Sentence examples for relevance of knowledge from inspiring English sources

A field research conducted in three project teams of a software firm supports the relevance of knowledge complexity in explaining the variation of management control systems.

This development has been fostered by an increasing relevance of knowledge work and the service industries in general, by new forms of work organisation, but in particular by the proliferation of information and communication technology (ICT), which has facilitated asynchronous and remote exchange of information.

There are many recent publications according to the relevance of knowledge management ([ 20],[ 21]) within organizations.

Antibiotic resistance has influenced change in policy on cholera treatment in some countries [ 36] indicating the relevance of knowledge on current susceptibility patterns of pathogens.

They explored students' satisfaction about the face-to-face and distance training, relevance of knowledge acquired to their own work/context, feedback on academic support and particularly mentorship, as well as challenges encountered.

They were asked to create the conditions for knowledge sharing e.g., by providing time, budgets, skills training, multidisciplinary dialogue, formal and informal consultations, new projects at the nexus, advocacy for the relevance of knowledge sharing, benefits for personal careers, and a research and development team to support the leader of the ACC programme.

Five major topics emerged and are described covering the students' perceptions on their anatomy education and anatomical knowledge: 1) motivation to study anatomy, 2) the relevance of anatomical knowledge, 3) assessment of anatomical knowledge, 4) students' (in)security about their anatomical knowledge and 5) the use of anatomical knowledge in clinical practice.

Students' perceptions appeared to centre around five major topics: 1) motivation to study anatomy, 2) the relevance of anatomical knowledge, 3) assessment of anatomical knowledge, 4) students' (in)security about their anatomical knowledge and 5) the use of anatomical knowledge in clinical practice (for a summery, see Table  3).

Through the abstraction process, which is essentially a reduction driven by the relevance judgments of knowledge creators, the context of a problem is lost.

A spiral curriculum, an increased focus on understanding of subject matter, contextualised instruction and strategies to enhance transfer all seem to hold promise for increasing students' motivation, awareness of relevance, (retention of) knowledge and feelings of competence with regard to the learning of anatomy.

Classical studies, Wolf claims, aims at a total knowledge of its object, but should also reflect on the relevance of such knowledge as well as the method through which it is reached.