國立虎尾科技大學 |

Information Behavior and Knowledge Management in Project-Based Learning (PBL*) Engineering Teams : = A Cultural-Historical Activity Theory Approach.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Information Behavior and Knowledge Management in Project-Based Learning (PBL*) Engineering Teams :/
其他題名:	A Cultural-Historical Activity Theory Approach.
作者:	Jones, Michael L.W.
面頁冊數:	1 online resource (209 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Information science. -
電子資源:	click for full text (PQDT)
ISBN:	9780355532210

Information Behavior and Knowledge Management in Project-Based Learning (PBL*) Engineering Teams : = A Cultural-Historical Activity Theory Approach.
Jones, Michael L.W.

Information Behavior and Knowledge Management in Project-Based Learning (PBL*) Engineering Teams :A Cultural-Historical Activity Theory Approach. - 1 online resource (209 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This research studies how student engineering problem-based learning teams engage information challenges as they build sustained knowledge-based organizations. These challenges are framed by cultural-historical activity theory (CHAT), a framework that situates individual and collective activity in social and cultural foundations. CHAT notes points of contradiction that can influence a team's progress towards its intended collective outcome, with different teams identifying and approaching contradictions in different ways.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355532210Subjects--Topical Terms:

561178
Information science.
Index Terms--Genre/Form:

554714
Electronic books.

Information Behavior and Knowledge Management in Project-Based Learning (PBL*) Engineering Teams : = A Cultural-Historical Activity Theory Approach.
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500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: Chun Wei Choo.
502 $a Thesis (Ph.D.) $c University of Toronto (Canada) $d 2017.
504 $a Includes bibliographical references
520 $a This research studies how student engineering problem-based learning teams engage information challenges as they build sustained knowledge-based organizations. These challenges are framed by cultural-historical activity theory (CHAT), a framework that situates individual and collective activity in social and cultural foundations. CHAT notes points of contradiction that can influence a team's progress towards its intended collective outcome, with different teams identifying and approaching contradictions in different ways.
520 $a This research looks specifically at Formula SAE (FSAE) teams, an automotive racing project sponsored by the Society for Automotive Engineers. This research analyzed interview and survey data from 42 respondents in the North American context; 33 from currently competing teams, 9 from faculty advisors, judges and alumni. Results show a diverse range of responses to CHAT contradictions, including calibrating individual motivations to create a team with a diverse range of skills, integrating multiple sources of explicit and tacit knowledge in research and development, negotiating relationships with larger administrative powers, managing knowledge transfer and organizational renewal in a high turnover context, and negotiating when it is best to cooperate with versus compete against teams striving towards the same outcome.
520 $a This research situates CHAT as an effective theoretical grounding for similar project- based learning team research, especially for teams operating as long-term knowing organizations. This research highlights best practices that could inform student team leaders in this and similar engineering problem-based learning team contexts. It is also hoped this research gives school administrators guidance on how to support such teams and integrate their core activities into curriculum. Future research directions include expanding to the international FSAE community and how the FSAE experience influences alumni career goals over an extended period of time.
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