INNOVATION AND KNOWLEDGE BROKERING IN THE CLASSROOM: HOW STUDENTS CAN LEARN FROM WHAT WE DO

Innovation is an area of interest for many management scholars today. Researchers tell us that the future success of organizations is based on the ability of their employees to be innovative. The challenge for business professors is not only how to effectively teach future managers the importance of...

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Bibliographic Details
Published inAllied Academies International Conference. Academy of Educational Leadership. Proceedings Vol. 10; no. 1; p. 49
Main Author Potter, Paula W
Format Journal Article
LanguageEnglish
Published Arden Jordan Whitney Enterprises, Inc 01.01.2005
Subjects
Business education
Employees
Entrepreneurs
Entrepreneurship
Human Relations
Innovation
Innovations
Knowledge
Learning Processes
Learning Strategies
Organizational behavior
Organizational Learning
Organizational Theories
Social Structure
Students
Teaching
Teaching methods
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Summary:Innovation is an area of interest for many management scholars today. Researchers tell us that the future success of organizations is based on the ability of their employees to be innovative. The challenge for business professors is not only how to effectively teach future managers the importance of creativity but also how to foster innovation for their employees. While most of the innovation research in the management field has been focused in the entrepreneurial area, little attention has been given to the organizational behavioral field. Recently, Hargadon's (2002) model of innovation, knowledge brokering, sheds light on how organizational learning and innovation are linked. I propose that knowledge brokering has implications for organizational behavior professors. Professors as knowledge brokers can attend to the model by using different resources and networking when teaching organizational behavior concepts. This paper focuses on how the model may help professors and students gain a better understanding of facilitating the process of innovation. [PUBLICATION ABSTRACT]