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شناسایی فرایند خلق و یادگیری دانش ملی و بررسی تاثیر آن بر تولید ناخالص داخلی با درنظر گرفتن نقش واسطه‌ای هوش ملی | ||
| فناوری آموزش | ||
| مقاله 20، دوره 14، شماره 2 - شماره پیاپی 54، فروردین 1399، صفحه 477-492 اصل مقاله (725.18 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/jte.2018.4334.2049 | ||
| نویسندگان | ||
| قاسم آذری آرانی1؛ جلال رضائی نور* 2 | ||
| 1دانشکده شهید رجایی کاشان، استان اصفهان، دانشگاه فنی و حرفه‌ای، ایران | ||
| 2گروه مهندسی صنایع، دانشکده فنی و مهندسی، دانشگاه قم، ایران | ||
| تاریخ دریافت: 12 آبان 1397، تاریخ بازنگری: 01 دی 1397، تاریخ پذیرش: 08 دی 1397 | ||
| چکیده | ||
| پیشینه و اهداف: رشد اقتصادی یک کشور وابسته به عوامل متعددی است که در این میان نقش دانش در آن غیر قابل انکار می‌نماید. مطالعات بسیاری نشان داده است که تولید ناخالص داخلی کشورها در اغلب موارد تحت تأثیر زیرساخت‌های دانشی یک کشور میباشد. اقتصاد دانش محور اقتصادی است که مستقیماً بر اساس تولید، توزیع و مصرف دانش شکل گرفته باشد و سرمایهگذاری در دانش و صنایع دانش پایه مورد توجه خاص قرار گیرد. در این اقتصاد که سهم قابل توجهی از تولید ناخالص داخلی از فعالیتهای مبتنی بر دانش و دانشآفرین است، دانش بیش از عوامل سنتی نظیر کار و سرمایه موجب تولید میشود و ارزش بسیاری از شرکتهای نرم افزاری و فناوری زیستی، ناشی از سرمایههای غیر فیزیکی یعنی دانش و امتیازات علمی آنها است. بر این اساس، خلق دانش یک سلاح ضروری در دنیای امروز بوده و بدون یک فرآیند مستمر خلق دانش هر جامعهای محکوم به تباهی میباشد. خلق و یادگیری دانش، ایجاد دانش جدید یا جایگزینی و بهسازی دانش موجود از طریق روابط اجتماعی و همکاری‌های سازمانی است و ایجاد و بهره‌برداری از دانش، سهم عمده‌ای در ایجاد ثروت در اقتصاد دانش‌محور دارد. مسئله اینجاست که تاکنون به موضوع خلق و یادگیری دانش در سطح ملی پرداخته نشده است. روش و مواد: با استفاده از روش کیفی-کمی ابتدا با تکیه بر تکنیک اکتشافی دلفی به شناسایی و تبیین فرایندهای خلق و یادگیری دانش ملی پرداخته شد. سپس با استفاده از تحلیل عاملی اکتشافی و تأییدی مقدار آماره تی بین ابعاد شناسایی شده و متغیر خلق و یادگیری دانش ملی معنادار و بزرگتر از 96/1 بهدست آمده و مورد تأیید قرار گرفتند. یافته‌ها: همچنین با تحقیق پیمایشی و استفاده از پرسشنامه، تأثیر فرایند خلق و یادگیری دانش ملی بر تولید ناخالص داخلی با در نظر گرفتن نقش واسطه‌ای هوش ملی با استفاده از آمون سوبل سنجیده و مشخص شد که با ورود متغیر میانجیگر هوش ملی، بتای استاندارد برای رابطه بین خلق و یادگیری دانش ملی و تولید ناخالص داخلی از 80/0 به 18/0 کاهش یافته اما معنی‌دار میباشد. نتیجه‌گیری: بنابراین، نقش متغیر هوش ملی، میانجی‌گری جزئی است یعنی با حفظ تآثیر رابطهی متغیر اصلی خلق و یادگیری دانش ملی، اثر واسطه‌ای هوش ملی نیز بر تولید ناخالص داخلی تأثیرگذار است. این پژوهش محدودیت‌هایی نیز به همراه داشت. یکی از این محدودیت‌ها تفکر کلیشه‌‌ای در خصوص فرایند خلق دانش بود. در این پژوهش تنها از یکی از ابعاد مدیریت دانش یعنی "خلق دانش" استفاده شد. در حالی که می‌توان برای ارتقاء عملکرد ملی به جای این که تنها به خلق دانش در سطح ملی بیندیشیم به کلیه فرایندهای چرخه مدیریت دانش در جامعه توجه داشته باشیم. بر این اساس پیشنهاد میشود سایر محققین ابعاد دیگر چرخه مدیریت دانش را نیز در نظر گرفته و یک گام فراتر روند. | ||
| کلیدواژه‌ها | ||
| خلق و یادگیری دانش ملی؛ تولید ناخالص داخلی؛ هوش ملی؛ تکنیک دلفی؛ تحلیل عاملی اکتشافی و تأییدی | ||
| موضوعات | ||
| مدیریت آموزشی | ||
| عنوان مقاله [English] | ||
| Identifying the process of national knowledge creation and learning and evaluating its impact on gross domestic product, considering the mediating role of national intelligencee | ||
| نویسندگان [English] | ||
| G. Azari Arani1؛ J. Rezaeenour2 | ||
| 1Faculty of Shahid Rajaee Kashan, Isfahan Branch Technical and Vocational University (TVU), Iran | ||
| 2Department of Industrial Engineering, Faculty of Technology and Engineering, University of Qom, Qom, Iran | ||
| چکیده [English] | ||
| Background and Objectives: The economic growth of a country depends on several factors, among which the role of knowledge is undeniable. Many studies have shown that countries' GDP is often affected by the country's knowledge infrastructure. A knowledge-based economy is an economy that is directly based on the production, distribution and consumption of knowledge, and investment in knowledge and knowledge-based industries is given special attention. In this economy, where a significant share of GDP is from knowledge-based and knowledge-creating activities, knowledge generates more production than traditional factors such as labor and capital, and the value of many software and biotechnology companies arises from non-physical capitals, i.e. their knowledge and scientific privileges. Accordingly, knowledge creation is an essential weapon in today's world and without a continuous process of knowledge creation, any society is doomed to destruction. Knowledge creation and learning is the creation of new knowledge, or the replacement and improvement of the existing knowledge through social relations and organizational partnerships. The creation and application of knowledge has a major role in increasing wealth in a knowledge-based economy. The problem is that knowledge creation and learning has not been investigated at the national level yet. Methods: By applying qualitative-quantitative methods, based on Delphi technique, the procedure of identifying and explaining the processes of national knowledge creation and learning has been discussed first. Then by using exploratory and confirmatory factor analysis, a significant t-value of more than 1.96, between the identified dimensions and the variable national knowledge creation and learning, was obtained that was acceptable. Findings: Additionally, the impact of the process of national knowledge creation and learning on GDP was measured through conducting a survey and using a questionnaire, while taking the mediating role of national intelligence into account by using Sobel test. It was found that by including the mediating variable of national intelligence, the standardized beta for the relationship between national knowledge creation and learning, and gross domestic product was reduced from 0.80 to 0.18, but it is significant. Conclusion: Therefore, the variable national intelligence plays the role of a partial mediator; in other words, while the impact of national knowledge creation and learning, as the main variable, is maintained, the mediating role of national intelligence also affects GDP. This research had some limitations. One of these limitations was the stereotyped thinking about the process of knowledge creation. In this study, only one dimension of knowledge management, namely ‘knowledge creation’ was used. While we can pay attention to all the processes of the knowledge management cycle in society, instead of just thinking about the creation of knowledge at the national level, in order to promote national performance. Based on this, it is suggested that other researchers consider other dimensions of the knowledge management cycle and go one step further. Researchers can also examine the existing challenges and potential barriers to the national knowledge creation process or the requirements for knowledge creation at the national level. Alternatively, researchers can study international knowledge creation processes by considering cultural differences and provide solutions to increase the likelihood of knowledge creation globally. It is suggested that future researchers make a comparative study of the national knowledge creation model with other models of measuring intellectual capital in the world and examine the strengths and weaknesses of each model and prioritize these models based on their applicability in similar countries. It is also suggested that researchers use fuzzy logic theory to make relative measurements of each of the constructs of the national knowledge creation process and conduct field and academic research in this regard. As another suggestion, researchers can conduct this research on a specific industry and compare its results with the results of this study. | ||
| کلیدواژه‌ها [English] | ||
| Confirmatory& Exploratory Factor Analysis, Delphi Technique, Gross Domestic Product, National Intelligence, National Knowledge Creation and learning | ||
| مراجع | ||
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