| dc.description.abstract | This research investigates the theory of organisational knowledge creation as a viable model in the management of multi-practitioner arts-related practice-led research projects conducted at the North-West University, Potchefstroom Campus. In this regard Transgressions and Boundaries of the Page (2009-2012) (an interdisciplinary exploration of a practice-led research project by means of the artist’s book) is analysed according to the said theory in order to ascertain the compatibility of this theory and the projects outlined. It should be noted that the particular project is not discussed as an example of the application of the theory of organisational knowledge creation. Rather, the purpose of this research is to identify the appearance of salient aspects of the given theory in order to ascertain whether this could be an appropriate management model for future projects of this nature. Accordingly, the goal is to identify such a model that will facilitate and promote creative practice and accredited research within the History of Art, Graphic Design, and Creative Writing disciplines at the North-West Universities Potchefstroom campus.
The proposed coupling of the theory of organisational knowledge creation and multi-practitioner arts-related projects by way of practice-led research is underpinned by the fact that both can be situated within the participatory paradigm due to a common conceptualisation of knowledge. This paradigm offers an extended epistemology consisting of practical, experiential, presentational, and propositional knowledge. This paradigm effectively integrates both the tacit and explicit knowledge modalities, which are fundamental to practice-led research and the theory of organisational knowledge creation. A further commonality is the fact that knowledge is considered as an interdisciplinary, subjective and socially constructed phenomenon.
In the context of this research, practice-led research involves the self-reflective process, which involves the making, reading and interpretation of creative outputs in the academic milieu. This requires the utilisation of reflective practice to communicate both the tacit and explicit knowledge dimensions. Additionally the participatory paradigm, practice-led research and the theory of organisational knowledge creation advocate a knowledge process that moves through a tacit–explicit knowledge cycle. This knowledge
creation cycle in the participatory paradigm and the theory of organisational knowledge creation occur in four levels. In consequence, the Transgressions and Boundaries of the Page project has been managed in four phases. It is against this background that the four knowledge conversion levels of this theory are linked with the extended epistemology of the participatory paradigm to analyse the four phases of the Transgressions and Boundaries of the Page project.
The first phase of the Transgressions and Boundaries of the Page project entailed the conceptualisation, planning, and preparation during August 2008 to March 2009. This phase is analysed by means of level one of the theory of organisational knowledge creation (explicit to tacit knowledge conversion) and practical knowledge of the participatory paradigm.
The second phase of the project, namely knowledge creation, took place from March 2009 to January 2010. The analysis of this phase is accomplished by means of level two of the theory of organisational knowledge creation (tacit to tacit knowledge conversion) and experiential knowledge of the participatory paradigm.
The third phase of the project, namely knowledge presentation and communication, from February 2010 to July 2010 corresponds with, and is analysed by, level three of the theory of organisational knowledge creation (tacit to explicit knowledge conversion) and presentational knowledge of the participatory paradigm.
The fourth knowledge formalisation and dissemination phase of the project occurred during July 2010 to December 2011. This phase is analysed by means of level four of the theory of organisational knowledge creation (explicit to explicit knowledge conversion) and propositional knowledge of the participatory paradigm.
Consequently, I argued that each phase of the project correlates with the corresponding levels of the theory of organisational knowledge creation, knowledge conversion mechanisms and the knowledge modalities of the participatory paradigms. The four phases of the project and the four levels share common knowledge conversion and
creation processes and goals that are attributed to the common conceptualisation of knowledge. Distinct correlations between the knowledge creation goals of the knowledge conversion levels and phases were identified. Therefore, the mechanisms used to achieve knowledge conversion and creation were applicable to the assigned management phases of the project. It was further argued that it is possible to adapt the current management approach to the more structured theory of organisational knowledge creation without negating either the tacit or explicit knowledge modalities. Consequently it is concluded that the theory of organisational knowledge creation, which is a management model normally used in the commercial business context, could be utilised to manage multi-practitioner arts related practice-led research projects more effectively in the academic context. | en_US |
