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

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Strategies for Increasing Knowledge Retention in Universities Through Intergenerational Knowledge Transfer Constantin Bratianu, Adriana Agapie and Ivona Orzea Academy <strong>of</strong> Economic Studies, Bucharest, Romania cbratianu@yahoo.com Adriana.agapie@clicknet.ro Ivona.orzea@gmail.com Abstract: The new Law <strong>of</strong> Education promulgated recently in Romania enforces pr<strong>of</strong>essors retirement at <strong>the</strong> age <strong>of</strong> 65. The previous law had a provision for full pr<strong>of</strong>essors to remain in <strong>the</strong> academic life up to <strong>the</strong> age <strong>of</strong> 70, if <strong>the</strong>ir universities needed <strong>the</strong>m. The new legislation produces an earthquake in our universities due to <strong>the</strong> elimination from <strong>the</strong> academic life <strong>of</strong> a very important segment <strong>of</strong> knowledge and wisdom owners. This dramatic situation shows how important it is to develop strategies for increasing knowledge retention in universities. Since a university is by its own nature a multigenerational workforce, <strong>the</strong> best strategies should be based on <strong>the</strong> intergenerational knowledge transfer. The purpose <strong>of</strong> our paper is to investigate two main strategies for <strong>the</strong> intergenerational knowledge transfer: a) encouraging cooperation through teamwork, and b) encouraging individual competition. The first strategy is emphasizing <strong>the</strong> synchronic knowledge transfer, while <strong>the</strong> second one emphasizes <strong>the</strong> non-synchronic knowledge transfer. Each <strong>of</strong> <strong>the</strong>se strategies can be implemented through different mechanisms specific for academic life. We have considered in our research three <strong>of</strong> <strong>the</strong>m: 1) research grants; 2) writing books, and 3) writing papers for scientific journals. Our investigation is based on <strong>the</strong> Analytic Hierarchy Process (AHP) method, and on using questionnaires structured according to <strong>the</strong>se strategies mentioned above. We distributed 500 questionnaires to all <strong>the</strong> faculties <strong>of</strong> economics and business from <strong>the</strong> state universities, and we have received 223 valid questionnaires. Based on <strong>the</strong>m we computed using AHP <strong>the</strong> priority vectors for each strategy and activity considered. Numerical results show <strong>the</strong> importance <strong>of</strong> <strong>the</strong> cooperation strategy in <strong>the</strong> intergenerational knowledge transfer, for increasing <strong>the</strong> knowledge retention in <strong>the</strong> university. Keywords: analytical hierarchy process, knowledge transfer, knowledge sharing, intergenerational knowledge transfer 1. Introduction The Romanian Parliament promulgated recently a new Law <strong>of</strong> Education that introduces a compulsory retirement at 65 for all pr<strong>of</strong>essors. The previous law considered <strong>the</strong> age 65 only as an optional age for full pr<strong>of</strong>essors. They could continue <strong>the</strong>ir academic duties until <strong>the</strong> age <strong>of</strong> 70 if <strong>the</strong> university needed <strong>the</strong>m. Thus, <strong>the</strong> new legislation contributed to <strong>the</strong> elimination from <strong>the</strong> academic life <strong>of</strong> a significant number <strong>of</strong> very knowledgeable people. Considering all 56 state universities existing in <strong>the</strong> Romanian higher education system, we may approximate that only in this year will be forced to retire about 1000 pr<strong>of</strong>essors, which amount to a huge loss <strong>of</strong> knowledge and <strong>of</strong> discontinuities in <strong>the</strong> academic life. The direct impact is mostly on <strong>the</strong> doctoral programs since many <strong>of</strong> <strong>the</strong>se pr<strong>of</strong>essors have been involved as academic advisers for <strong>the</strong> doctoral students. This legislation has been based on some political grounds, and it is against <strong>the</strong> education policies implemented in o<strong>the</strong>r countries. We shall mention only <strong>the</strong> fact that in <strong>the</strong> USA <strong>the</strong>re is no imposed age for academic retirement since knowledge and wisdom are not proportional with <strong>the</strong> biological age. Academic and scientific values cannot be strictly related to <strong>the</strong> biological age. However, our politicians think primarily in a deterministic and linear way which is <strong>the</strong> effect <strong>of</strong> <strong>the</strong> inertial socialist culture (Bratianu & Murakawa, 2004; Bratianu & Vasilache, 2009; Bratianu & Vasilache, 2010). Since universities are knowledge intensive organizations (Bratianu, 2011a; Duderstadt, 2000; Marga, 2011;, Ruegg, 2004; Shattock, 2003) <strong>the</strong> loss <strong>of</strong> knowledge contributes directly to decreasing <strong>the</strong>ir competitive advantage. In <strong>the</strong> new legislative context, universities should conceive strategies for enhancing knowledge retention through intergenerational knowledge transfer, filming <strong>the</strong> old masters classes, promoting special conferences for <strong>the</strong> benefit <strong>of</strong> younger generations, making <strong>the</strong>m scientific Journals Editors, and inviting <strong>the</strong>m as consultants for <strong>the</strong> academic life. Universities are multilayer age nested structures where intergenerational knowledge fluxes are generated by <strong>the</strong> strong nonuniformity and nonlinearity <strong>of</strong> <strong>the</strong> organizational intellectual capital (Bratianu, 2011b; Bratianu, 2011c). Knowledge creation and knowledge transfer are intertwined processes, and both <strong>of</strong> <strong>the</strong>m are strongly influenced by <strong>the</strong> age scale. 124
Constantin Bratianu, Adriana Agapie and Ivona Orzea Considering <strong>the</strong> Nonaka’s knowledge dynamics model we may say that a university is a nested Ba: “The essence <strong>of</strong> Ba is <strong>the</strong> contexts and <strong>the</strong> meanings that are shared and created through interactions which occur at a specific time and in a specific space, ra<strong>the</strong>r than a space itself. Ba also means relationships <strong>of</strong> those who are at <strong>the</strong> specific time and <strong>the</strong> specific space” (Nonaka & Takeuchi, 1995, p.23). A university is by its own nature a nested Ba, where <strong>the</strong> inner most layers are represented by older pr<strong>of</strong>essors who concentrate <strong>the</strong> fundamental structures <strong>of</strong> knowledge, and <strong>the</strong> outer layers are represented by students in <strong>the</strong>ir different cycles. Thus, <strong>the</strong> intergenerational knowledge transfer becomes a core competence <strong>of</strong> <strong>the</strong> university able to contribute substantially to its competitive advantage (Carpenter & Sanders, 2007; Dess, Lumpkin & Eisner, 2006). The practice <strong>of</strong> our academic life showed that <strong>the</strong> most effective ways for implementing strategies <strong>of</strong> knowledge transfer are through performing research grants, writing scientific papers and writing books. The purpose <strong>of</strong> our paper is to investigate <strong>the</strong> main strategies for <strong>the</strong>se intergenerational knowledge transfer: a) encouraging cooperation through teamwork, and b) encouraging individual competition. The first strategy is emphasizing <strong>the</strong> synchronic knowledge transfer, while <strong>the</strong> second one emphasizes <strong>the</strong> non-synchronic knowledge transfer. We defined in our research three activities important for intergenerational knowledge transfer: 1) working toge<strong>the</strong>r in realizing research grants; 2) working toge<strong>the</strong>r in writing textbooks, and 3) writing papers for scientific journals. Our investigation is based on <strong>the</strong> Analytic Hierarchy Process (AHP) method, and on using questionnaires structured accordingly. We distributed 500 questionnaires to all <strong>the</strong> faculties <strong>of</strong> economics and business from <strong>the</strong> Romanian state universities, and we have received 223 valid questionnaires. Processing <strong>the</strong>se questionnaires we computed according to <strong>the</strong> AHP method <strong>the</strong> priority vectors for each strategy and activity considered. Empirical research results show <strong>the</strong> dominance <strong>of</strong> <strong>the</strong> cooperation strategy, and <strong>the</strong> teamwork for research grants in <strong>the</strong> intergenerational knowledge transfer, for increasing <strong>the</strong> knowledge retention in <strong>the</strong> university. 2. Intergenerational knowledge transfer Intergenerational knowledge transfer refers to any knowledge flow across generations in a specific Ba, as a result <strong>of</strong> <strong>the</strong> knowledge gradients in <strong>the</strong> organizational intellectual capital <strong>of</strong> <strong>the</strong> university. Knowledge fluxes contain both explicit and tacit knowledge (Geisler & Wickramasinghe, 2009; Nonaka & Takeuchi, 1995; Nonaka & Toyama, 2007). Explicit knowledge is that form <strong>of</strong> knowledge that we can transfer through language and ma<strong>the</strong>matical modeling. It is implicitly contained in all kind <strong>of</strong> knowledge types: know-what, know-why, know-how, and know-who. Explicit knowledge is a direct result <strong>of</strong> <strong>the</strong> externalization and combination processes from <strong>the</strong> Nonaka’s model <strong>of</strong> knowledge creation. University teaching and learning are based on explicit knowledge. Actually, <strong>the</strong> largest part <strong>of</strong> all knowledge transfer in <strong>the</strong> academic environment is done using explicit knowledge. This form <strong>of</strong> knowledge is highly rational and in most cases it is a result <strong>of</strong> our metaphorical thinking (Andriessen, 2008; Bratianu & Andriessen, 2008; Lak<strong>of</strong>f & Johnson, 1999; Pinker, 2007). As Nonaka and Takeuchi (1995, p.8) emphasize, “Tacit knowledge is highly personal and hard to formalize, making it difficult to communicate or to share with o<strong>the</strong>rs. Subjective insights, intuitions, and hunches fall into this category <strong>of</strong> knowledge. Fur<strong>the</strong>rmore, tacit knowledge is deeply rooted in an individual’s action and experience, as well as in <strong>the</strong> ideals, values, or emotions he or she embraces”. Tacit knowledge contains two components: a technical component that reflects <strong>the</strong> know-how <strong>of</strong> pr<strong>of</strong>essional activities, and a cognitive component that reflects mental models, beliefs and perceptions as a result <strong>of</strong> many performed similar actions. Tacit knowledge embraces also highly subjective insights, intuitions and hunches. Leaders usually make use <strong>of</strong> <strong>the</strong>se fine ingredients <strong>of</strong> tacit knowledge, being able to inspire and motivate <strong>the</strong>ir followers (Schein, 2004; Bass & Riggio, 2006; Northouse, 2007). Unlike explicit knowledge that can be easily codified and transferred, tacit knowledge is sticky. According to Szulanski (2000, p.10), knowledge transfer is seen as “a process in which an organization recreates and maintains a complex, causally ambiguous set <strong>of</strong> routines in a new setting. Stickiness connotes difficulty experienced in that process”. In o<strong>the</strong>r words, a knowledge transfer is perceived as being difficult or sticky when efforts to fluidize <strong>the</strong> flow <strong>of</strong> knowledge become noteworthy. The tacit knowledge transfer also depends significantly on <strong>the</strong> dispositions and abilities <strong>of</strong> <strong>the</strong> source and recipient, and on <strong>the</strong> context. An organizational context that facilitates <strong>the</strong> inceptions and development <strong>of</strong> transfer is frequently referred to as fertile. In contrast, a context that hinders <strong>the</strong> gestation and evolution <strong>of</strong> transfer is said to be barren (Szulanki, 2000; Jensen & Szulanski, 2007). 125
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Proceedings <stron
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Contents Title Author(s) Picture <s
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Volume Two The Influence of
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The Symbolic Innovation of<
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Biographies of <st
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Jan Pawlowski works as Prof
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in academia. He holds the</
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Biomedical Engineering Research Cen
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Mathematics and Ph
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Thi Hai Hang Nguyen is a lecturer a
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Knowledge Dynamics and Organisation
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Eckhard Ammann We distinguish three
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Eckhard Ammann quality dimension ar
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Eckhard Ammann The second cycle, Cy
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Figure 7: Supervised learning-by-do
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Identifying and Ranking the
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Manouchehr Ansari et al users <stro
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2.5 leadership and strategy Manouch
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Contextual Adaptive Visualization E
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National Knowledge Management Strat
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Implementing a work-life balance cu
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The Influence of R
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Huei-Fang Chen and Yi-Wen Lin that
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Huei-Fang Chen and Yi-Wen Lin Hair,
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2.1.2 Social capital Marguerite Cro
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Marguerite Cronk 2.3 Social capital
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Marguerite Cronk Figure 4: The rela
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An Exploratory Study of</st
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The Application of
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Network Management as a way to Mana
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Initiation Configuration Interessem
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The Essence of Kno
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2.3 Knowledge mapping Mohamad Ali F
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Knowledge Workers: A Typology Frame
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Jiří Franek and Eva Grublova crea
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Jiří Franek and Eva Grublova Know
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Adoption of Knowle
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References Manel González-Piñero
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creating new, added, essential qual
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Instance Schema Figure 4: Cyclic tr
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Receive suggestions Compare suggest
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The Not-Invented-Here Syndrome in A
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Opinion of colleag
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Appendix David Grosse Kathoefer and
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Individual Level Influencers on Tac
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Why does knowledge transfer process
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Understanding Personal Knowledge De
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Developing a Knowledge Strategy Usi
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Understanding the
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Expert Knowledge: Does it Help or H
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Selvi Kannan are people who have ex
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From Knowledge Acquisition to Knowl
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