Search (136 results, page 7 of 7)

  • × theme_ss:"Ausbildung"
  • × year_i:[2000 TO 2010}
  1. Gorman, M.: Why teach cataloguing and classification? (2002) 0.00 
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  2. Hoerman, H.L.: Why does everybody hate cataloging? (2002) 0.00 
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  3. Kells, K.: Indexing classes offered by the Graduate School (USDA) (2007) 0.00 
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  4. Santiago Bufrem, L.; Breda, S.M.; Viana Sorribas, T.: ¬The presence of logic in the domain of knowledge organization : interdisciplinary aspects of college curricula (2007) 0.00 
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  5. Pluzhenskaia, M.: Research collaboration of Library and Information Science (LIS) schools' faculty members with LIS and non-LIS advanced degrees : multidisciplinary and interdisciplinary trends (2007) 0.00 
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  6. Gennis, M.: Schriftgutverwaltung und Langzeitarchivierung : Records Management (k)ein Thema an informationswissenschaftlichen Ausbildungsstätten in Deutschland? (2009) 0.00 
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  7. Harvey, R.; Reynolds, S.: MARCup to markup : education for cataloguing and classification in Australia (2005) 0.00 
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  8. Mandl, H.; Reinmann-Rothmeier, G.: Lernen mit neuen Medien (2001) 0.00 
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  9. Barber, E.E.; Pisano, S.L.: ¬The teaching of information processing in the University of Buenos Aires, Argentina (2005) 0.00 
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  10. Gödert, W.: Knowledge organization and information retrieval in times of change : concepts for education in Germany (2001) 0.00 
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    Abstract
    A survey is given, how modifications in the field of the information processing and technology have influenced the concepts for teaching and studying the subjects of knowledge organization and information retrieval in German universities for library and information science. The discussion will distinguish between fields of modifications and fields of stability. The fields of the modifications are characterised by procedures and applications in libraries. The fields of stability are characterised by theory and methods
  11. Harcourt, K.; Neumeister, S.M.: Online distance learning with cataloging mentors : the mentor's viewpoint (2002) 0.00 
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  12. Taniguchi, S.: Current status of cataloging and classification education in Japan (2005) 0.00 
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  13. Pircher, R.: Qualifikationen für Wissensmanager/-innen durch postgraduale Weiterbildung (2001) 0.00 
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    Abstract
    Die Zielsetzung des Managements der Ressource Wissen stößt auf zahlreiche Problemstellungen unterschiedlichster Art: mangelnde Vertrauensbasis und -kultur, psychosoziale Widerstände, inadäquate Infra- oder Organisationsstruktur, fehlende »Soft Skills« der Mitarbeiter, beschränkt taugliche Controlling-Instrumente und vieles mehr. Der/ die Wissensmanager/-in bzw. Top-Manager/-in, der/die die Herausforderung der bewussten »Bewirtschaftung« des verfügbaren Know-hows aktiv annimmt, findet sich vor einer vielschichtigen, transdisziplinären Problemstellung wieder. Ein postgradualer Lehrgang Wissensmanagement muss die Grundlagen zur Lösung dieser Problemstellungen beinhalten. Er soll Personen im mittleren und Top-Management und (zukünftigen) Wissensmanager/-innen wissenschaftlich und empirisch fundierte Kenntnisse für die erfolgreiche Planung, Umsetzung und Evaluierung von Wissensmanagementprojekten vermitteln. Für den neuen Universitätslehrgang Wissensmanagement (http://www.tim.donau-uni.ac.avIgwm/) an der Donau-Universität Krems wurde mit Unterstützung eines internationalen Expertenkreises ein Curriculum entwickelt, das die als wesentlich erachteten Disziplinen umfasst. Er wird im Sinne eines Monitoring empirisch begleitet durch die Befragung von Teilnehmern/-innen bzw. Managern/-innen, um die Praxistauglichkeit der angebotenen Inhalte sowohl vor als auch nach Beginn und Absolvierung des Lehrganges zu evaluieren. Ziele dieses Projektes sind (a) die Identifikation der Hürden für die Wissensgenerierung; (b) die Definition eines Spektrums daraus abgeleiteter Qualifikationen für Manager/-innen in Organisationen. Die daraus resultierende Studie wird aufbauend auf empirischen Ergebnissen und dem aktuellen Stand der Wissenschaft ein Spektrum von Kompetenzen und entsprechenden Qualifikationskriterien für Wissensmanager/-innen in mittleren und großen Unternehmen entworfen. Die ersten Ergebnisse dieses Projektes werden im Vortrag vorgestellt. Der Lehrgang berücksichtigt in einem ausgewogenen Verhältnis jene interdisziplinären Ebenen, die auf dem Weg zu einer wissensorientierten und lernenden Organisation zu berücksichtigen sind: Geschäftsund Wissensmanagementprozesse; Unternehmens- und Wissenskultur; Informations- und Kommunikationstechnik. Weiters wird das Management expliziter Information (information und Dokumentation, Informationswissenschaften) als Teilbereich des Wissensmanagements verstanden. Synergien und kreative Potenziale in Kombination mit dem Lehrgang Bibliotheks- und Informationsmanagernent werden in diesem Sinne durch die Lehrgangsleitung gezielt gefördert. Der Lehrgang umfasst folgende Themenbereiche: Konzepte und Grundlagen des Wissensmanagements; Mensch und Organisation (Instrumente und Praktiken des Wissensmanagements, Kommunikationsmanagement, Psychologie, Coaching, Messung und Controlling, etc.); Technologie (Wissensrepräsentation, Dokumentenmanagement, ) >Business Intelligence<, Competitive Intelligence etc.); Etablierung des Wissensmanagements (Projektmanagement, Case Studies); Master Thesis
    Location
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  14. Mugridge, R.L.; Furniss, K.A.: Education for authority control : whose responsibility is it? (2002) 0.00 
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  15. Zhanghua, M.: ¬The education of cataloging and classification in China (2005) 0.00 
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  16. Kgosiemang, R.T.: Education and training for cataloguing at the University of Botswana Library : an overview (2005) 0.00 
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