Abstract
Global workforce mobility and the technologies that support collaborative work across the globe lead to the need of knowledge management systems that take into account how adults with various national and ethnic backgrounds learn and share knowledge, and that incorporate both the professional and technical knowledge in organizations, and the diversity of thought and worldviews of their employees. It is incumbent on learning facilitators, instructional designers, and developers of knowledge management systems to enable and empower employees to think at a global level and use and share their knowledge and skills in their organizations to address the global challenges they face. Thus, teaching for globalization is considered both an antecedent and an outcome of knowledge management systems in organizations. This chapter discusses the (a) global context of education and work (the “whys” for teaching for globalization), (b) importance of knowledge management in today’s organizations (the “whys” for knowledge management designed for the global environment), (c) global systems thinking and global mindset (the “whats” of teaching for globalization), and (d) cultivating global systems thinking and global mindset (the “hows” of teaching for globalization). The chapter concludes with implications for the design of knowledge management systems to support continuous learning in organizations, and nurture engaged, creative, and responsible global professionals.
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Cseh, M., Crocco, O.S., Safarli, C. (2019). Teaching for Globalization: Implications for Knowledge Management in Organizations. In: Fedeli, M., Bierema, L.L. (eds) Connecting Adult Learning and Knowledge Management. Knowledge Management and Organizational Learning, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-030-29872-2_6
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