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MYSTERY SHOPPERS RECOGNISING KNOWLEDGE SHARING BARRIERS IN HIGHER EDUCATION

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

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MYSTERY SHOPPERS RECOGNISING KNOWLEDGE SHARING BARRIERS IN HIGHER EDUCATION. / Tukiainen, Mika ; Helander, Nina ; Mäkinen, Marita.

ICERI2015 Proceedings: 8th annual International Conference of Education, Research and Innovation Seville (Spain). 16th - 18th of November, 2015. . 2015.

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Harvard

Tukiainen, M, Helander, N & Mäkinen, M 2015, MYSTERY SHOPPERS RECOGNISING KNOWLEDGE SHARING BARRIERS IN HIGHER EDUCATION. in ICERI2015 Proceedings: 8th annual International Conference of Education, Research and Innovation Seville (Spain). 16th - 18th of November, 2015. . International Conference of Education, Research and Innovation, 1/01/00.

APA

Tukiainen, M., Helander, N., & Mäkinen, M. (2015). MYSTERY SHOPPERS RECOGNISING KNOWLEDGE SHARING BARRIERS IN HIGHER EDUCATION. In ICERI2015 Proceedings: 8th annual International Conference of Education, Research and Innovation Seville (Spain). 16th - 18th of November, 2015.

Vancouver

Tukiainen M, Helander N, Mäkinen M. MYSTERY SHOPPERS RECOGNISING KNOWLEDGE SHARING BARRIERS IN HIGHER EDUCATION. In ICERI2015 Proceedings: 8th annual International Conference of Education, Research and Innovation Seville (Spain). 16th - 18th of November, 2015. . 2015

Author

Tukiainen, Mika ; Helander, Nina ; Mäkinen, Marita. / MYSTERY SHOPPERS RECOGNISING KNOWLEDGE SHARING BARRIERS IN HIGHER EDUCATION. ICERI2015 Proceedings: 8th annual International Conference of Education, Research and Innovation Seville (Spain). 16th - 18th of November, 2015. . 2015.

Bibtex - Download

@inproceedings{68e5ec68cc31451f87b78403eb1cf921,
title = "MYSTERY SHOPPERS RECOGNISING KNOWLEDGE SHARING BARRIERS IN HIGHER EDUCATION",
abstract = "This study focuses on the knowledge sharing barriers in the space between learning and teaching in higher education as reported by mystery shoppers. There is surprisingly little context-specific research on learning and teaching in a knowledge intensive community like a university from the perspective of knowledge management (KM). Discussing learning and teaching within KM is based on considering students controversially as customers or stakeholders. Thus including them more meaningfully in assessing and developing teaching practices, or knowledge flow, seems justified. The specific aim of this paper is to first recognise possible knowledge sharing barriers and then categorize such barriers emerging from the material into three larger domains, namely, individual barriers, technological barriers and organisational barriers. There were 45 students from all faculties participating in a mystery shopper project in a Finnish university of technology. They observed their learning experience for six weeks in order to supplement data from other sources, to add a student voice on the process of developing learning and teaching in higher education.The research approach represents qualitative content analysis in which knowledge-sharing barriers were recognised from the qualitative mystery shopper data. The results identify teaching practises that contribute to creating knowledge sharing barriers. More detailed and almost real-time contextual activity sampling is suggested as a method for further study and also an avenue for instant feedback for teaching staff. The results will provide data on current knowledge practices and learning processes in a technical university in Finland.",
author = "Mika Tukiainen and Nina Helander and Marita M{\"a}kinen",
note = "ORG=kie,0.5 ORG=tlo,0.5",
year = "2015",
month = "11",
day = "16",
language = "English",
booktitle = "ICERI2015 Proceedings",

}

RIS (suitable for import to EndNote) - Download

TY - GEN

T1 - MYSTERY SHOPPERS RECOGNISING KNOWLEDGE SHARING BARRIERS IN HIGHER EDUCATION

AU - Tukiainen, Mika

AU - Helander, Nina

AU - Mäkinen, Marita

N1 - ORG=kie,0.5 ORG=tlo,0.5

PY - 2015/11/16

Y1 - 2015/11/16

N2 - This study focuses on the knowledge sharing barriers in the space between learning and teaching in higher education as reported by mystery shoppers. There is surprisingly little context-specific research on learning and teaching in a knowledge intensive community like a university from the perspective of knowledge management (KM). Discussing learning and teaching within KM is based on considering students controversially as customers or stakeholders. Thus including them more meaningfully in assessing and developing teaching practices, or knowledge flow, seems justified. The specific aim of this paper is to first recognise possible knowledge sharing barriers and then categorize such barriers emerging from the material into three larger domains, namely, individual barriers, technological barriers and organisational barriers. There were 45 students from all faculties participating in a mystery shopper project in a Finnish university of technology. They observed their learning experience for six weeks in order to supplement data from other sources, to add a student voice on the process of developing learning and teaching in higher education.The research approach represents qualitative content analysis in which knowledge-sharing barriers were recognised from the qualitative mystery shopper data. The results identify teaching practises that contribute to creating knowledge sharing barriers. More detailed and almost real-time contextual activity sampling is suggested as a method for further study and also an avenue for instant feedback for teaching staff. The results will provide data on current knowledge practices and learning processes in a technical university in Finland.

AB - This study focuses on the knowledge sharing barriers in the space between learning and teaching in higher education as reported by mystery shoppers. There is surprisingly little context-specific research on learning and teaching in a knowledge intensive community like a university from the perspective of knowledge management (KM). Discussing learning and teaching within KM is based on considering students controversially as customers or stakeholders. Thus including them more meaningfully in assessing and developing teaching practices, or knowledge flow, seems justified. The specific aim of this paper is to first recognise possible knowledge sharing barriers and then categorize such barriers emerging from the material into three larger domains, namely, individual barriers, technological barriers and organisational barriers. There were 45 students from all faculties participating in a mystery shopper project in a Finnish university of technology. They observed their learning experience for six weeks in order to supplement data from other sources, to add a student voice on the process of developing learning and teaching in higher education.The research approach represents qualitative content analysis in which knowledge-sharing barriers were recognised from the qualitative mystery shopper data. The results identify teaching practises that contribute to creating knowledge sharing barriers. More detailed and almost real-time contextual activity sampling is suggested as a method for further study and also an avenue for instant feedback for teaching staff. The results will provide data on current knowledge practices and learning processes in a technical university in Finland.

UR - https://iated.org/iceri/

M3 - Conference contribution

BT - ICERI2015 Proceedings

ER -