Relevant bibliographies by topics / Knowledge citizenship

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Knowledge citizenship'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Knowledge citizenship"

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Ardi, Ridwan, Made Putrawan I., and Mudji Sutrisno F.X. "PPKn Instructional Materials Development based on Citizenship Behaviorin Improving Students’ Knowledge about Citizenship Concepts (PKn)." Journal of Advanced Research in Dynamical and Control Systems 11, no. 09-SPECIAL ISSUE (September 25, 2019): 39–47. http://dx.doi.org/10.5373/jardcs/v11/20192533.

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Clemitshaw, Gary. "Citizenship without history? Knowledge, skills and values in citizenship education." Ethics and Education 3, no. 2 (October 2008): 135–47. http://dx.doi.org/10.1080/17449640802439337.

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Lee, Taehwa. "Which citizenship do you mean? The case of the Seokkwan Doosan apartment complex in Seoul." Energy & Environment 30, no. 1 (July 10, 2018): 81–90. http://dx.doi.org/10.1177/0958305x18787269.

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Although applying a specific perspective (e.g. energy citizenship) provides valuable information about citizens’ actions in relation to energy issues, confining their actions into just one category risks limiting our knowledge. This paper explores this hypothesis through a case study of residents’ energy-related activities at the Seokkwan Doosan apartment complex in Seoul. This research compares four citizenship types with Andrew Dobson’s categories and applies them all to the case study. This research yields the following findings. The Seokkwan case appears to have a mixture of all the citizenship characteristics discussed in this paper. The case study shows that only the concept of sustainability citizenship is suitable for explaining both rights and responsibilities. Although the case study only focuses on the private sphere, residents’ activities clearly had public implications, which are characteristics of all the types of citizenship. Regarding territoriality and nonterritoriality, aspects of ecological, sustainability, and energy citizenships appear only weakly. The case study reveals virtues of all citizenships. This case study reveals that the hypothesis is correct: we should be cautious about applying only a particular type of citizenship to a diverse case study.
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Reysen, Stephen, Iva Katzarska-Miller, and Shonda A. Gibson. "World Knowledge and Global Citizenship: Factual and Perceived World Knowledge as Predictors of Global Citizenship Identification." International Journal of Development Education and Global Learning 5, no. 1 (January 1, 2013): 49–68. http://dx.doi.org/10.18546/ijdegl.05.1.04.

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We examine the influence of factual and perceived world knowledge on global citizenship identification. Perceived world knowledge directly predicted global citizenship identification, while factual world knowledge did not (Study 1). Students' factual (Study 1) and perceived (Study 2) world knowledge predicted students' normative environment (degree that valued others prescribe being a global citizen) and global awareness (perceived knowledge of the world and one's connection to the world), which then predicted global citizenship identification, and identification with global citizens predicted endorsement of pro-social values and behaviours (e.g., intergroup empathy, valuing diversity). Overall, the results highlight the indirect influence of factual and direct influence of perceived world knowledge on students' felt connection with global citizens.
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Azhari, Muhamad Ichsan, and Bambang Suko Priyono. "Knowledge Sharing Dan Kompetensi Terhadap Kinerja Pegawai Melalui Organizational Citizenship Behavior (OCB)." Jurnal E-Bis (Ekonomi-Bisnis) 6, no. 1 (June 10, 2022): 243–55. http://dx.doi.org/10.37339/e-bis.v6i1.863.

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Riset ini bertujuan guna menganalisa pengaruh knowledge sharing serta kompetensi terhadap Organizational Citizenship Behavior (OCB) dan juga dampaknya terhadap kinerja pegawai pada Bank CIMB Niaga Jawa Tengah. Berlandaskan tujuan riset yang hendak dicapai, jenis riset yang digunakan oleh peneliti yaitu explanatory research. Berlandaskan hasil analisis, diperoleh bahwa terdapat pengaruh yang positif variabel knowledge sharing serta kompetensi terhadap organization citizenship behavior pegawai. Ada pengaruh yang positif variabel knowledge sharing, kompetensi serta organization citizenship behavior terhadap kinerja pegawai. Organization citizenship behavior memediasi pengaruh knowledge sharing terhadap kinerja, pula Organization citizenship behavior memediasi pengaruh kompetensi terhadap kinerja citizenship behavior memediasi pengaruh knowledge sharing terhadap kinerja, juga Organization citizenship behavior memediasi pengaruh kompetensi terhadap kinerja
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Ahmad-Llewellyn, Shahara. "From Knowledge, to Service, to Citizenship." Phi Delta Kappan 85, no. 1 (September 2003): 62. http://dx.doi.org/10.1177/003172170308500117.

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Gundara, Jagdish. "Civilisational knowledge, interculturalism and citizenship education." Intercultural Education 19, no. 6 (December 2008): 469–79. http://dx.doi.org/10.1080/14675980802568269.

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Ramasamy, Murugesan, and Natarajan Thamaraiselvan. "Knowledge Sharing and Organizational Citizenship Behavior." Knowledge and Process Management 18, no. 4 (October 2011): 278–84. http://dx.doi.org/10.1002/kpm.385.

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Yusof, Hamidah, Mohd Asri Mohd Noor, Mahaliza Mansor, and Jamal Yunus. "KNOWLEDGE, SKILLS, AND ATTITUDES OF MALAYSIAN STUDENT ON GLOBAL CITIZENSHIP EDUCATION." Jurnal Cakrawala Pendidikan 38, no. 3 (October 19, 2019): 426–37. http://dx.doi.org/10.21831/cp.v38i3.26304.

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Student’s perception on the current global citizenship education might have evolved. This study aims to identify the level of knowledge, skills, and attitudes of global citizenship from students’ perceptions. It also examined the relationship between students’ knowledge with the skills and attitudes of global citizenship. This study involved 155 first semester students in a public university in Malaysia. The selection of these respondents is to get their views on the education of global citizenship they received at schools. They were chosen because they had just finished secondary schools, and their experiences were still fresh in memory. They also came from various schools in Malaysia and able to draw on the experience of global citizenship education in Malaysia. This study was quantitative and used a questionnaire as the research instrument. The findings show that the level of knowledge, skills, and attitudes of students towards global citizenship is at a moderate level. The relationship between knowledge, skill, and attitude towards global citizenship is high, positive, and significant. The multiple linear regression analysis showed that skill and attitude are the predictors for the knowledge in the students. This study implies that global citizenship education is important to equip students to understand global issues and become global citizens.
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Ten Dam, Geert, Anne Bert Dijkstra, Ineke Van der Veen, and Anne Van Goethem. "What Do Adolescents Know about Citizenship? Measuring Student’s Knowledge of the Social and Political Aspects of Citizenship." Social Sciences 9, no. 12 (December 17, 2020): 234. http://dx.doi.org/10.3390/socsci9120234.

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This paper analyses how young people’s citizenship knowledge is related to the different domains of citizenship in their daily lives. Based on a representative sample of some 5300 students in the third year of 80 Dutch secondary schools, our study relates citizenship knowledge to student background and school characteristics. The knowledge test developed for this study situates citizenship knowledge in the literature and the societal and political context defining the social structure students live in. The contribution of our study lies in this broad conceptualisation of citizenship, which is reflected in fine-grained, more specific results than the outcomes of earlier research. Gender differences are particularly pronounced in the social aspects of citizenship and are small in the political domain. As far as ethnic background is concerned, we see knowledge differences in the domain of “acting democratically”. This is also the domain where most of the differences in citizenship knowledge between students of the various schools and tracks occur. School size, public/private school, urbanisation and a more heterogeneous student population cannot explain these differences. To mitigate inequalities in citizenship knowledge between and within schools, which are relatively large in the Netherlands, further research is necessary to investigate micro-level mechanisms within schools.
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Dissertations / Theses on the topic "Knowledge citizenship"

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Parmar, Chandrika. "The pluriverse of disasters : knowledge, mediation and citizenship." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:3702194d-8b32-49d5-a37d-55fadeb0bbe1.

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This thesis looks at a variety of stakeholders and how they inform the conversations around disasters and disaster sites. In particular it focuses on the way knowledge frameworks of different actors informs this dialogue and defines the nature of their response. The thesis argues that this has an implication for debates on democracy, governance and citizenship. The thesis looks at four sets of actors: individuals confronting and coping with the everydayness of disasters.; the states of Gujarat and Orissa in India which innovate in the face of disasters to either create a techno-managerial response and institute different methodologies or use the existing structures to embed themselves further and perpetuate the poverty and disaster industry; the Christian and secular humanitarian groups: the former make a transition from charity to rights discourse while intervening in disasters. The latter focus on building methodologies which institute certain norms of responding to disasters and catering to those it considers as more vulnerable when disaster strikes. The thesis finally turns its attention to the response of four Hindu groups who draw on civilizational categories to engage with issues of pain, suffering, healing. Each stakeholder, the thesis argues, in articulating its response to disasters, presents a 'counter model' or at least a complementary understanding of how to think and respond to disasters. This plurality of engagement by questioning the preconceived frameworks adds not just to the democratic imagination but also to the debates on what constitutes governance and citizenship. Methodologically, the thesis is an ethnographic exploration located in two sites in India: Gujarat and Orissa. It keeps storytelling, ethnography, analysis, policy documents together and tries to show that they become a weave in disaster studies.
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Bell, Stephanie A. "Knowing politics : knowledge and democratic citizenship in South Africa's education system." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7ca7a761-e6f2-4d65-a069-14ed18e18c3e.

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This thesis brings together democratic theory's calls for an understanding of the actually existing democratic state and anthropological work on innovative forms of citizen participation. Building on the work of Joao Biehl and Steven Robins, the research focuses on access to knowledge and claims of expertise as grounds upon which politicians and bureaucrats exclude citizen participation. It argues, using an ethnographic case study of South African student activist group Equal Education, that authors such as Max Weber, Michel Foucault, and James Scott are wrong to imply that citizens cannot train themselves in the technocratic manner frequently deployed by the state's representatives. It also argues, however, that the state's representatives are often not the technocrats they are hypothesised to be or that they claim to be, and their knowledge practices cannot be separated from politics. This makes the process through which citizens establish expertise and credibility with the government more complicated than simply training themselves in the government's knowledge practices. Drawing on the work of Danielle Allen and Francesca Polletta, the thesis thus also examines how questions of personal experience and identity on grounds of lived experience as well as claimed or perceived identity often interact with claims to knowledge, opening up or shutting down citizens' ability to participate. Even when citizens are able to leverage their technocratic expertise to successfully influence policy creation, they may still find it difficult to effectively participate in the implementation thereof beyond external monitoring and accountability enforcement. The thesis concludes that the current democratic theory ought not be so pessimistic about the spectre of a know-nothing citizenry, but nor ought it presume that education and expertise alone will be sufficient for democratic governments to take seriously an involved and engaged citizenry.
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Sigauke, Aaron T. "The teaching and practice of citizenship in schools in Zimbabwe (2007) : an investigation into student knowledge, attitudes and participation levels and teachers' views prior to the implementation of citizenship education." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=25201.

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Walters, Meghan Gail. "Elementary Educators' Knowledge, Beliefs, and Planned and Implemented Practices for Digital Citizenship." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6291.

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Limited research has focused on the knowledge, beliefs, and professional practices of elementary educators related to digital citizenship. The purpose of this study was to identify elementary educators' knowledge and beliefs about digital citizenship, as well as understand their plans and implemented practices, supports, and barriers related to digital citizenship instruction. This study was grounded in Mezirow's theory of transformative learning, Siemen's theory of connectivism, and Ribble's concept of digital citizenship. Descriptive statistics were used to analyze data collected from an original survey instrument developed from the literature by the researcher. Participants were recruited using publicly accessible email addresses and the monthly newsletter from Hawaii Society for Technology Education; a total of 74 educators completed the survey. All educators in the district who met the demographic criteria of working at the elementary level as a teacher, curriculum coordinator, or technology coordinator were welcome to participate in the study. Data were analyzed for frequencies and percentages to develop generalized statements about the population. The results indicated, on average, that educators rated themselves with high knowledge and beliefs about digital citizenship concepts with the exception of digital law. Additionally, correlational analysis revealed schools with greater adoption rates of 1:1 technology-device integration had a significant impact on professional practices in digital citizenship implementation and overall instructional practices. This research study contributes to positive social change by helping educational leaders identify what is needed to support educators in teaching with digital citizenship, and especially in supporting those educators in schools which are further behind in adopting 1:1 technology integration.
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Lehr, Jane L. "Social Justice Pedagogies and Scientific Knowledge: Remaking Citizenship in the Non-Science Classroom." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28335.

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This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape education practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model of citizenship defines (and limits) appropriate behavior for non-scientist citizens as acquiescing to the authority of science and the state by actively demarcating science from non-science, experts from non-experts, and the rational from the irrational. To question scientific authority is to be scientifically illiterate. This vision of 'acquiescent democracy' seeks to end challenges to the authority of science and the state by ensuring that scientific knowledge is privileged in all personal and public decision-making practices, producing a situation in which it becomes natural for non-scientist citizens to enroll scientific knowledge to naturalize oppression within our schools and society. It suggests that feminist and equity-oriented science educators, by themselves, are unable or unwilling to challenge certain assumptions in the dominant model of scientifically literate citizenship. Therefore, it is the responsibility of non-science educators who teach for social justice to articulate oppositional models of non-scientist citizenship and democracy in their classrooms and to challenge the naturalized authority of scientific knowledge in all aspects of our lives. It demonstrates how research in the field of Science & Technology Studies can serve as one resource in our efforts to intervene in the dominant model of scientifically literate citizenship and to support a model of democracy that encourages the critical engagement of and opposition to scientific knowledge and the state.
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Eid, Fatima Hasan. "Preparing youth for citizenship and democracy : young Bahrainis' civic and political knowledge and understanding." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/9038.

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Preparation of young people for effective citizenship has been a major concern in Bahrain since the transition towards democracy in 2001, and the movement towards reform in most aspects of life. To expedite the process of development and reform, education, training and youth issues are receiving growing attention in Bahrain. On a path of educational reform, Bahrain seeks to improve the quality of life for Bahraini citizens and increase their chances for prosperity, and, thus, citizenship education has been identified as a key initiative, which involves a clear commitment to help students acquire the skills, values, and knowledge necessary to enable them to become active citizens. The present study examines whether young people graduating from secondary school in Bahrain are equipped with the civic and political knowledge and understanding necessary to participate effectively as citizens in a democracy. This is done by looking at three domains: citizenship, community and identity; rights, responsibilities and law; and democracy, political literacy and government. These categories comprise the conceptual framework of this study, support the development of the research hypotheses, and serve as guidelines for the drafting of the research instruments; a questionnaire and a semi-structured interview schedule. In this mixed methods approach, a questionnaire was administered to 460 final year secondary school students. This was followed by in-depth interviews with a stratified sample of 22 young people who had participated in the questionnaire survey. The research provides valuable insights into the civic and political knowledge and understanding of Bahraini secondary school students and sheds light on the problems encountered by these young people as they engage in the process of learning about citizenship and democracy. The findings reveals a noticeable understanding of the conceptions of citizenship and shows that young citizens have sufficient understanding of their rights and responsibilities; some knowledge of democracy, but little understanding of politics and government. Furthermore, they are aware of issues affecting their community, but they are less involved in community associations or activities. The study recommends a national strategy to improve the teaching of citizenship education in Bahrain, in formal and informal contexts. This needs to match and respond to the views, perceptions, and experiences of young people in order to encourage and enable them to become useful, active and responsible members of Bahraini society.
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Ozturk, Funda. "Determinants Of Organizational Citizenship Behavior Among Knowledge Workers: The Role Of Job Charcteristics, Job Satisfaction, And Organizational Commitment." Thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612296/index.pdf.

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Organizational citizenship behavior (OCB) has been an important and growing area of research for past two decades. Numerous empirical research have identified consequences and antecedents of this extra
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Hanke, Thomas, Achim Jughardt, and Markus Bick. "MAVACO-Tool – webbasiertes Informations- und Unterstützungssystem für Corporate Citizenship." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-140159.

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Hanke, Thomas, Achim Jughardt, and Markus Bick. "MAVACO-Tool – webbasiertes Informations- und Unterstützungssystem für Corporate Citizenship." Technische Universität Dresden, 2006. https://tud.qucosa.de/id/qucosa%3A27870.

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Can, Ahmet. "Organizational Justice Perception and Its Effects on Knowledge Sharing: a Case Study of Forensics in the Turkish National Police." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500126/.

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In today’s economy, organizational knowledge is a fundamental factor for remaining competitive and managing intellectual capital. Knowledge Management aims to improve organizational performance by designing the work environment with necessary tools. Yet, significant amount of knowledge resides within the people in different forms such as experience or abilities. Transferring individual knowledge within members or into organizational repositories is so difficult. Knowledge sharing only occurs under certain circumstances: People share knowledge when they believe it is beneficial for them, when they feel safe and secure, and when they trust. Since knowledge is power, and brings respect to its bearer, knowledge sharing needs suitable environment. In this context, this study investigates intention to knowledge sharing among forensics in the Turkish National Police (TNP) and the factors -such as perceived organizational justice, organizational citizenship behaviors, subjective norms, and attitudes toward knowledge sharing- affecting their intentions. The researcher utilized a model developed from Ajzen and Fishbein’s (1975; 1980) theory of reasoned action (TRA). To test this model, a self-administered questionnaire survey was administered in Turkey In order to analyze the quantitative data; SPSS version 19 was used for all preliminary analyses and LISREL 8.8 was used for Regression Analysis and Path Analysis The fit of the data to this proposed model was not adequate. However, 7 of the 8 hypotheses supported.
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Books on the topic "Knowledge citizenship"

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Citizenship foundation skills and knowledge clusters. Washington, D.C.]: U.S. Dept. of Homeland Security, U.S. Citizenship and Immigration Services, 2010.

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Service, Educational Testing, ed. Study guide: Social studies and citizenship education : content knowledge. [Princeton, NJ]: Educational Testing Service, 2003.

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Somers, Margaret R. Genealogies of citizenship: Knowledge, markets, and the right to have rights. Cambridge: Cambridge University Press, 2008.

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Somers, Margaret R. Genealogies of citizenship: Knowledge, markets, and the right to have rights. Cambridge: Cambridge University Press, 2008.

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1953-, White Mimi, and Reilly Susan 1944-, eds. Media knowledge: Readings in popular culture, pedagogy, and critical citizenship. Albany: State University of New York Press, 1992.

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Héber-Suffrin, Claire. Les savoirs, la réciprocité et le citoyen. Paris: Desclée de Brouwer, 1998.

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A study on creation of social mechanism, measures, and body of knowledge for adaptation of ASEAN citizenship: Executive summary. Bangkok]: Consulting Center, National Institute of Development Administration, 2012.

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1937-, Torney-Purta Judith, and International Association for the Evaluation of Educational Achievement, eds. Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. Amsterdam: International Association for the Evaluation of Educational Achievement, 2001.

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Foundation, Close Up, ed. Civic achievement award program in honor of the office of Speaker of the House of Representatives: A civic knowledge and skills development program. Arlington, VA: Close Up Foundation, 1990.

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1971-, Caldwell Kia Lilly, ed. Gendered citizenships: Transnational perspectives on knowledge production, political activism, and culture. New York: Palgrave Macmillan, 2009.

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Book chapters on the topic "Knowledge citizenship"

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Smederevac-Lalic, Marija, David Finger, Imre Kovách, Mirjana Lenhardt, Jelisaveta Petrovic, Vesna Djikanovic, Daniela Conti, and Jelle Boeve-de Pauw. "Knowledge and Environmental Citizenship." In Environmental Discourses in Science Education, 69–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-20249-1_5.

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Hammond, D. "Education for Engaged Citizenship." In Wisdom, Knowledge, and Management, 269–78. New York, NY: Springer New York, 2006. http://dx.doi.org/10.1007/978-0-387-36506-0_14.

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Brisset-Foucault, Florence. "Bureaucratic interpersonal knowledge." In Identification and Citizenship in Africa, 254–73. 1 Edition. | New York : Routledge, 2021. | Series: Routledge contemporary Africa: Routledge, 2021. http://dx.doi.org/10.4324/9781003053293-18.

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Masemula, Morongwa B. "Whose Knowledge is Transmitted through Public Education in Africa?" In Decolonizing Global Citizenship Education, 173–78. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-277-6_14.

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Davis, Brent, and Krista Francis. "Knowledge and Learning in Democratic Citizenship Education." In Engaging Minds, 149–66. 4th ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003226796-16.

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Eriksen, Kristin Gregers. "Coloniality and National Exceptionalism in Norwegian Citizenship Education: Engaging the Ontological Baseline." In Decolonising Curriculum Knowledge, 101–14. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13623-8_7.

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Maxwell, Richard. "Market Knowledge and the Good Citizen." In Citizenship and Participation in the Information Age, edited by Manjunath Pendakur and Roma Harris, 87–93. Toronto: University of Toronto Press, 2002. http://dx.doi.org/10.3138/9781442602465-010.

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Ferráns, Silvia Diazgranados, and Andrés Sandoval-Hernández. "The Civic Competence Gaps in Chile, Colombia and Mexico and the Factors that Account for the Civic Knowledge Gap." In Civics and Citizenship, 155–92. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-068-4_8.

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van der Kist, Jasper, and Damian Rosset. "Knowledge and legitimacy in asylum decision-making: the politics of country of origin information." In Material Politics of Citizenship, 94–110. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003201274-6.

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Innes, Alexandria J. "Introduction: Producing Knowledge in International Security Studies." In Migration, Citizenship and the Challenge for Security, 1–19. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137495969_1.

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Conference papers on the topic "Knowledge citizenship"

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Martin, Darlene. "Fostering Student Agency and Digital Citizenship Through Knowledge Building." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692995.

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"Citizenship Knowledge Acquisition in Local Governments: The Participatory Budgeting Process." In 20th European Conference on Knowledge Management. ACPI, 2019. http://dx.doi.org/10.34190/km.19.138.

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Rosyada, Amrina, and Iim Siti Masyitoh. "Analysis Of The Role Of Community In Effort Of Citizenship Knowledge Development (Civic Knowledge)." In Proceedings of the 1st International Conference of Humanities and Social Science, ICHSS 2021, 8 December 2021, Surakarta, Central Java, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.8-12-2021.2322554.

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Herlina, Maria Grace, Nopriadi Saputra, Lasmy, Darjat Sudrajat, Dicky Hida Syahchari, and Hardijanto Saroso. "Fine-tuning Organizational Citizenship Behaviour and Knowledge Management Behaviour in the Higher Education." In 2020 International Conference on Information Management and Technology (ICIMTech). IEEE, 2020. http://dx.doi.org/10.1109/icimtech50083.2020.9211109.

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Chen, Chin Pin, His-Chi Hsiao, Ching Wei Lin, and Yong Xin Li. "The interactive effect of knowledge management with organizational citizenship behavior on knowledge management performance in Taiwan semiconductor industries." In EM). IEEE, 2010. http://dx.doi.org/10.1109/ieem.2010.5674210.

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Cutolo, Donato, Maria Rita Tagliaventi, and Giacomo Carli. "Can we be all in one?" In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9235.

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The pursuit of a high research performance is nowadays shared by academics internationally since it is considered to sustain national development. Generating outstanding research is an effort that can jeopardize the enactment of other academic activities and the attainment of related satisfying goals, though. While the interplay between research and other knowledge transfer activities such as patenting, spin-off creation and consulting, has been widely debated, the influence of research on academic citizenship, i.e., on the service provided by faculty to their institution and to the wider collective, has remained surprisingly in the backward of the reflection on higher education systems. This study analyzes the effect of research performance on academic citizenship in a sample of 216 Italian academics in the field of management. With the exception of research awards and international scientific collaborations, research does not emerge to significantly impact upon academic citizenship, which may account for the scarce attention devoted to this latter. Since service is necessary for all organizations, universities included, to thrive, citizenship needs to be fostered and awarded through appropriate institutional and managerial policies that are here highlighted.
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Čekse, Ireta, and Reinis Alksnis. "Is there a Relationship Between School Factors and Students’ Citizenship Education? The Cases of Latvia and Finland Based on IEA ICCS 2016 Data." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.18.

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In this research, the aim was to determine teacher- and school-level factors that are associated with students’ civic knowledge, future engagement in society as a citizen, opinions about future global issues and sense of belonging to their country. For that purpose, the research took IEA International Civic and Citizenship Education Study (ICCS 2016) questionnaire data from Latvian and Finnish students (Latvia n = 3224, Finland n = 3173), teachers (Latvia n = 1933, Finland n = 2097) and schools (Latvia n = 137, Finland n = 174). The study used a subset of the teacher dataset that corresponds only to those teachers who teach civic and citizenship education lessons in school (Latvia n = 131, Finland n = 165). The research shows that there are some significant relationships with teacher- and school-level factors and four student factors: civic knowledge, future engagement, sense of belonging to their country and global problems (sustainability, violence and economy). The research supported by research application no. 1.1.1.2/VIAA/1/16/020.
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8

Zhao, Bin, and Wei-xin Yu. "Nonstandard Employing Knowledge Worker's Organizational Citizenship Behavior: A Comparative Research Based on Different Employment Types." In 2009 First International Conference on Information Science and Engineering. IEEE, 2009. http://dx.doi.org/10.1109/icise.2009.788.

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9

Li, Changxian. "Research Status and Trend of Organization Citizenship Behavior-Based on Knowledge map and Bibliometric Analysis." In 2019 International Conference on Economic Management and Model Engineering (ICEMME). IEEE, 2019. http://dx.doi.org/10.1109/icemme49371.2019.00093.

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10

Andersone, Rudite, and Ineta Helmane. "Citizenship Education in the Mathematics Curriculum after the Reform of the Education Content in Latvia." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.002.

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Immense transformations occur in the modern society. Values, human rights, democracy, engagement in the life of the local community, school and the society at large are the content issues to be learnt at school which help to develop into responsible citizens of the country. The issues of citizenship education have been more extensively included both in the teaching/learning content and its implementation in all school subjects, including mathematics. Citizenship education is viewed in three aspects: knowledge about the society, skills to form relations with other people, to establish a safe and supporting environment, to follow rules and norms, attitudes to responsibilities and rights. Mathematics as a school subject is a sphere that has been little researched regarding its content and learning strategies in the aspect of citizenship education. The aim of the study is to explore and assess what changes have taken place after the education content reform in the mathematics curriculum in citizenship education. The data in the qualitative study have been obtained employing documentary research. Three criteria with respective indicators have been chosen for the analysis of the mathematics curriculum: civic knowledge, civic skills, civic values and attitudes. The study analyses two curricula of teaching/learning mathematics that are effective in Latvia for basic school (Grades 1–9) and secondary school (Grades 10–12). The results of the analyses are represented in the comparison showing the data obtained in 2013 and data obtained in 2020. The mathematics curriculum has extensively incorporated skills for learning selfrespect and respect for others, developing the capacity to engage with each other, to contribute to a safe environment, as well as the skills to offer the opportunity to experiment practically with democratic principles, working alone, in small and bigger groups, listening to classmates’ opinions and giving arguments for their opinion. The innovation in the new mathematics curriculum is the inclusion of the transversal skills in the learning outcomes, including the civic participation.
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