Integral Knowledge Creation and Innovation Empowering Knowledge Communities

This work focuses on the creation of new knowledge, and how this has happened throughout all ages, as far back as the time of ancient philosophy to today. A product of integral research, it covers the process of creating new knowledge, leveraging existing knowledge, sometimes resulting in cutthroat innovations. It also includes knowledge systems such as conventional university systems to Mode 2 university concepts, culminating on integral research to innovation. This book will help the reader to realise that the subject of knowledge creation is no longer business as usual. Many innovations have been created for human benefit in general, but such innovations may have benefited only parts of society. The challenge in the world is that, while new innovations may be brilliant, there are sections of society who continue to slip into poverty. Modern innovators must also consider such communities and come up with appropriate interventions. This book will open the eyes of innovators to new possibilities. In addition, the subject of knowledge should not be an elitist affair. One may stand to gain a lot by seeing the knowledge in other people, whatever their station in life. This realisation can enable serious innovators to widen their scope in terms of the sources of existing knowledge which can be improved and reassessed as new knowledge. Such existing knowledge can be identified by engaging the very communities that may be affected by a problem or challenge. Such communities will have had time to interrogate their situations and think of possible solutions to such, though they might not have the economic capacity to implement such solutions. This is always a useful starting point if one is seeking a solution to a community problem. This book will be useful to students interested in the subject of knowledge and innovation, from under-graduate to PhD level. It will also benefit captains of industry, executives and managers who are interested in improving their knowledge improvement cycles in their companies.

List of Figures Foreword Prologue: Integral Knowledge Creation And Innovation Chapter 1 Introducing Knowledge Creation PART I: THE CALL: WHY KNOWLEDGE CREATION Chapter 2 Why Knowledge Creation and Innovation 2.1 Introduction 2.2 What Catalyses Knowledge Creation 2.2.1 Social Needs 2.2.2 Economic Needs 2.2.3 Environmental Needs 2.2.4 Political Needs 2.2.5 Historical Needs 2.2.6 Intellectual Needs 2.2.7 Educational Needs 2.2.8 Spiritual Needs 2.2.9 Knowledge Creation and the World of Work 2.3 Genealogical Process 2.4 Contemporary Zimbabwean Context 2.5 Why Knowledge Can Never Remain Static 2.6 Consciousness to Evolution: Knowing What You Need to Change 2.7 The Importance of Knowledge in any Civilisation 2.8 Conclusion PART II: THE CONTEXT: A BACKGROUND TO KNOWLEDGE CREATION Chapter 3 The Philosophy of Knowledge Creation 3.1 Introduction 3.2 What is Philosophy 3.2.1 Metaphysics 3.2.2 Ontology 3.2.3 Epistemology 3.3 The Early Philosophers 3.3.1 Ancient Philosophers 3.4 Modern Philosophers 3.4.1 Descartes, Milton, Hume, Kant and Hegel 3.4.2 Hursserl 3.4.3 Senghor 3.5 Contemporary African Philosophers 3.5.1 Early Explorers’ and Missionaries’ Views on Africa 3.5.2 Views and Facts on Western Philosophy 3.5.3 African Philosophy 3.5.3.1 Kwasi Wiredu 3.5.3.2 Kwame Gyekye 3.5.3.3 Paulin Hountonji 3.5.4 Ethnophilosophy 3.5.5 Professional Contemporary African Philosophers 3.6 Philosophy and Knowledge Creation 3.7 Lessons Learnt from Philosophy 3.8 What Then is Knowledge? 3.9 The Link Between Philosophy and Knowledge Creation 3.10 Conclusion PART III: CONTEXT: KNOWLEDGE CONCIOUSNESS IN DIFFERENT SOCIETIES AND COMMUNITIES Chapter 4 Religion and the Subject of Knowledge 4.1 Introduction 4.2 Religious Influences on Knowledge Creation in the East 4.2.1 What is Religion? 4.2.1.1 The Christian Perspective 4.2.1.2 The Islamic Perspective 4.2.1.3 The Hindu Perspective 4.2.1.4 The Chinese Folk Religion Perspective 4.2.1.5 The Buddhist Perspective 4.3 Religious Influences on Knowledge Creation in the East 4.3.1 Religion in Japan 4.3.2 Jaworski’s "Source" 4.4 Conclusion Chapter 5 Knowledge Creation and Societal Learning in the East: The SECI Model 5.1 Introduction 5.2 Creating Knowledge: An Eastern Perspective 5.2.1 Nonaka and Takeuchi’s Theory of Organisational Knowledge Creation 5.2.1.1 The Four Modes of Knowledge Conversion 5.2.1.2 The Knowledge Spiral 5.2.1.3 Ba: Platform for Knowledge Creation 5.2.1.4 Enabling Conditions for Organisational Knowledge Creation 5.2.1.5 The Five-Phase Model for Organisational Knowledge Creation Process 5.3 The Impact of Care on Knowledge Development 5.4 Management Styles for Knowledge Creation 5.4.1 Top-Down Management 5.4.2 Bottom-Up Management 5.4.3 Middle-Up-Down Management 5.5 Organisational Structures and Knowledge Creation 5.6 Global Interactions in Knowledge Creation 5.7 Co-Evolution and Co-Opetition 5.7.1 A case for Co-Evolution 5.7.2 Cooperation and Knowledge Creation 5.7.3 Co-Opetition 5.8 The Synthesis of Subjectivity and Objectivity in Knowledge Creation 5.9 Implication of Nonaka and Takeuchi’s Knowledge Creation Model (SECI) 5.10 Implications of the SECI Model on a Zimbabwean Manufacturing Company 5.11 Conclusion Chapter 6 Knowledge Creation and Societal Learning in the North and West 6.1 Introduction 6.2 The Impact of Smithsonian Institution on Knowledge Development in North America 6.3 The Indigenous and Exogenous Impact of Knowledge Creation in the United States of America 6.4 Traditional Mode 1 Knowledge Production 6.5 The Mode 2 System 6.5.1 The Nature of Research in Mode 2 Knowledge Production 6.5.2 The Central Idea of Mode 2 6.5.3 A Comparison of Mode 1 and Mode 2 6.6 The Triple Helix Model 6.7 Driving Forces Behind Universities 6.8 Practical Innovation 6.8.1 William Edwards Deming 6.8.2 Peter Senge 6.8.3 Ram Charan 6.9 Conclusion PART IV: CO-CREATION: THE MODE 2 UNIVERSITY AND KNOWLEDGE CREATION THROUGH INNOVATION Chapter 7 Knowledge Creation and Innovation at a Zimbabwean University: The Harare Institute of Technology Case Story 7.1 Introduction 7.2 The History of the Harare Institute of Technology (HIT) 7.3 The Background to an Innovative Approach at HIT 7.4 Curriculum Structure at HIT 7.5 Assessment/Examination 7.6 HIT’s Key Units 7.6.1 The Technology Centre 7.6.2 Technology Transfer and Licensing Centre (TTLC) 7.6.3 Technology Education Centre 7.7 Faculty of Pharmacy 7.7.1 Mandate of the Department of Pharmacy 7.7.2 Methodology 7.8 Commercialisation of Innovations 7.9 HIT/Schweppes Partnership: Another Case Story Within a Case Story 7.10 Lessons Drawn From HIT 7.11 Conclusion Chapter 8 The Mode 2 University: The Da Vinci Institute Case Story 8.1 Introduction 8.2 About the Da Vinci Institute 8.3 Da Vinci Institute Offerings 8.4 Experiential Learning 8.5 The Subject of Knowledge 8.6 What is an Innovation? 8.7 Why Mode 2 May be Limited 8.8 8.9 Student Support How Innovations are Shared With Society 8.10 Some Da Vinci Institute Learning Outcomes 8.11 Conclusion PART V: CO-CREATION: RESEARCH METHODOLOGY Chapter 9 My Research to Innovation Journey: Research Methodology 9.1 Introduction 9.2 The Four Worlds Model 9.3 Research Methodology 9.4 Purpose of Research 9.4.1 Southern Relational Path 9.4.2 Outline of Envisaged Path 9.4.3 Grounding/Emancipation/Descriptive 9.4.4 Emerging/Foundation/Phenomenology 9.4.5 Navigation/Emancipation/Feminism 9.4.6 Effect/Transformation/PAR:CI 9.4.7 OFET 9.4.8 Eastern Path of Renewal 9.4.9 Northern Path of Reason 9.4.10 Western Path of Realisation 9.5 Why the Chosen Path (Southern Relational) 9.5,1 Personal Inclination 9.5.2 Cultural Perspective 9.5.3 Objectives of the Research 9.6 Secondary Path: Eastern Path of Renewal 9.7 Design of Research and Innovation 9.7.1 Method/Descriptive 9.7.2 Methodology: Phenomenology/Hermeneutics 9.7.3 Critique/Feminism/Critical Theory (Emancipation) 9.7.4 Participatory Action Research (PAR)/ Cooperative Inquiry (CI) 9.8 Specification of Research Method 9.9 Conclusion Chapter 10 Cooperative Inquiry: Towards New Forms of Knowledge Creation 10.1 Introduction 10.2 Standing on the Shoulders of Giants 10.2.1 Stages of Cooperative Inquiry (CI) 10.2.2 Four Epistemologies 10.3 Practical Experience of Setting Up a CI Group 10.3.1 Purpose of Research 10.3.2 Structure of the Cooperative Inquiry Group 10.3.3 Stage 1 10.3.4 Stage 2 10.3.5 Experiential Knowing 10.3.6 Specific Problems Encountered in the Company 10.3.7 "We do not Expose Our Armpits" 10.4 Expectations of the Workforce in Terms of the Outcomes of the CI 10.5 Bringing our /African-ness into the Exogenous Workplace 10.5.1 Some Spiritual Revelations 10.6` Presentational Knowing 10.7 The Power of Enhanced Communication 10.8 Some Indigenous Wisdoms 10.9 Many Irons in the Fire 10.10 Conclusion PART VI: CONTRIBUTION: OVERVIEW AND OUTCOMES OF THE RESEARCH Chapter 11 The Calabash of Knowledge Creation (Denhe re Ruzivo) 11.1 Introduction 11.2 Propositional Knowing 11.2.1 The Merits of Denhe re Ruzivo 11.2.2 How Knowledge is Transferred at the Work Place 11.2.3 Nonaka and Takeuchi’s Knowledge Creation Spiral 11.2.4 What is Missing in This Model 11.2.5 The Calabash of Knowledge (for Knowledge Creation) 11.3 Practical Knowing 11.3.1 Testing the Model at Turnall 11.3.2 Testing the Model at Astra Paints and Art Corporation 11.4 Conclusion Chapter 12 The Second Calabash: Pundutso Centre for Integral Development 12.1 Introduction 12.2 Pundutso’s Mission, Vision and Values 12.3 What Inspires Pundutso 12.4 What Pundutso Does 12.5 Pundutso as Home for PhD Students 12.6 Pundutso as Catalyst for Integral Development 12.7 Pundutso as Sponsor for Research Academy 12.8 Social Innovation 12.9 Towards a Communiversity 12.10 Conclusion Chapter 13 Conclusion to Knowledge Creation and Innovation 13.1 Introduction 13.2 The Perceived Future of Knowledge Creation and Innovation 13.3 The Role of the Communiversity 13.4 The Work of Institutions such as Da Vinci and HIT 13.5 The Benefits of Knowledge Creation and Innovation in Business 13.6 Strategies for Social Innovation 13.7 The Importance of Propagation and Implementation 13.8 Conclusion Epilogue to Integral Knowledge Creation and Innovation Index

Elizabeth Mamukwa is Research Director at the Pundutso Research Institute. She was the chief editor for Integral Green Zimbabwe (2014). She began her career as a schoolteacher and then moved to Industry and Commerce in the Human Resources discipline. She has worked infive corporates in the Agriculture, Engineering, Manufacturing and Telecommunications sectors, rising to the position of Human Resources Director. She also carries out some consulting work.