**11. References**

Alter, N. (2000) *L'innovation ordinaire*. Paris:France Presses Universitaires de France.


technology as a means to collect, store, and distribute explicit and codified knowledge that is no more than information. Beyond benchmarking studies, to deal with the strategic orientation phase, Enterprises need a Meta model that is a pattern of reference (a template) in order: (i) to integrate KM Governance principles; (ii) to adapt it to their own situation; (iii) to monitor KM Maturity study (Grundstein, 2008, p. 424); and (iv) to envision integrating Information systems

Most of time, the positivist paradigm of KM thought as a means to acquire, codify, store and disseminate knowledge, considers knowledge as an object, and so disregards the importance of individual's tacit knowledge used in action. Although this paradigm of KM is greatly shared, without awareness when elaborating KM initiative's strategy, we can confuse the notions of information and knowledge. The constructivist paradigm of KM proposed in this paper is founded on the DITEK process model, and three postulates. It brings an open definition of KM focused on the activities and processes that enhance the utilization and the creation of knowledge within organizations; in doing so, it induces a well-balanced technological, managerial and socio-technical KM initiative strategy. Therefore, to avoid misunderstanding during the strategic orientation phase of a KM initiative, we pointed out that it was fundamental to clearly distinguish the notion of

The three postulates that change the paradigm of KM induce an open definition of KM that leads to integrate the whole dimensions that should be involved in a KM initiative. They induce a specific KM governance, and lead towards a technological, managerial, and sociotechnical well-balanced KM initiatives within organizations referring to general model for knowledge management within organization so called MGKME. Furthermore, distinguishing Information from Knowledge opens our mind on a different view of information systems: these systems based on Digital Information System (DIS) integrate people, both at the same time, as users and components of the system. This pragmatic vision needs thinking about the architecture of an Enterprise's Information and Knowledge System (EIKS), which must be a

This work is dedicated to Dany my wife. With her dynamism, joie de vivre, love and trust towards me, she always supported and encouraged me to go ahead in my works and my

I am grateful to Camille Rosenthal Sabroux who gave me the opportunity to collaborate with Paris Dauphine University, and all the students whose continuous contribution and

Amin, A., Cohendet P. (2004) *Architectures of Knowledge, firms, capabilities, and communities*.

Argyris, C., Schön, D.A. (1996) Organizational Learning II. Theory, Method, and Practice.

researches, making the conditions allowing us to live with a complete peace of mind.

Alter, N. (2000) *L'innovation ordinaire*. Paris:France Presses Universitaires de France.

relevant questioning encouraged me to clarify and improve the models.

Readings, MA: Addison-Wesley Publishing Company.

New York US: Oxford University Press Inc.

basis of discussion during the strategic orientation phase of a general KM initiative.

and KM systems in the same both digital and human system that we call EIKS.

**9. Conclusions and perspectives** 

information from the notion of knowledge.

**10. Acknowledgement** 

**11. References** 


**2** 

Alfonso Perez Gama

*Colombia* 

**Analytical Models for Tertiary Education by** 

**Propaedeutic Cycles Applying Knowledge** 

**Engineering and Knowledge Management** 

A Knowledge based system model to face the new methodological strategy on Higher Education in Colombia by propaedeutic cycles. A great challenge is presented to Superior Education Institutions: to establish the link between traditional cycles: professionaltechnical, technology and university ones with the secondary, basic and media levels. Our solution is presented linking each phase with a propedaeutic component discussed in a model. The model is dialogically integrated by cognitive an informational components. Leontief III Millenium: we present the problem resituation from the Inter-industry Economy Model, to the new Knowledge and Information Economy, by recontextualizing the W. LEONTIEF Model from the Industrial Society to the Knowledge Society, and by innovating it with the Process and Knowledge Engineering, Artificial and Computational Intelligence, Fuzzy Logic and General Systems Theory in order to face the most critical problems in Superior Education in Colombia. A structural system to determine and analyze the cohesion and coherence of the propedaeutic cycles between competences and the curriculum knowledge. This construct enables curricular knowledge management inside the media and higher education. Several types of matrices are developed; firstly regarding columns: the longitudinal one in time (semesters); secondly the cross one grouped by curriculum subjects, (additionally each cell of them can be expressed by fuzzy values); thirdly regarding the

Also an individualized model of student productivity to be integrated to counteract the stereotypes which considers the technical and technological cycles as relegated careers in higher education. This model is an intelligent knowledge based one which was validated with a software prototype just implemented in the FESSAJOSE. This construct has as its

These initiatives are focused on Research, Development, Innovation and Experimentation with application of knowledge and ICT architectures. They are synthesized with a model designed and implemented to confront the four main problems frequently found in third

 FESSANJOSE is a Technology Institution of Superior Education redefined by Propaedeutic cycles as a social project with student coming from lower economic strata at Bogota: www.fessanjose.edu.co.

mission the guarantee of quality assurance of student's propaedeutic cycles.

structure: the input/output for optimization purposes.

**1. Introduction**

world countries:

 \* *Fundacion de Educacion Superior San Jose FESSANJOSE\* – Bogota* 

