of the

knowledge- driven business environment

 Understanding of the different views on the nature of organizational change, and how best to implement organizational change under different cultural, market, and technological conditions

 Understanding of the complex dynamics of organizational learning and

Managing Organizational Learning, Innovation and Growth

 Features of the knowledge-driven environment

 Contrasting perspectives on organizational change

 Essential attributes of Learning Organizations

 The dynamics of organizational learning and innovation

o Path

dependence o Positive

feedback (increasing returns on knowledge) o Lock in o A slow,

cumulative process

 Learning from networks

 The dynamics of

 Group presentation s

 Preparation, submission of assigned essay

 First and second group presentation s

 Submission and

evaluation of digital copy of Essay # 1

appreciation and

 Group reports that reflect thorough research and insightful contribution by individual group members

 Individual

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innovation technological innovation

o The process of innovation o The innovator’s

dilemma o The links

between science and technology

contribution to group reports will be

evaluated on the usual 5- point scale

 Individual essays will be evaluated on the basis of extent of research, demonstration of original insights and critical analysis

 Essays will be evaluated on the usual 5- point scale 3  Ability to

organize work in an

organization in a manner that would enable it to maximize its productive potential

 Understanding of the

concepts and principles that are applicable

MANAGING THE KNOWLEDGE ORGANIZATION Knowledge and

Organizational Architecture:

The Allocation of Decision Rights

 Maximizing the Value of Local Knowledge: the Co- location Principle

 The Organization of Work in the

Knowledge Organization

 Third group presentation s

 Submission and

evaluation of digital

appreciation and

 Student

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in establishing, managing and sustaining a networked organization

o Requisites of

successful collaboratio n

o Trade off between centralizatio n and decentraliza tion

 The networked organization

o Achieving synergy through cross- functional teams

copy of Essay # 2

participation will be

 Individual contribution to group reports will be

 Essays will be evaluated on the usual 5- point scale

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4  Ability to delineate the vertical and horizontal boundaries of the business enterprise

 Appreciation of the various factors in establishing the conditions for maintaining a productive and

sustainable relationship with the organizations suppliers, distributors, joint-venture partners and the other entities with which it

interacts in the process of creating economic value

 Understanding of the factors that are

Managing the Value Network

 Transaction Costs, Incentives and Organizational Boundaries

 Open Innovation o The logic of

open innovation o The case

for open innovation o Closed and

open business models compared o IP

strategies and open innovation

 Collaborative entrepreneurship

o P&G’s

“Connect and Develop Program”

o Citigroup’s venture into

“fintech”

 Group presentation

 Fourth group presentation s

 Submission and

evaluation of Essay # 2

appreciation and

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relevant in managing an extensive network of individuals and organizations in the process of product innovation and development

 Individual essays will be evaluated on the basis of extent of research and demonstration of original insights

 Essays will be evaluated on the usual 5- point scale 5  Appreciation of

arguments for and against the protection of intellectual property rights

 Knowledge of how patents and copyrights can be

managed effectively to achieve the firm’s long-run strategic mission

 Understanding of how

knowledge sharing is a key factor for

Managing Intellectual Property Rights

 Comparative features of physic al and intellectual property

 The case for intellectual monopoly

 Arguments against intellectual

monopoly

 The impact of copyright and patent infringement on the bottom line In retrospect: Patents and the pace of technological change

 RECAP AND POST

 Fifth group presentation

 Submission and

evaluation of Essay # 3

appreciation and

 Group reports that reflect thorough

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sustainability in a world

characterized by fast-paced technological and market developments

research and insightful contribution by individual group members

 Essays will be evaluated on the usual 5- point scale

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Expectations from Students

Students are held responsible for meeting the standards of performance established for each course. Their performance and compliance with other course requirements are the bases for passing or failing in each course, subject to the rules of the University.

The students are expected to take all examinations on the date scheduled, read the assigned topics prior to class, submit and comply with all the requirements of the subject as scheduled, attend each class on time and participate actively in the discussions.

Furthermore, assignments such as reports, reaction papers and the like shall be submitted on the set deadline as scheduled by the faculty. Extension of submission is approved for students with valid reasons like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for official documentation. Likewise, special major examination is given to students with the same reasons above. Attendance shall be checked every meeting. Students shall be expected to be punctual in their classes. And observance of classroom decorum is hereby required as prescribed by student’s handbook.

Academic Dishonesty

It is the mission of the University to train its students in the highest levels of professionalism and integrity. In support of this, academic integrity is highly valued and violations are considered serious offenses. Examples of violations of academic integrity include, but are not limited to, the following:

1.Plagiarism – using ideas, data or language of another without specific or proper acknowledgment. Example: Copying text from the Web site without quoting or properly citing the page URL, using crib sheet during examination. For a clear description of what constitutes plagiarism as well as strategies for avoiding it, students may refer to the Writing Tutorial Services web site at Indiana University using the following link: http://www.indiana.edu/~wts/pamhlets.shtml. For citation styles, students may refer to

http://www.uwsp.edu/psych/apa4b.htm.

2. Cheating – using or attempting to use unauthorized assistance, materials, or study aids during examination or other academic work. Examples: using a cheat sheet in a quiz or exam, altering a grade exam and resubmitting it for a better grade.

3. Fabrication – submitting contrived or improperly altered information in any academic requirements. Examples: making up data for a research project, changing data to bias its interpretation, citing nonexistent articles, contriving sources.

(Reference: Code of Academic Integrity and Charter of the Student Disciplinary System of the University of Pennsylvania at http://www.vpul.upenn.edu/osl/acadint.html).

Policy on Absences

1. A student who incurs two (2) absences in any subject shall be given a mark of “FA” as his final rating for the trimester, regardless of his performance in the class.

2. Attendance is counted from the first official day of regular classes regardless of the date of enrolment.

Grading System (Campus ++): Grading System. Student Catalogue (2011), Graduate School, Holy Angel University)

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Grades Percentage Grade General Classification

1.0 97 – above Outstanding

1.25 94 – 96 Excellent

1.50 91 – 93 Superior

1.75 88 – 90 Very Good

2.00 85 – 87 Good

5.00 Below 85 Failed

6.00 FA Failure Due to Absences

8.00 UW Unauthorized Withdrawal

9.00 DRP Dropped with Permission

RUBRICS FOR CASE STUDIES CASE PRESENTATION FORMAT

 Statement of the Problem (may include Scope and Limitations)

 Objectives

 Areas of Consideration/ Major Assumptions (Includes research on the company)

 Conceptual Framework (Include research on the chapter topic)

 Alternative Courses of Action (Relate with conceptual framework)

 Recommendations

Grading System for Case Studies 20% Format and Content

40% Research on Related Literature 40% Analysis of the Case

100% Total

Assessment Criteria for Written examination

Grades Percentage Grade General Classification

1.0 97 – above Outstanding

1.25 94 – 96 Excellent

1.50 91 – 93 Superior

1.75 88 – 90 Very Good

2.00 85 – 87 Good