Proceedings of the 12th European Conference on Knowledge ...

Experiential Knowledge Creation Processes in <strong>the</strong> Higher
Education Teaching-Learning Process
Didiosky Benítez ¹, Dalgys Pérez², Frederik Questier³ and Chang Zhu³
¹Facultad de Ciencias de la Información y de la Educación, Departamento de
Tecnología Educativa, Universidad Central “Marta Abreu” de Las Villas, Santa
Clara, Villa Clara, Cuba
²Facultad de Ciencias de la Información y de la Educación, Centro de Estudios
de Educación, Universidad Central “Marta Abreu” de Las Villas, Santa Clara,
Villa Clara, Cuba
³Faculty <strong>of</strong> Psychology and Educational Sciences, Department <strong>of</strong> Educational
Sciences, Vrije Universiteit Brussel, Brussels, Belgium
didiosky@uclv.edu.cu
dalgys2@uclv.edu.cu
fquestie@vub.ac.be
chang.zhu@vub.ac.be
Abstract: Higher education institutions, as knowledge-intensive organizations, produce huge volumes <strong>of</strong>
knowledge through direct teaching-learning experiences. However, considering that <strong>the</strong> application <strong>of</strong> knowledge
management in <strong>the</strong> higher education teaching-learning process is a relatively new area for this context, much <strong>of</strong>
<strong>the</strong> knowledge produced is lost when stakeholders decide to leave. In order to contribute to <strong>the</strong> effective
management <strong>of</strong> knowledge in this particular area, this paper presents a <strong>the</strong>oretical model <strong>of</strong> experiential
knowledge creation processes in <strong>the</strong> higher education teaching-learning process. Building on <strong>the</strong> foundational
works <strong>of</strong> Kolb, Nonaka, Wenger, Eraut and o<strong>the</strong>rs, <strong>the</strong> model describes individual and group processes that
underlie <strong>the</strong> creation <strong>of</strong> experiential knowledge through <strong>the</strong> transformation <strong>of</strong> teaching-learning objects <strong>of</strong>
attention, as well as <strong>the</strong> enabling conditions that promote a more favorable climate for experiential knowledge
creation in <strong>the</strong> HE teaching-learning process. In addition to this, we describe how <strong>the</strong> proposed <strong>the</strong>oretical model
can serve as a useful framework for three main activities connected to innovation in higher education: (1) <strong>the</strong>
design and implementation <strong>of</strong> teaching-learning approaches; (2) <strong>the</strong> development <strong>of</strong> information and
communication technologies and; (3) <strong>the</strong> design and implementation <strong>of</strong> assessment measures and methods for
academic programs.
Keywords: knowledge creation, experiential knowledge, teaching/learning process, innovation, higher education
1. Introduction
Knowledge acquired through life experiences is one <strong>of</strong> <strong>the</strong> most important sources for innovation in
organizations. Since what people learn as users <strong>of</strong> technologies is an indirect but powerful way to
innovate (OECD 2004), <strong>the</strong> effective management <strong>of</strong> experiential knowledge has become a priority for
organizations that need to innovate in today’s knowledge economy, including higher education
institutions.
Higher education institutions, as knowledge-intensive organizations, have been in <strong>the</strong> knowledge
business for a long time (Rowley 2000). However, in spite <strong>of</strong> <strong>the</strong> requirements for constant innovation
<strong>of</strong> curriculums and teaching-learning methods, <strong>the</strong> application <strong>of</strong> knowledge management in higher
education (HE) constitutes a recent research field (Cranfield and Taylor 2008). As knowledge is <strong>the</strong>
major product <strong>of</strong> universities, including experiential knowledge in <strong>the</strong> form <strong>of</strong> personnel (Wijetunge
2002), questions arise about what processes underlie <strong>the</strong> creation <strong>of</strong> knowledge derived from
teaching and learning experiences in <strong>the</strong> HE teaching-learning process; but also, how <strong>the</strong>y are
connected to <strong>the</strong> innovation <strong>of</strong> such process.
In finding answers to <strong>the</strong> above questions, this paper presents a <strong>the</strong>oretical model <strong>of</strong> experiential
knowledge creation processes in <strong>the</strong> HE teaching-learning process, and how it can be used as useful
framework to encourage innovation in such process. The paper begins with a brief introduction to
experiential knowledge related concepts and <strong>the</strong>ories; <strong>the</strong>n, connects <strong>the</strong>se foundations to <strong>the</strong> HE
teaching-learning process; and finally, presents <strong>the</strong> <strong>the</strong>oretical model and some <strong>of</strong> <strong>the</strong> propositions for
innovation in higher education that emerged from <strong>the</strong> analysis <strong>of</strong> <strong>the</strong> enabling conditions for
experiential knowledge creation, as well as its underlying processes.
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