The document proposes a unified model of knowledge creation and business ethics based on a case study of a professional seminar course. It applies Nonaka's SECI model of knowledge creation to describe how students in the seminar move between tacit and explicit knowledge through socialization, externalization, combination, and internalization. It also uses constructivist pedagogy principles like eliciting prior knowledge and reflection. The model shows how online tools like blogs, forums and wikis facilitate the SECI process. It further discusses how multi-stakeholder learning dialogues can help address ethical issues by considering multiple perspectives through communicative action rather than just instrumental reasoning. The unified model brings together knowledge creation, online collaboration

1. A UNIFIED MODEL OF KNOWLEDGE
CREATION AND BUSINESS ETHICS –
IMPLICATIONS FOR ENTERPRISE 2.0 AND
ENGINEERING MANAGEMENT
EDUCATION
Presenter: Paul Wu Horng Jyh, PhD
Nanyang Technological University

2. Outline
• Knowledge Management: SECI Knowledge Creation
Model
• Case Study of Professional Seminar
• Business Ethics: Multi-Stakeholders Learning
Dialogue (MSLD)
• A Unified Model of Communicative Dynamics
• Implications for
– Enterprise 2.0
– Engineering Management Education
• Concluding remarks

3. SECI Model of Knowledge Creation
Tacit Explicit
Socialization Externalization
Explicit
i
g i
i
i i
i
o g
Explicit
g g
g
o
g
i
g
g
Internalization Combination
Explicit Explicit
1. Nonaka, I and Konno, N. (1998)The concept of `ba': building a foundation for knowledge creation, California Management Review 40(3), pp 1-15
2. Nonaka, I., Toyama, R. and Konno, N. (2000). ‘SECI, Ba, and leadership: a unified model of dynamic knowledge creation’. Long Range Planning, 33, pp 5-34.

4. Constructivist Pedagogy
• Tradition along education reformists: Piaget, Vygotsky, and
Dewey
– Human construct knowledge and meaning from their experiences
– Active and innovative learning styles
• Zone of Proximal Development (ZPD) and Scaffolding
• Specific Ingredients
– Eliciting prior knowledge
– Creating cognitive dissonance
– Application of knowledge with feedback
– Reflection on learning
Baviskar, S.N., Hartle, R. T., &d Whitney, T. (2009). Essential Criteria to Characterize Constructivist Teaching: Derived from a review of the literature and
applied to five constructivist-teaching method articles. International Journal of Science Education. 31(4). P541 — 550

5. SECI & Constructivist Pedagogy
Tacit Explicit
Socialization Externalization
Explicit
i
g i
i
i i
i
Authenticating Rationalizing
Eliciting prior knowledge Encounter cognitive dissonance
Positioning Norming
Reflection and Learning Application of knowledge
with Feedack
o g
Explicit
g g
g
o
g
i
g
g
Internalization Combination
Explicit Explicit

6. Professional Seminar – A Case of
Constructivist Pedagogy
• A core course for Master of Science students, with majors in Information
Studies, Information Systems, and Knowledge Management since 2005
Division of Information Studies of NTU
• The number of students is 230 from very diverse backgrounds
– Demography: range of age, culture, language and professional background
– Learning objectives: ranging from interest of new career in information, career
advancement in existing work, exposing themselves in international learning
environment, to self-enrichment and life-long learning.
• To take advantage of this complexity, one of the essential tasks to be
achieved, then, is to orient and guide the students in forming a coherent and
vibrant learning community, as content-specific courses will tend to suit one
group but disfranchise another.
– be conducive for students to forge collaboration and share knowledge by cross-
fertilizing their diversity that naturally complements each others’.
• Thus, the goal of this core course: cultivating students’ soft skills, such as
leadership, communication, critical/creative thinking, and entrepreneurship,
and ethics

7. Professional Seminar Structure
• Typical Professional Courses on Weekends

8. SECI and Blended Learning Environment
B Interact with one another and
SOCIALIZATION
the speakers (Cohort level)
l Seminar
o
g Share and exchange views on seminar takeaways
with group members (Sub-group level: quiz
E Break-Out challenge, moderation duties)
n Sessions
EXTERNALIZATION
t
Articulate arguments
r with the larger
i community of peers
for review, extension Online
Consolidate the group
knowledge gained through
e and expansion
Discussions activities above (Sub-group
(Cohort level) level: consolidation of
s moderation report)
Group
Reports
Build a common repository of peer
reviewed, collective knowledge (Sub- COMBINATION
group level: consolidation of Wiki Entries
moderation duties approach; sub-
group level programme: 1200 words
reports and presentation slides for Reaching out to the external
external panelists’ presentations). community (Sub-group level by
) programmme) Presentation
Reflect on collective knowledge by making
connections with the individual experiences
Final Reflection
Report
INTERNALIZATION
Offline Component Online Component

9. Relaxed, but intellectually challenging
• No classrooms, but
– Seminars, Break-out Discussions and Panels
• No exams, but
– Full attendance (for all three seminars)
– Group report of 1200 words as wiki entry, based on topics
from Session 2, and 20 minute presentation to panels through
a selection process
– Final individual report of 500 words (reflection of what you
have learned)
– Online posting and participation is essential (see later)

10. Proactive in sharing the work
• Once in the seminar, a sub-group will perform
moderation duty for a discussion session where the
rest of the students in the group participate
• The responsibilities, as a team, include:
– Facilitating small group discussion
– Documenting, summarizing and reporting the discussion
and findings of the group
– Posting summarized report in the group’s discussion forum
– can be basis for the 2000 words group report
– Etc.

11. Plugging into cyberspace
- continue your interaction online!
• Each individual student is to actively participate in
blog, forum and wiki on our eLearning platform
edveNTUre: http://edventure.ntu.edu.sg
• Online posting essential to your reports
– Group report considered a remix of postings in the online
space
– A portfolio of individual postings need to be included as
evidence in the final individual report

12. Cascade Mode of Communication (CMC)
based on Blogs, Forums and Wikis for SECI
Consolidation
through Moderation
Combination
EdWiki
EdForum
Socialization Externalization
EdBlog
Panel/Break-Out
discussions
Conversations before ,
after and in – between Internalization
seminars (Tea Break) (Reflective Reports; Portfolio)

13. Significant New Findings
• Active and collaborative learning
• Overcome long recognized barriers: breaking
down social, culture, language barriers as one’s
complement the other’s.
• Establish the balancing point between extrinsic
and intrinsic motivations
– Completion of SECI spirals
– Reflexive learning

14. Student-centered Teaching
• Shift the focus of activity from the teacher to the learners:
– active learning: students solve problems, answer questions, formulate
questions, discuss, explain, debate, or brainstorm during class
– cooperative learning: work in teams on problems and projects under
conditions that assure both positive interdependence and individual
accountability
– inductive teaching and learning, in which students are first presented
with challenges (questions or problems) and learn the course material
in the context of addressing the challenges. Inductive methods include
• inquiry-based learning
• case-based instruction
• problem-based learning
• project-based learning
• discovery learning
• just-in-time teaching
Richard Felder's Home Page “RESOURCES IN SCIENCE AND ENGINEERING EDUCATION” URL:http://www4.ncsu.edu/unity/lockers/users/f/felder/public/

15. Cascading Modes of
Communication
SECI Space Physical and Web 2.0 Criteria of High Communication Modes (Speech Pattern)
Spaces Quality Knowledge
Socializing Blog/Social Network Authenticity This, X, is truly what I believe/feel
Externalization Forum Rationality This, X, I agree/disagree/need to clarify, because of Y
Combination Wiki Universality Regardless of what I said, this, Z, is what most of us
believe/feel.
Internalization Final Report Intentionality Given Z, what am I to do about X.
Blog/Social Network Forum
Reflection
Report Wiki

16. Modeling Professional Seminar as an Activity System
• Subjects: Who is involved in carrying out the activity?
• Activity (Model): What sort of activity is of interest?
• Object: What are the shared objects produced from activity?
• Tools: By what means are the subjects performing the activity?
• Rules and regulations: Are there any cultural norms, rules or regulations
governing the performance of the activity?
• Division of labor: Who are responsible for what, when carrying out activity
and how are those roles organized?
• Community: What is the environment in which this activity is being carried
out?
• Outcomes: What is the desired outcome from carrying out this activity?
̈
Engestrom, Y. (1987). Learning by expanding: An activity theoret. approach to developmental research. Helsinki: Orienta Konsultit Oy

17. Professional Seminar Activity System
Online (Cascading Mode of Communication)
& Offline (Seminar, Break-out Discussion)
Posting Blog, Forum, Wiki s
Reflective Reports
Speakers, Students, Facilitator,
& Teacher
Sense of Community
Sense of Efficacy
SECI Spirals Sense of Knowledge Quality
(Knowledge Ready for Action
- Praxis)
Authentic
Golden Rule Professional Seminar/ Grouping/Sub-grouping
Net Etiquette MSc IS, IT, and KM
NOR, NPV

18. Business Ethics
• Issue of concern: social responsibility v.s. profitability
• Instrumental reasoning approach to decision making
– Value-neglect orientation
– Calculus of power, urgency, and legitimacy to fit a unitary system of
control
– Screen out discordant stakeholder voices as being value laden, and
hence a likely threat to unitary control
• Ethical reasoning approach to decision making
– Value-attunement orientation
– Communicative ethics based on mutual respect among insiders and
stakeholder groups in the community
– Knowledge creation spirals to engage and enlarge community of
practice
Calton, J. M., & Payne, S. L. (2003). Coping With Paradox: Multistakeholder Learning Dialogue as a Pluralist Sensemaking Process for Addressing
Messy Problems. BUSINESS AND SOCIETY. 42, 7-42.

19. Communicative Action
• Communicative action is a concept associated with
the German philosopher-sociologist Jurgen Habermas, who is
also one major thinker on “Public Sphere.”
– used to describe cooperative action undertaken by individuals based
upon mutual deliberation and argumentation. He develops the
concept in his work The Theory of Communicative Action.
• It is a critic to the structural-functional tradition of sociology
which likens human organizations to a reified system driven
by instrumental reasoning – like an Iron Cage or a colonized
Life-world, where human interests flourish.
• Practical wisdom is needed: regulation and rules thwarts
moral skills and incentive diminish moral wills.

20. Multi-Stakeholders Learning Dialogue (MSLD)
Dissensus
Quadrant III Quadrant IV
Postmodern critics Many voices seek to
Deconstruct integrate and reconstruct
Texts narrated by meanings via reflective
Global/Collective
Contending voices Dialogue inquiry
Truth
Quadrant II Quadrant I
Many voices seek shared Expert voices seek to
meanings from narratives Construct universal
composed in local meanings from the
communities specialized study of
of interpretation Facts or values
Consensus

21. Multi-Stakeholders Learning Dialogue (MSLD)
Dissensus
i
Quadrant III Quadrant IV
i i i g i
Postmodern critics Many voices seek to i
Deconstruct integrate and reconstruct
Texts narrated by meanings via reflective
Global/Collective
Contending voices Dialogue inquiry
Truth
Socialization Externalization
g
Internalization Combination g g
o o
Quadrant II g Quadrant I g
g
i g
Many voices seek shared Expert voices seek to
meanings from narratives Construct universal
composed in local meanings from the
communities specialized study of
of interpretation Facts or values
Consensus

22. Unified Model of Communicative Dynamics
(UMCD) and Ying-Yang of Dialectic Process
Leader/Facilitator
(Yang: collective/explicit/consensus)
Agents/Creators
(Ying: individual/implicit/dissensus)
• Teacher and students are objects of mutual attraction in a spiral of progress
(teach to learn and learn to teach) and are all agents, having the same
propensities for
– Consensus v.s. Dissensus
– Tacit v.s. Explicit
– Individual/Local v.s. Collective/Global

23. The Analects of Confucius ( 論語 )
• 顏淵第十二 : 季康子问政于孔子曰： " 如杀无道，以
就有道，何如？ " 孔子对曰： " 子为政，焉用杀。子
欲善，而民善矣。君子之德风，小人之德草，草上之风
，必偃。“
• Book 12: Chi K'ang asked Confucius about government,
saying, "What do you say to killing the unprincipled for the
good of the principled?" Confucius replied, "Sir, in carrying on
your government, why should you use killing at all? Let your
evinced desires be for what is good, and the people will be
good. The relation between superiors and inferiors is like that
between the wind and the grass. The grass must bend, when
the wind blows across it.“
• Note: 德 =virtue, which unfortunately is not translated
Confucius, . (1938). The Analects of Confucius. Translated and annotated by Arthur Waley. New York: Vintage Books

24. Tao Te Ching ( 道德经 )
• 第四十二章 : 道生一，一生二，二生三，三生万物。万物
负阴 (YIN) 而抱阳 (YANG) ，冲气以为和。
• Chapter 42: The Tao produced One; One produced Two; Two
produced Three; Three produced All things. All things leave
behind them the Obscurity (YIN) (out of which they have
come), and go forward to embrace the Brightness (YANG)
(into which they have emerged), while they are harmonized
by the Breath of Vacancy.
• One = the same Virtue for both those who bend (YIN) and
those who blow (YANG)

25. Unified Model of Communicative Dynamics
(UMCD) and Ying-Yang of Dialectic Process
Leader/Facilitator
(Virtue: Blow)
Agents/Creators
(Virtue: Bend)
• Teacher and students are objects of mutual attraction in a spiral of progress
(teach to learn and learn to teach) and are all agents, having the same
propensities for
– Consensus v.s. Dissensus
– Tacit v.s. Explicit
– Individual/Local v.s. Collective/Global

26. Record of Studies 学记
- Disciples of Confucius (551 – 479 BC)
• 学然后知不足，教然后知困。知不足，然后能自反也；知
困，然后能自强也。故曰教学相长也。
• Learning leads to one’s realization of lack of knowledge,
teaching lead to one’s realization of perplexities of
knowledge. Knowing one’s own inadequacy facilitates
learning; understanding the perplexities facilitates self-
invigoration. Hence teaching and learning are an ever
progressing joint development
• Are we a model for students, relentless open to share and
learn?

27. Implications for Enterprise 2.0 (I)
• Def: Enterprise 2.0 is the use of "Web 2.0" technologies
within an organization to enable or streamline business
processes while enhancing collaboration - connecting people
through the use of social-media tools
• Achievable if leaders and members possess the same virtue
and goal: openness and trust, on the one hand and ethical
behaviors, on the other.
• Cascade modes of communication of social-media tools (blog/
social-network/forum/wiki/reflection reports) helps create
high quality knowledge

28. Implications for Enterprise 2.0 (II)
• Need to be further facilitated to overcome sense of
disorientation in the cyberspace - i.e., the discussion of noise
and signal  McAfee’s SLATES methodology for Enterprise
2.0
– Search
– Link
– Author
– Tag
– Extension
– Signal
McAfee, A. P. (January 01, 2006). Enterprise 2.0: The Dawn of Emergent Collaboration - Do we finally have the right technologies for knowledge work?
Wikis, blogs and group-messaging software can make a corporate intranet into a constantly changing structure built by distributed, autonomous peers that
reflects the way work really gets done. Mit Sloan Management Review, 47, 3, 21.

29. Implications for Engineering
Management Education (I)
• Discipline cross exercise can be beneficial as it creates more
opportunities for collaboration
• All relevant background knowledge should be brought to bear
Pre-requisites Fundamentals Specialization Emerging Areas
Technology-centred (TBS) Human Computer Interface Design Social Informatics Virtual Reality Technology
subjects Enterprise Information System Visualization and Advanced
Information Visualization and Computer Graphics
Presentation
Technology-related (TBS) Quality Management Safety & Security Managing Technological
management procedures Project Management Compliance Management Breakthroughs
Corporate functions Business Research Financial Accounting; IP Management Knowledge Management
Method and Case Community of Practice Accounting for Decision Creativity & Innovation
Study Marketing for Decision Making Making and Control Venture Capital Investment
Economic Analysis Corporate and Business in High-tech Industrie
Managing Business Operations Strategy
Leadership and
Organizational Behavior
Supporting disciplines Language Ethics (TBS) (TBS)
Logic

30. Implications for Engineering
Management Education (II)
• Diversity of skills needed
– Problem solving, Communication, Team work,
Self-assessment, Life-long learning, and Change
Management
• Need to maintain ideal balance between
– Upstream R&D v.s. Downstream Industry
– Specialized v.s. Generic Skills
– Coverage v.s. Synergy
– Global v.s. Local Contexts
– Community v.s. Expert

31. Concluding Remarks
• Unification of models of knowledge creation and business
ethics defies rigidity and highlights the importance of dynamic
roles and balance in a community of practice and learning.
• Roles are critical, but are subject to change through dialogue.
• Balance is to be guided by ethics and maintained through an
ever progression of changes with the evolving common
grounds of the community.
• Human and technology may interface differently to increase
productivity however there is need to counter side-effects
and regain seamlessness of interface.
• Synthesis of disciplines creates opportunity however learning
must be guided by background knowledge.

32. Thank You
Dr. Paul Wu Horng-Jyh
paulhjwu@gmail.com

33. • “Ahh… Professional Seminar. Must be a breeze. Just three Saturdays, listen to the speakers
and then times up!... I had the impression that it would be one of the seminars where I just
listen to talks from renowned speakers from the industry.”
• “Yes, indeed, this Professional Seminar course did give me the opportunities to discover my
strengths and weaknesses. I have reflected quite a lot and that surprised me. In the past, I
would never think of taking up the role of group leader through the course. I realized that my
strengths in the ability to focus on the tasks when I took up the ownership. On the other
hand, the weaknesses kick in when I am overloaded with work, studies and socialize activities
which deviates my focus.”
• “I have learnt a lot during the Professional Seminar. The speakers gave insightful and
interesting talks. The group discussions were an eye opener. I could actually mirror some of
the characters and experiences I had in the real corporate world.”

34. • “After the professional seminar, I and my group decided we were going to find answers to the
quiz given. We shared the work between us in the group in such a way that division of labor
will be ensued. *Student A* decided to collate the story while *Student B* and others decided
to find answers to the puzzles via the internet and books so to say.”
• “Before researches became an option, we thought of using a very funny technique as we
decided to act the drama posed in the questions given. We decided to tie *Student C*’s,
*Student D* and *Student E*’s face and from there we coined out something related to the
answer.”
• “It’s true that knowledge sharing is power. No matter the cultural, lingual or ethical
difference between groups of people knowledge sharing still fosters growth and so things are
done faster and effectively than when knowledge is hoarded”
• “*Studente F* came up with the answer to one of the question but unfortunately, it came in
Mandarin and it was sent to my email; I requested for the translation and thereafter *Student
B* translated it.”

35. The entire lecture hall was silenced as it dawned upon the subgroups that we would have to reform into three
groups according to our field of study: Information Studies, Information Systems and Knowledge
Management. Didn't see that one coming. One of the leaders (from Information Systems) emerged from
the rubble of assignments, term reports and tests, providing the beacon of light that led the way into the
darkness. "GO!" He pointed onward, "Split thyselves into thy listed groups and follow the way of the
mailing list. Most importantly, stay attuned to the final report details of which shall be heading your way
like a speeding missile. Ow! You have been warned!"
Thanks to him, no one will be under the misguided impression that IT people have no leadership or
communication skills (Steve Jobs: "You think?!")
It should have been smooth sailing for the Information Studies group from here on - the chosen ones in the
mission of helping users with information seeking behaviour. Besides, having 15 people write 1200 words
should be a pleasant walk in Yunnan park right? But of course, if common sense rules the day, there would
be world peace and Singapore would finally be satisfied with a beauty queen who is boomz.
Between active participation in the online forums and the hailstorm of assignments, the report was suffering
from severe hunger pangs. "Feed me!" It cried out for attention. And then a kind lady leapt into action
proving that girl power is a reality not to be denied by anyone; by decisively proposing new frontiers of
work division and topics. It was the Force we needed. Something that goes like "OI!!! WAKE UP YOUR
IDEAS!". Within a short period, everyone had chosen their favourite subtopic to write on with some even
volunteering new ones. Editors got to the fore and did what they did best, which was to edit. A lone kind
soul created the much needed wikis for online collaboration.
Everyone tapped into their inner writer and contributed with a vengeance.
A week later....
The report was more than 1200 words. It ate too much. Did we give up? NO!
Thankfully, our fearless leader and volunteer editors jumped in with pen (and lightsaber) in hand, trimming the
fat away and sculpting the beauty that was left. We had our final report. Presentation slides. Presenters.
Wow.
Upon reflection, it was a strange affair as the process of writing the essay reflected quite a bit of its
contents. When we needed it most, each of us demonstrated different skill sets, managed the
information overload and collaborated ethically, respecting copyright boundaries without crossing into
North Korea. Weren't these the topics we wrote about?

36. Blog Post

37. Forum Discussion
(Signals v.s. Noises)

38. Wiki Entry