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تبیین ابعاد مدیریت دانش در آموزش عالی با بهرهگیری از نظریه کنشگر شبکه برونو لاتور | ||
| مدیریت راهبردی دانش سازمانی | ||
| مقاله 5، دوره 9، شماره 1 - شماره پیاپی 32، فروردین 1405، صفحه 108-140 اصل مقاله (1.43 M) | ||
| نوع مقاله: مقاله پژوهشی با اصالت | ||
| شناسه دیجیتال (DOI): 10.47176/SMOK.2026.1975 | ||
| نویسندگان | ||
| محمد خسروی طناک* 1؛ محسن آیتی2 | ||
| 1دانشجوی دکتری برنامهریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، ایران | ||
| 2دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران | ||
| تاریخ دریافت: 09 آبان 1404، تاریخ بازنگری: 05 آذر 1404، تاریخ پذیرش: 18 بهمن 1404 | ||
| چکیده | ||
| هدف: تبیین دلالتهای نظریه کنشگر ـ شبکه برونو لاتور برای بازاندیشی در مدیریت دانش آموزش عالی و نشاندادن این است که چگونه ترکیب همزمان عاملان انسانی و غیرانسانی میتواند تصویری واقعبینانهتر و پویاتر از جریانهای دانشی ارائه دهد. روش پژوهش: باتوجهبه هدف پژوهش، روش مناسب انجام مطالعه، «جستار نظرورزانه» است. این روش کیفی و غیر سنتی، با تکیه بر تحلیل عمیق، تلفیق نظریهها، نقد رویکردهای موجود و ارائه چارچوبهای نوآورانه، امکان رسیدن به درک جامع از موضوع را فراهم میکند. در این پژوهش، دادهها از طریق مطالعه متون علمی، مقالات پژوهشی و منابع نظری مرتبط گردآوری و با رویکردی تأملی و واکاوی آگاهانه تحلیل شدهاند. یافتهها: در آموزش عالی، مدیریت دانش حاصل تعامل شبکهای کنشگران انسانی و غیرانسانی است. خلق، بهکارگیری، انتقال و نگهداری دانش بر همافزایی این کنشگران و نقشآفرینی همزمان عوامل فناورانه و انسانی استوار است. فرایند «ترجمه» نشان میدهد که کنشگران با بازتعریف علائق و نقشها، دانش و واقعیت را دگرگون میکنند؛ برخی بهعنوان واسطه، محتوا را تغییر میدهند و برخی تنها بهعنوان وسیله صرف، آن را منتقل میسازند. همچنین پایداری شبکهها در نهایت به «جعبه سیاه» شدن ساختارها و فرایندهایی میانجامد که جزئیاتشان از دید کنشگران پنهان میماند. بحث: دانش نه داراییای انسانمحور و ثابت، بلکه محصولی پویا از شبکههای ناهمگون کنشگران انسانی و غیرانسانی است. این دیدگاه چالشی جدی برای سنتهای انسانگرایانهای ایجاد میکند که فناوری و اشیا را ابزارهای منفعل میپندارند؛ درحالیکه نظریه کنشگر-شبکه نشان میدهد سیستمهای دیجیتال، اسناد، رویهها و حتی فضاهای دانشگاهی همسازان فعال واقعیتهای دانشیاند. نتیجهگیری: از منظر کاربردی، اگر مدیریت دانش محصول شبکهسازی پویا باشد، اتکای صرف بر «تقویت ظرفیت انسانی» یا «ارتقای فناوری» کافی نیست؛ بلکه باید شبکههایی انعطافپذیر طراحی شوند که امکان گشودن جعبههای سیاه و جلوگیری از تثبیت بیبازخورد فرایندها را فراهم کنند. در نهایت، دانشگاهها باید فضاهایی ایجاد کنند که نه تنها تولید دانش، بلکه بازبینی مداوم سازوکارهای تولید دانش را نیز امکانپذیر سازد. | ||
تازه های تحقیق | ||
| ||
| کلیدواژهها | ||
| آموزش عالی؛ نظریه کنشگر شبکه؛ مدیریت دانش؛ کنشگران انسانی؛ کنشگران غیر انسانی؛ برونو لاتور | ||
| عنوان مقاله [English] | ||
| Explaining the Dimensions of Knowledge Management in Higher Education Based on Bruno Latour’s Actor-Network Theory | ||
| نویسندگان [English] | ||
| Mohammad Khosravi Tanak1؛ Mohsen Ayati2 | ||
| 1PhD Candidate of Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Birjand, Iran, E-mail: mohamadkhosravitanak@birjand.ac.ir | ||
| 2Association Professor, Department of Educational Sciences, Faculty of Behavioral Sciences, University of Birjand, Iran, E-mail: mayati@birjand.ac.ir | ||
| چکیده [English] | ||
| Purpose: In the knowledge era, higher education is recognized as one of the most important domains for knowledge creation, sharing, and management. However, knowledge management processes in these environments often face challenges such as knowledge fragmentation, resource heterogeneity, hierarchical structures, and weak interactions among actors. Conventional approaches to knowledge management mostly focus on human and structured dimensions, paying less attention to non-human elements—such as technology, physical spaces, or even policies—within knowledge networks. This research aims to investigate the implications of Bruno Latour’s Actor-Network Theory (ANT) elements in knowledge management within higher education, seeking to provide a comprehensive and interactive perspective that enables more efficient utilization of all actors—both human and non-human—in university settings. Methodology: Considering the purpose of this study — analyzing the implications of Bruno Latour’s Actor-Network Theory in knowledge management within higher education — the most suitable method is "speculation" or "Speculative essay". This qualitative and non-traditional approach enables in-depth analysis, the integration of theories, a critique of existing frameworks, and the presentation of innovative perspectives. Data were collected through a comprehensive review of scholarly texts, research articles, and relevant theoretical sources, and then analyzed through reflective and critical thinking. As a preliminary step toward theory building, this method enables the researcher to introduce innovative ideas scientifically and systematically. Results: The findings of this theoretical research indicate that in the field of higher education, both human and non-human actors (such as individuals, organizations, technologies, and objects) play a crucial role in knowledge management through dynamic networks. These heterogeneous networks influence all four dimensions of knowledge management—creation, application, transfer, and retention—and are the driving force behind these processes. In other words, knowledge creation is the result of the interaction and synergy between various actors. Additionally, the application and transfer of knowledge cannot occur without the involvement of non-human elements (such as digital systems, documents, and organizational procedures) alongside human actors. Knowledge retention (preservation and storage) also depends on the collaboration between human actors (such as knowledge managers or librarians) and material-technological infrastructures (such as databases and archives). Therefore, knowledge processes in universities are not merely human actions but are the outcome of networking and reciprocal interactions between human and non-human elements. According to Actor-Network Theory, the process of "translation" plays a central role in explaining these patterns. This concept suggests that actors continuously redefine their interests and roles within the network, transforming and re-producing reality and knowledge through their interactions. In other words, some actors act as active mediators (having a role in mediation), reshaping the content of knowledge or relationships. In contrast, others merely serve as intermediaries, transferring knowledge or instructions without altering their nature. Furthermore, it was observed that the stable networks formed in this context gradually turn into "black boxes"—complex structures and processes that, due to their stability and acceptance, are assumed to be self-evident, and their internal details become invisible to the actors. Consequently, many established practices, technologies, or institutions function as black boxes, and their stable performance makes it difficult to question their inner workings. Collectively, these concepts demonstrate that knowledge management in higher education is the result of networked actions among various factors (human and non-human) through continuous translations and mediations, and its sustainability depends on networks that eventually solidify into black boxes. Discussion: This paper examines the implications of Actor-Network Theory for knowledge management in higher education, providing insights into the complex interactions between human and non-human actors in educational processes. It highlights the significance of dynamic networks and novel concepts such as translation, mediation, and black-boxing in the facilitation and preservation of knowledge. The findings provide valuable insights for universities to improve their knowledge management practices through these theoretical frameworks. Conclusion: Knowledge is not a static, human-centered asset, but a dynamic product of heterogeneous networks of human and non-human actors. This view poses a serious challenge to humanistic traditions that view technology and objects as passive instruments; whereas actor-network theory suggests that digital systems, documents, procedures, and even academic spaces are active co-constructors of knowledge realities. This study extends the application of this theory to the organizational-educational domain and shows that blurring the line between human and non-human agents provides a deeper understanding of the complexity of the contemporary university. From a practical perspective, if knowledge management is a product of dynamic networking, it is not enough to rely solely on “strengthening human capacity” or “upgrading technology”; rather, flexible networks must be designed that allow for the opening of black boxes and prevent the process from becoming fixed. Ultimately, universities must create spaces that enable not only knowledge production, but also the ongoing review of knowledge production mechanisms. | ||
| کلیدواژهها [English] | ||
| Higher Education, Actor-Network Theory, Knowledge Management, Human Actors, Non-Human Actors, Bruno Latour | ||
| مراجع | ||
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