HCBE Faculty Articles

A Twenty-First Century Incongruity: Perceptions Regarding Knowledge Work Didactics

Document Type


Publication Date


Publication Title

Journal of Applied Management and Entrepreneurship








This study examines twenty-first century didactics associated with knowledge worker (KW) assertions and assesses their ranking precedence among four demographically segmented populations. The assertions were typed into three question groups: (1) postulates, (2) competencies, and (3) training methods and set into a questionnaire administered to participants across four work classifications: (a) technical worker-students, (b) non-technical worker-students, (c) managers, and (d) educators. The three question groups were opinion/response measured across the four work classifications. The questions were then rank ordered to assess the degree of inter-group ranking correlation. Incongruities were discerned in priority between how these assertions (postulates, competencies, and training methods) are perceived by sampled educators delivering didactics and the three knowledge worker driven sample population groups. Findings also indicate only limited intra-group ranking congruity within the three work classification groups. The highest ranked intra-group congruity assertions are identified for further investigation to raise the level of interest and involvement in expanding graduate school didactics for KW students. Finally, this study suggests more research is needed to establish validity and relevance for teaching didactics, classroom delivery systems, and instructor-perceived values of today's KW/students. As KW industry-driven competencies and technology standards are culturally ingrained into the 21st century KW/student environment, it is essential for educators to create relevant strategies and teaching methods to meet their needs in an environment not alien to the knowledge worker.

This document is currently not available here.

Peer Reviewed

Find in your library