12 Knowledge Management for Sustainability: The Spatial Dimension …
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living conditions are quite often an underlying political target of spatial development, and where spatial justice is often seen as a basis for the distribution of both
infrastructure and subsidies. Addressing these rather complex questions, the authors
seek to open up the agenda for a theoretical discourse and subsequently an empirical
discourse, to be documented in the present chapter. A possibly innovative momentum
will be developed from the combination of theoretical domains—knowledge cooperation and digitalisation in higher education for the governance of land, which have
so far been rather independent.
An interdisciplinary analysis of the technological, social, (organisation) didactic
and policy-related challenges is required so as not only to accompany, but also to
shape developments in the concrete case. The link between digitalisation and the
concept of space is addressed by introducing the concept of knowledge as an interface.
Future research in digitised knowledge cooperation will be linked with research and
explanatory approaches of higher education research and research on informational
land use, applying aspects such as organisational research, the knowledge economy
and educational geography.
First, the authors provide a brief introduction to the status quo of the two chosen
domains—research on knowledge in land management (related to information and
communication, and relevant technologies) and higher education research (focusing
on e-learning, organisational development and digitalisation).
12.1.1 Generating and Disseminating Knowledge
for Sustainable Land Use
Knowledge can generally be understood as the conscious processing and adoption of
information. In the same vein, knowledge is also defined as the process of purposeful
connection of information (North 2011: 36f). Change processes, also in land use,
are characterised by making individual knowledge accessible to the actors involved
(Nonaka and Takeuchi 1995). New knowledge is generated by the cyclical repetition
of the internalisation of information and processing into knowledge (learning), and
its externalisation (communication). Learning, feedback and communication thus
serve the purpose of knowledge generation and knowledge dissemination, supported
by the moderation of intermediaries. In recent years, considerable progress has been
made with regard to the development and availability of codified knowledge stocks
and new knowledge generation processes by digitalisation.
The handling of real sustainability problems such as challenges in land use
depends on the production and dissemination of new knowledge produced in this
way. This is often developed in transdisciplinary settings in a co-design approach.
Such practice enables the integration of different forms of knowledge, resulting, in
particular, from the diversity of practitioners involved in the research process. As
a result, contributions to the solution of complex societal challenges are grouped
around problems, rather than scientific disciplines (Pohl 2014).
229
living conditions are quite often an underlying political target of spatial development, and where spatial justice is often seen as a basis for the distribution of both
infrastructure and subsidies. Addressing these rather complex questions, the authors
seek to open up the agenda for a theoretical discourse and subsequently an empirical
discourse, to be documented in the present chapter. A possibly innovative momentum
will be developed from the combination of theoretical domains—knowledge cooperation and digitalisation in higher education for the governance of land, which have
so far been rather independent.
An interdisciplinary analysis of the technological, social, (organisation) didactic
and policy-related challenges is required so as not only to accompany, but also to
shape developments in the concrete case. The link between digitalisation and the
concept of space is addressed by introducing the concept of knowledge as an interface.
Future research in digitised knowledge cooperation will be linked with research and
explanatory approaches of higher education research and research on informational
land use, applying aspects such as organisational research, the knowledge economy
and educational geography.
First, the authors provide a brief introduction to the status quo of the two chosen
domains—research on knowledge in land management (related to information and
communication, and relevant technologies) and higher education research (focusing
on e-learning, organisational development and digitalisation).
12.1.1 Generating and Disseminating Knowledge
for Sustainable Land Use
Knowledge can generally be understood as the conscious processing and adoption of
information. In the same vein, knowledge is also defined as the process of purposeful
connection of information (North 2011: 36f). Change processes, also in land use,
are characterised by making individual knowledge accessible to the actors involved
(Nonaka and Takeuchi 1995). New knowledge is generated by the cyclical repetition
of the internalisation of information and processing into knowledge (learning), and
its externalisation (communication). Learning, feedback and communication thus
serve the purpose of knowledge generation and knowledge dissemination, supported
by the moderation of intermediaries. In recent years, considerable progress has been
made with regard to the development and availability of codified knowledge stocks
and new knowledge generation processes by digitalisation.
The handling of real sustainability problems such as challenges in land use
depends on the production and dissemination of new knowledge produced in this
way. This is often developed in transdisciplinary settings in a co-design approach.
Such practice enables the integration of different forms of knowledge, resulting, in
particular, from the diversity of practitioners involved in the research process. As
a result, contributions to the solution of complex societal challenges are grouped
around problems, rather than scientific disciplines (Pohl 2014).