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The purpose of this paper is to perform a critical analysis of the organizational knowledge dynamics models in a strategic perspective, based on metaphorical thinking, strategic thinking and the known-unknown matrix. Metaphorical thinking is necessary because the semantic field of the knowledge concept depends on the metaphor used in explaining it. For instance, the first generation of metaphors of the form "knowledge as objects" or " knowledge as stocks" are by definition static, while the second generation of metaphors of the type "knowledge as flow" or "knowledge as stocks-and-flows" are dynamic in the Newtonian logic. The third generation of metaphors of the type "knowledge as love" or "knowledge as energy" introduces the idea of knowledge transformation like in thermodynamics. The analysis is focused on the Nonaka's knowledge creation dynamics model, the Nissen's knowledge flows model, and the Organizational Knowledge Dynamics (OKD) model.Knowledge dynamics is a complex concept which can be applied to both personal knowledge and organizational knowledge. Within the framework of personal knowledge, knowledge dynamics integrates two different meanings: variation of knowledge in time and knowledge transformation. Changing the framework from personal to organizational knowledge allows us to introduce a new meaning: variation of knowledge in space. Thus, organizational knowledge dynamics refers to any aspect of changing the knowledge distribution in time and space within the organization boundaries, or changing the knowledge quality through transformation from one form of knowledge into another one. Knowledge dynamics models based on the variation of knowledge in time and space follow a Newtonian logic, while the knowledge dynamics models based on knowledge transformation follow a thermodynamic logic. Understanding organizational knowledge dynamics is fundamental in performing knowledge management and design knowledge strategies. The contribution of the paper is in explaining the correlations between each of these well-known models and designing knowledge strategies. Static models impose severe limits in developing knowledge strategies and both managers and practioners should be aware of this phenomenon. [ABSTRACT FROM AUTHOR]

Research on the decision-making process in economics and management has focused mostly on the rational or intuitive thinking, ignoring the influence of knowledge dynamics. The most known models of decision-making are based on the hypothesis that action is a consequence of a rational choice. Since managers do not dispose of complete information and knowledge in most practical situations, the decision-making models incorporate a bounded rationality approach and a probabilistic thinking. There is also a stream of research showing that decision-making is based on individual experience of managers, experience which is filtered and structured as intuition. Many managers consider themselves intuitive decisionmakers, especially in those domains of activity where the time is critical and there is no practical value of using the rational constructed decision-making models. The purpose of this paper is to bring into analysis a new perspective, which is based on the multifield theory of organizational knowledge and the entropic knowledge dynamics model. Cognitive scientists demonstrate that decision-making is neither a full rational process, nor a full intuitive one. It is a complex thinking process which is based on the contribution of rational, emotional and spiritual knowledge, and on their continuous dynamics. Based on the energy metaphor, the organizational knowledge can be conceived as a spectrum of rational, emotional and spiritual forms of knowledge. Our research aims at evaluating the relative influence of the knowledge dynamics on the decisionmaking process as compared to the bounded rationality and intuition dimensions, setting the premises for an integrative and multi-factor conceptual and structural model. The qualitative component of our research focuses on critical analysis of the literature background and identifying the key factors in the decision-making process, while the quantitative component is based on a research model composed of seven factors and eight inferred relationships, on processing data obtained from 138 questionnaires distributed online to middle and top managers from over 100 companies. The results obtained so far confirm the importance of the entropic knowledge dynamics within the complexity of the managerial decision-making processes. [ABSTRACT FROM AUTHOR]

The present research is focused on the new features of the business models developed by companies like Airbnb and Uber and the paradigm of their knowledge strategies. Both companies use complex digital platforms to support a fast information and knowledge dynamics and to increase the efficiency of using resources. The digital platform of Airbnb allows users to rent out their houses to overnight guests. In 2015, Airbnb was valued at $ 10b and had over 800,000 rentals listed in 34,000 international cities. The digital platform of Uber allows users to access available rides provided by drivers who own their cars and perform that business as microentrepreneurs. The efficiency of business comes mostly from the fast dynamics of information and knowledge sharing between consumers and drivers through the digital platform. Uber dominates its business sector and had in 2015 a valuation of more than $ 40b, operating in more than 570 cities worldwide. This is a conceptual paper which analyzes the business model of sharing economy companies, and identifies the main business strategies. The methodology we used is based on critical literature analysis, metaphorical thinking, business logic, and strategic thinking. The main feature of these companies is that they outsourced all activities to microentrepreneurs, keeping only the digital platforms through which they manage all operations in real time. These microentrepreneurs (e.g. drivers, house owners, household service providers) are not employees of the company, but contractors for providing certain services. Also, they own their cars, houses, equipment and bear the associated risks with them. Such a company looks like an atom's nucleus whose electrons are not revolving on their orbits anymore, but move randomly in its proximity. The main strategies we identified for these companies are the following: ownership distribution, trust digitization, dynamic pricing, and reshaping the entry barriers in different markets. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore the complex process of designing and implementing knowledge strategies in universities in order to increase their intellectual capital. Knowledge strategy is a semantic construct that reflects the interface between strategic thinking and knowledge management. It is essential in designing the future of the university and in creating a sustainable intellectual capital. The exploration is based on the three stages of intellectual capital research, on the theory of multifield organizational knowledge dynamics, and the theory of nonlinear integrators. The multifield theory considers three main knowledge fields: rational, emotional, and spiritual. These fields impact on the structure of intellectual capital suggesting new building blocks: rational intellectual capital, emotional intellectual capital, and spiritual intellectual capital. Also, the paper develops a new model of organizational intellectual capital based on entropic transformation of the potential intellectual capital into an operational intellectual capital, as a result of organizational integrators' work. The research shows that efforts should be made not only in increasing the potential level of the intellectual capital but also in making the entropic transformation more efficient to increase the operational level of the intellectual capital of the university. [ABSTRACT FROM AUTHOR]

In this new turbulent business landscape, universities face a significant change in teaching their students. The classical approach of teaching and learning based mostly on knowledge transfer is questionable since knowledge life cycle is shortening and new type of jobs appear every day with new knowledge request. Thus, the question is how to switch the focus from learning knowledge to learning generic skills able to help future professionals to think and learn by doing. Generic skills, also known as core skills, key skills, essential skills, basic skills, key competences, or employability skills are those capabilities which are able to power personal and professional development based on learning. The difficulty of implementing such a new vision concerning generic skills comes mostly not from professors, but from students who should work harder in developing their conceptual skills. The research question we have put forward is the following: What is the perception of students about developing generic skills and how are they prepared to assume the responsibility of becoming the main actors in the learning process? We developed a questionnaire containing 30 questions and addressed it to over 500 students involved in undergraduate and graduate programs of management and business from two important Romanian universities. We validated finally 340 questionnaires and process them by using the specialized package of SPSS. We performed also a factorial analysis trying to extract the most important factors which are involved in developing generic skills in our university programs. Results demonstrate that most of the students from the undergraduate programs would prefer the classical approach which means less implication and responsibility in doing a harder conceptual work, while most students from the master programs are open to this new perspective of learning to learn, and in developing generic skills. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyze different models of university governance, considering universities from Europe, USA, Australia, and Japan, and to find out what are the key success factors for university governance to become a strategic driving force. University governance can be defined as the constitutional forms and processes through which universities govern their affairs. From a process point of view, university governance can be seen as extending right through the institution from a governing body, down through senates and academic boards to faculty boards and departmental meetings. The governance has an important role not just in ensuring accountability for funds received from the government, but in opening the university toward the wider needs of society. The university governance model in US is similar in many aspects to the corporate governance, which creates a very good strategic driving force. In UK, the famous Oxbridge model for the university governance is based essentially on academic self-governance because it was derived from the medieval concept of a guild of masters recognized by Pope as an academic corporation of higher learning. In Japan, and Australia universities have been incorporated with a significant impact on their governance. In Central and Eastern European countries, universities have a lower level of autonomies since they are coming from a centralized education system. In some of these countries, university governance has primarily a responsive function and is far from being a strategic driving force. For these universities, a new perspective on university governance is a timing issue to be debated and adopted. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present the main results obtained in a research project dedicated to intergenerational learning in universities. This project is a component of a larger European Project called SILVER - Successful Intergenerational Learning through Validation, Education & Research, coordinated by Inholland University for Applied Sciences, The Netherlands. Intergenerational learning is a complex process of knowledge sharing in an age structured organization. Intergenerational learning aims at increasing knowledge entropy of the whole organization, accelerating the learning process of the younger generation, and developing a shared vision. Also, intergenerational learning is important in reducing knowledge loss when people retire. Our research questions were: a) Are universities adequate organizations for intergenerational learning?, and if they are b) How can be developed and implemented strategies for enhancing intergenerational learning? We selected four pilot universities based on some significance criteria, and developed both qualitative and quantitative research programs for answering to our research questions. We were mostly interested by the intergenerational learning processes within the academic staff, and not between professors and students that reflect a different knowledge transfer process. In order to answer to the first research question we analyzed all necessary data concerning age structure and academic rank structure of the academic staff in each university. Results demonstrate that within each university there is a clear nested or layered age structure, which means almost a perfect Nonakian Ba for stimulating intergenerational learning. In order to answer to the second research question we organized interviews with some of the leaders of these universities, and we applied questionnaires to all decision makers (i.e. rectors, vice-rectors, deans, and head of departments) of each university. Our questions aimed at evaluating the level of awareness of the leading staff about the nature and importance of intergenerational learning, as well as identifying the main barriers in developing and implementing strategies to enhance intergenerational learning. [ABSTRACT FROM AUTHOR]

According to Daniel Kahneman (2011), our thinking process is based on two systems: system 1 operates automatically and quickly, with little awareness of voluntary control, system2 operates slowly and constructs thoughts in a logic order. System 1 processes actually emotional knowledge using our unconscious cognitive capability. Cognitive scientists discovered that we are primarily emotional decision makers, which means that managers and leaders need to rely on their emotional knowledge. The purpose of this paper is to present a qualitative and quantitative research concerning the paradox of emotional knowledge. That means that on one hand most of us ignore emotional knowledge by identifying knowledge with cognitive knowledge, and on the other hand by using emotional knowledge in decision making. The qualitative research has been done by reflecting on knowledge management, strategic management and change management literature concerning emotional knowledge and emotional intelligence, while the quantitative research has been done by conceiving a questionnaire and using it in an academic environment. A total of 1200 questionnaires were distributed to the students of Bucharest University of Economic Studies, and we got a response rate of 37%. Each questionnaire contains 40 questions concerning the awareness, education, transfer, and management of emotional knowledge. The data has been processed with the help of the specialized software SPSS version 19, and AMOS version 18. Statistical analysis includes both exploratory and confirmatory factorial analysis. The results of the statistical analysis reveal the main influence factors affecting our understanding of emotional knowledge, the way we learn through education about emotional knowledge, the way this knowledge is transferred, and the importance of using it by managers and leaders. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to demonstrate that the Gordian Knot of the intellectual capital of the universities is the structural capital. This idea comes from a new perspective on the intellectual capital structure and on the relative importance of each component of it, i.e. human capital, structural capital and relational capital. Many authors consider that the human capital is the most important and by far the dominant component of the intellectual capital of the universities. Our research based on the new concept of organizational intellectual capital integrators showed that a university may have a great potential of the intellectual capital based on the human capital component, and yet not to perform competitively due to the weak integrators and stiff structural capital. In our view, an integrator is a powerful field of forces capable of combining two or more elements into a new entity, based on interdependence and synergy. These elements may have a physical or virtual nature, and they must posses the capacity of interacting in a controlled way. The interdependence property is necessary for combining all elements into a system. The synergy property makes it possible to generate an extra energy or power from the working system. It makes the difference between a linear system and a nonlinear one. The Gordian Knot of the intellectual capital of universities is the structural capital. Only understanding the nature and the complexity of the structural capital we will be able to understand the full potential of the intellectual capital metaphor. Thus, the structural capital is the key component of the university intellectual capital and it is strongly related to the concepts of university governance and university autonomy. This paper is based on a conceptual research and on a solid experience one of the authors has got in the legislation and management of the university system of Romania, as a former General Director for Higher Education in the Ministry of Education and Research. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present our research results concerning the way organizations in an emergent economy may become learning organizations. According to Peter Senge, learning organizations are those that are able to go beyond adaptive learning as a need for their survival. Learning organizations must be able to think and to create their own future. These organizations must have a vision of what they would like to become in a desirable future, and they should be able to develop those strategic resources and dynamic capabilities necessary to generate a sustainable competitive advantage. One of the most important dynamic capability is organizational learning that means the capacity to integrate individual learning of all the employees into an organizational process by sharing the same vision and cultural values. Through learning we re-create ourselves such that we meet our shared goals and the external business requirements. Since in emerging economies these contextual fields of forces become more and more unpredictable and rapidly changing, it is important for organizations to develop learning capabilities. In the general context of globalization, achieving the competitive advantage on a given market means for an organization to have a fast reaction to external changes and learn how to influence the external environment itself. It is not so easy, especially in the former European socialist countries where before the political change there was a centralized and state controlled economy without any real business competition. However, this late start in the free market economy can be overcome only through an accelerated development based on organizational capabilities of learning. Learning is not a simple cybernetic process with a feedback mechanism like in engineering systems. It is much more, a dynamic process based on the capacity of the organization to renew itself through innovation and changing performance settings. Our research has been designed in concordance with these above ideas, and we developed a questionnaire aiming at identifying and evaluating the key factors needed for realization of an organizational learning and amplifying it to the level of learning organization. Mainly, we are interested to identify the following three internal fields of forces: (a) leadership; (b) organizational learning processes, and (c) a supportive organizational culture. Leadership is important to define a vision and to create motivational mechanisms for all employees to share that vision and to work within its gravity force. Organizational mechanisms could be specific to different fields of businesses, but their presence is necessary. They are based on the organizational knowledge dynamics and teamwork. Organizational culture is important to sustain all efforts of management and employees such that there is a convergence toward a common goal. We delivered 1500 questionnaires to a great number of SMEs from the North-East region of Romania and we got a rate of response of 45%. We processed these questionnaires with a professional software SPSS. Conclusions show a growing trend for these SMEs to develop into learning organizations [ABSTRACT FROM AUTHOR]

Many individuals view knowledge as one of their most important strategic assets. Therefore, the choice of an effective knowledge strategy, and its implementation, are widely regarded as important issues for conceiving their future. Knowledge strategy selection usually involves subjective and qualitative judgment. More exactly, choosing knowledge strategies is a strategic issue, which is conditioned by resource needs, realistic support, time requirements, and conformity with expected outcomes, motivation among others. Thus, the knowledge strategy selection is a multiple criteria decision-making (MCDM) problem, and requires adequate methods to solve it appropriately. Knowledge strategies are also intrinsically linked to individuals and their ability to comprehend the world and leverage their intellectual assets to respond effectively to a fast changing environment. Moreover, with the rise of Web 2.0 technologies, there has been a remarkable growth of the number of people participating in online social networks. Social networks sites can be regarded upon as settings for knowledge transfer and sharing, and knowledge dissemination. The essential features of social networking sites include but are not limited to: blogging, grouping, networking and instant messaging. Since the social networks facilitate communication and interaction among users, there is a continuous need of researches to examine what are the motives that affect the acceptance of usage of the social networks. This study aims at examining the role of the knowledge strategies that individuals employ in using social networks with respect to the overall objective of increasing the knowledge level. For this purpose we have used the Analytic Hierarchy Process (AHP) mathematical model since it allows us a structuring of the overall objective on the main components. For the present research we considered a structure composed of three levels: L1 - the purpose of networking, L2 - strategies used to achieve that purpose, and L3 - activities needed for strategies implementation. At the upper level (L1), the main objective of a person in using social networks is to increase its knowledge level. To obtain the aforementioned objective we considered for the second level (L2) the following strategies: S1 - to learn from other persons; S2 - to make new friends; S3 - to increase the personal experience and visibility. The implementation of these strategies is realized through the following activities considered at the third hierarchy level (L3): A1- joining general social networks (e.g. Facebook, Google+, MySpace, Hi5 etc.); A2- joining professional social networks (e.g. LinkedIn etc.); A3- creating a personal blog (e.g. Blogster, Wordpress etc.); A4- joining online communities of practice. The study focused on students, as they hold very important percentage of the total users of social networks. A total of 700 questionnaires were distributed to 18-25 years old students and the rate of response was 42%. Based on the theory of eigenvalues, the AHP mathematical model provides the priority vectors for both the strategies and the activities levels, thus, underlining the main knowledge strategies employed in using social networks. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present some results we obtained in researching knowledge dynamics during a negotiation process. For knowledge dynamics we use the semantic spectrum currently used in thermodynamics, through a metaphorical interface. In our view knowledge dynamics means much more than using the concept of flow for organizational knowledge. It means to have complex transformations from one form of knowledge into another form of knowledge. In our research we considered the dyad containing cognitive knowledge and emotional knowledge, in the Nonaka's oneness perspective. Cognitive knowledge is represented by the Western interpretation of the explicit knowledge, i.e. the rational knowledge. Emotional knowledge is represented by the result of processing our sensory information and integrating it into the non-rational thinking process. In nature and technology, one form of energy can be transformed into another form of energy. The classical example is the transformation of mechanical energy into thermal energy, and the reverse of this process, transformation of thermal energy into mechanical energy. Since energy is found in nature and in engineering systems in different forms, we learn from science that it is possible to transform one form of energy into another one based on a conservation law. Similar to energy, knowledge can be found in organizations and society in different forms: explicit knowledge, implicit knowledge, tacit knowledge, emotional knowledge, spiritual knowledge, symbolic knowledge. Our hypothesis is that one form of knowledge can be transformed into another form in a given Ba, based on some dynamics laws we do not know at this moment. However, for the knowledge dynamics there is no conservation law and no linearity property. Our research focused on iterative transformations of cognitive knowledge into emotional knowledge and of emotional knowledge into cognitive knowledge during negotiation processes. We designed and performed 28 experiments of simulated negotiations between an experienced negotiator and different individuals without any training in negotiations. The duration of each experiment was about 20 minutes. We videotaped all of these experiments obtaining about 9 hours of recorded negotiations. There were basically two types of negotiations: a) a typical trade negotiation, and b) a typical salary negotiation. Based on a well designed script, the experienced negotiator sent different cognitive and emotional messages to the would be employee, who has been asked to answer using both written and verbal answers. In the same time we recorded his expressions that reflected the emotional answer. By comparing the induced messages and the cognitive and emotional answers for each participant we got interesting results concerning the knowledge dynamics in the negotiation processes. [ABSTRACT FROM AUTHOR]

The advocates of the knowledge based-view of the strategic management emphasize that the two predominant goals of any organization have become in the last decade the generation and the application of knowledge. The competence to generate and apply new organizational knowledge is considered as one of the main sources of competitive advantage of an organization. According to the new views on intellectual capital, for each employee the intellectual capital contributions can be thought in terms of knowledge, intelligence and values. Under the influence of organizational integrators, the individual contributions will be developed into organizational knowledge, organizational intelligence and organizational values. An integrator is regarded upon as a powerful field of forces capable of combining two or more elements into a new entity, based on interdependence and synergy. Based on the main models of knowledge creation, this paper aims at evaluating the knowledge contribution to the intellectual capital generation. The paper presents the results of one of the first researches undergone within Romanian business environment with regard to knowledge creation. A total of 600 questionnaires were distributed to both private and public organizations from Romania. The data has been processed with the help of the specialized software SPSS version 19, and the statistical analysis included both exploratory and confirmatory factorial analysis. The results of the statistical analysis reveal the main influence factors affecting the processes of organizational knowledge creation within the Romanian business environment [ABSTRACT FROM AUTHOR]

The new Law of Education promulgated recently in Romania enforces professors retirement at the age of 65. The previous law had a provision for full professors to remain in the academic life up to the age of 70, if their universities needed them. The new legislation produces an earthquake in our universities due to the elimination from the academic life of a very important segment of 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, the best strategies should be based on the intergenerational knowledge transfer. The purpose of our paper is to investigate two main strategies for the intergenerational knowledge transfer: a) encouraging cooperation through teamwork, and b) encouraging individual competition. The first strategy is emphasizing the synchronic knowledge transfer, while the second one emphasizes the non-synchronic knowledge transfer. Each of these strategies can be implemented through different mechanisms specific for academic life. We have considered in our research three of them: 1) research grants; 2) writing books, and 3) writing papers for scientific journals. Our investigation is based on the Analytic Hierarchy Process (AHP) method, and on using questionnaires structured according to these strategies mentioned above. We distributed 500 questionnaires to all the faculties of economics and business from the state universities, and we have received 223 valid questionnaires. Based on them we computed using AHP the priority vectors for each strategy and activity considered. Numerical results show the importance of the cooperation strategy in the intergenerational knowledge transfer, for increasing the knowledge retention in the university. [ABSTRACT FROM AUTHOR]

Knowledge Management focused mostly on knowledge as the main business resource and competitive advantage. Less attention has been directed toward the way managers process knowledge using their thinking patterns in decision making. Practice demonstrated many times that at the heart of any managerial process is the decision making, and that the effectiveness of any decision depends directly on the power of the thinking pattern used by managers. These thinking patterns constitute a result of the education system, especially the university business education. The purpose of this paper is to present results of our research concerning the way in which university business education contributes directly to the developing of the strategic thinking process for business in emergent economies. We designed a questionnaire containing 47 items able to reveal the dimensions of the strategic thinking pattern we consider of being significant for the managers in this new knowledge economy. These dimensions are the following: time, complexity, uncertainty, and innovation. On the time dimension we considered three main thinking models: inertial thinking, dynamic thinking and entropic thinking. On the complexity dimension we considered the linear and nonlinear models. Linearity is characteristic for the tangible economy while the nonlinearity is a specific property of the intellectual capital. On the dimension of uncertainty we deal with deterministic and probabilistic models. In business, events are not certain and there is always a degree of uncertainty. Finally, on the innovation dimension we are looking for intelligent and creative thinking models. In the knowledge management the process of knowledge creation is directly related to the creative thinking models. We distributed 5000 questionnaires to the students in the main schools of business from our country and obtained back 3240 questionnaires. We processed these questionnaires using the SPSS program, and interpreted the results in the perspective of business education. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present a new perspective in modeling knowledge dynamics of the human capital by using the Analytic Hierarchy Process (AHP). The theoretical approach is based on the dynamic equilibrium equation of the level of organizational knowledge, and on the AHP mathematical model developed by Saaty. The dynamic equilibrium equation is derived for a time interval ΔT, and contains the following terms: the level of total organizational knowledge variation ΔK in the time interval ΔT, the knowledge creation variation ΔCr in the time interval ΔT, the knowledge acquisition ΔA variation in the time interval ΔT, and the knowledge loss variation ΔL in the time interval ΔT. Since each of these terms has a different relative importance in the organizational knowledge balance, it is necessary to find a way of evaluating their weighting factors. For this purpose we use the AHP mathematical model since it allows us a structuring of knowledge dynamics on the main components of the equilibrium equation. For the present research we considered a structure composed of three levels: (1) the goal level - increasing the level of organizational knowledge; (2) the criteria or strategies level - the strategy for increasing knowledge creation (C1), the strategy for increasing acquisition of new knowledge (C2), and the strategy for reducing knowledge loss (C3); (3) the activities level - hiring new valuable human resources (A1), developing training programs (A2), creating a performing motivation of employees (A3), and purchasing books, journals, software programs, and other information materials (A4). This structured model of AHP has been applied as an empirical research within a large company. We sent questionnaire to a number of 500 employees, and received valid answers from 173 respondents. The method is based on paired comparisons of strategies with respect to the goal of increasing the level organizational knowledge, and then on paired comparisons of activities with respect to each strategy we defined. These paired comparisons yield matrices that lead to systems of linear equations. Actually we get an eigenvalue problem whose solution is the vector of priorities for strategies, and then for activities with respect to each strategy. Values of the vector of priorities for strategies are the weighting factors for the equilibrium equation components. The new model we propose proved valuable in understanding much better the knowledge dynamics, as the main component of the intellectual capital of a company. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present some results of our research in the field of inter-generational learning and knowledge sharing in universities. This topic is important because a university is by its own nature a nested knowledge organization, due to a continuous flow of students and the bottom-up regeneration of the faculty staff. Knowledge creation and knowledge loss are intertwined processes, and both of them are strongly influenced by the age scale. A university is a multilayered knowledge organization, where the inner most layers are represented by older professors who concentrate the fundamental structures of knowledge, and the outer layers are represented by students in their different learning cycles. In this paper we are interested in assessing the choices done by the academic staff, in the context of the determinant criterions and trade-offs in intergenerational learning. This had been done in the framework of Analytic Hierarchic Processes (AHP). We thought that this is a proper tool since it mainly belongs to the field of decision-making with the possibility to determine vectors of priorities for the individuals participating in the decisions under study. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present a critical analysis of the well known knowledge dynamics model elaborated by Ikujiro Nonaka and his co-workers. The essence of this model consists of three layers of the knowledge-creation process: (a) the process of knowledge creation through socialization-externalizationcombination- internalization (SECI), the knowledge conversion process between tacit and explicit knowledge; (b) Ba - the platform for knowledge creation; (c) knowledge assets. The success and popularity of this model created premises and temptations for using it beyond the conceptual limits initially defined, generating this way a superficial interpretation of the complex organizational knowledge dynamics. Our critical analysis aims at the investigation of the operational power of Nonaka's model of knowledge dynamics within the framework of organizational knowledge. In the same time, we would like to apply the entropy law to SECI model and to see how the conversion processes conceived by Nonaka satisfy this law. Actually, although Nonaka considers socialization, externalization, combination and internalization as being conversion processes, only externalization and internalization are truly conversions. They consist in transforming tacit knowledge into explicit knowledge, and explicit knowledge into tacit knowledge, respectively. Socialization and combination are only processes of knowledge transfer, i.e. tacit knowledge to tacit knowledge, and explicit knowledge to explicit knowledge. Also, the evolving spiral is possible with inputs from the Ba platforms for knowledge creation and not with knowledge generation from within. The same evolving spiral of knowledge creation passes sequentially through individual processes and organizational processes in a deterministic way, although knowledge dynamics is not a physical process based on deterministic laws. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyze knowledge sharing as a core component of the organizational knowledge dynamics, and to present some specific organizational barriers in the Romanian business environment. Tacit knowledge represents the direct result of the interaction between the individual and the external environment. It is the knowledge acquired through direct experience, comprising also feelings, intuitions, beliefs and cultural values. Tacit knowledge sharing contributes directly to enhancing knowledge creation and to obtaining a competitive advantage in the business environment. However, tacit knowledge sharing may have many organizational barriers, especially in those new economies developed in the former socialist countries. We based our research on the Romanian companies, since our country suffered from a dictatorial socialism regime. Our research demonstrates that the organizational culture developed during the socialism regime has been based on fear, individual control, mistrust and a dictatorial managerial style. Having in mind the background of the Romanian's culture and the requirements of a successful process of knowledge sharing our research aims at identifying the barriers that employees are faced with in sharing their knowledge and propose solutions to overcome these and improve the process of knowledge sharing within the Romanian business environment. [ABSTRACT FROM AUTHOR]

The paper presents the case of developing the Research Centre for Intellectual Capital, within the Academy of Economic Studies, Bucharest. This Centre has been started immediately after our participation to the IC Congress 3-4 May 2007, organized by the Research Centre for Intellectual Capital, INHOLLAND University, Amsterdam, taking as a model the work pioneered by Professor Daniel Andriessen. We summarize its process of formation, considering its premises, its promoting factors, as well as the inertial forces which had to be overcome. Further on, we discuss the realism of its mission, based on the analysis of its internal and external environment, and list the main challenges for the centre, in a short-term, and in a long-term perspective, while advancing strategies to react to these challenges. Specific issues concerning Romanian university management and research management are outlined, in order for the audience to better understand the opportunities and limitations the centre is subject to. An evaluation of the present state and future scenarios of evolution constitutes the main outcome of this study, which raises an issue of interest for Romanian research in universities, in the broad sense, as well as for researchers focused on intellectual capital, in the narrow sense. Our conclusions serve as a base for comparison with other similar research centres in the world, by checking the relevance of our problems and solutions against reports from other peers engaged in the same kind of research. The situation of our centre, as presented in the paper, is illustrative for the positioning of a new field of study in the research context of Romanian universities, and may lead to a rethinking of the premises on which research is projected and supported. The importance of our presentation for the intended audience resides in the novelty of the research centre, in a country with an emergent economy, whose industry and academia discover, these days, the realm of intellectual capital. The case of this research centre is significant for the intangibles' revolution, in a society, the university included, still reluctant to the principles of this post-tangible era. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present some of our research results concerning the developing Intellectual Capital in the Romanian emergent economy. The transition to the new economy requires some changes in the way a business operates. Unless they are aware of the challenges they have to face and find solutions to deal with such challenges, most Romanian companies will have a difficult time competing or even surviving in a dynamic, global business environment. In Romania, strategic management and the proper administration of intellectual capital have been done in a very unstructured way. This paper tries to show the new dimensions of Intellectual Capital up to the organizational level and the new characteristics that Romanian organizations may have. In order to become intelligent organizations, the first step for the Romanian companies is to develop their Intellectual Capital and one of the main ways to do this is by changing the organizational culture. Effective knowledge management is supported by an organizational culture that will facilitate the creation, transfer, share and effective use of knowledge. Do Romanian companies have such cultures? Probably a positive answer cannot be done, except for very few companies. The creation of such cultures will be a very difficult task, since in many Romanian companies, the level of bureaucracy is very high. Although many companies sustain and encourage the idea of a participative management, often, the management of Romanian companies is strongly dominated by control, sometimes excessive and inadequately applied. Moreover, organizational learning, that is very important in a knowledge- based company, requires a culture based on free communication, teamwork and trust. A creative organizational environment based on trust and that should stimulate the creative flow of knowledge is very important. Creativity means initiative, crossing of boundaries, taking risks and accepting mistakes as stepping stones to move forward. Unfortunately, this type of organizational culture is not well developed in the Romanian companies, thus creativity is blocked. The challenge is, therefore, to change the Romanian organizational culture into a stimulating and rewarding one. It is a very slow and rather difficult process but it should be done if the companies should survive in the coming future and to become competitive in a knowledge- based economy. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to demonstrate that linearity is a major limitation of the metaphor Knowledge as Capital. This metaphor proposed by Daniel Andriessen as a challenging debate for ECIC 2009 has been extremely fruitful in promoting knowledge as a new field of interest in economic research and praxis. Since Capital is a core concept of any economic activity, using it as a semantic source for the newly coined expression, Intellectual Capital, proved to be a winning idea. However, any metaphor highlights certain things and hides others. There are some semantic frontiers in the source domain which constitute its limitations. The purpose of this paper is to analyse the linearity property of the source domain, and to demonstrate that it constitutes a major limitation of the IC metaphor. We begin with the mathematical definition of a linear space, and then we analyse how this definition requirements, which are fulfilled within the source domain, cannot be fulfilled within the target domain. We are interested especially in the following requirements of the linear space: commutativity, associativity, distributivity and the application of the principle of superposition. The Knowledge domain does not satisfy any of these requirements which means that the target domain is strongly nonlinear. Although many authors have used these concepts of linearity and nonlinearity in connection with knowledge and intellectual capital, none of them undertook a systematic analysis of the basic properties of linear spaces and how they fit within the knowledge field. Linearity is strongly related to the measurable property of the source domain, and this operational connection explains why many methods proposed to measure knowledge and intellectual capital failed to produce good results. We shall extend our analysis to linear and nonlinear thinking patterns, showing how the frontier of linearity can impair managerial decisions. We hope that our work will stimulate new research aiming at using properly the nonlinearity property of the Knowledge field. [ABSTRACT FROM AUTHOR]