SYNOPSIS

ON
Study on the role of Knowledge
Management in Education Sector in
Punjab

(MBA-Hons)

SUBMITED TO SUBMITTED BY

Ms. Gurpreet Kaur Nandini Sood

MBA(Hons)

10901890
 LOVELY PROFESSIONAL UNIVERSITY

PHAGWARA

Objectives Of the Study

 To study the problems in the implementation of Knowledge Management in the
Education Sector.
 To study the Strategy of the different colleges to use the Knowledge Management
technology.

RATIONALE OF STUDY
In the past few decades, the concept of KM in Education Sector has gained wide
acceptance as a way to understand concept KM in Education. From an "open-
systems" perspective, each aspect of KM can be seen as an important condition
affecting the system and its subsystems Education. The examination of KM is
also a valuable analytical tool in its own right. This study also tries to find out the
relationship between Knowledge Management and Education Sector and to know
about the importance of the Knowledge Management.

SCOPE OF THE STUDY

3.1 Universe/Population of the study
The universe or the population of the study is confined to the Four Educational
Universities viz, LPU, APJ, KHALSA, PUNJABI UNVERSITY. So this study will be
Exploratory Study
3.2 Category of respondents
The respondents will be selected from the different levels of the management as per the
need of the study. The respondents will be selected using the Judge mental Sampling.
Data collection
2. RESEARCH DESIGN
A research design is an arrangement of condition for collection and analysis of data in a
manner that aims to combine the relevance to the research purpose with economy in
procedure. A good research design has a characteristic viz problem definition, specific
methods of data collection and data analysis, a research design is purely and simply the
framework to deal with the problem and finding the proper solution for the same..
8.3. SAMPLE DESIGN
A sample design was constructed for the purpose of study including population, sampling
unit and sample size etc. In this judge mental Sampling will be used.
Sampling unit: All the Professional of the Education Sector.
Sample size
All the items consideration in any field of inquiry constitutes a universe of population. In
this research only a few items can be selected from the population for our study purpose.
The items selected constitute what is technically called a sample. Here out sample size is
100 employees from the total population. The samples are selected on the basis of
convenience.
Out of these 50 employees distribution is as follows:
Area of survey: PUNJAB

8.4. METHOD OF DATA COLLECTION

Data collection as the name suggests, is concerned with gathering all the relevant data
and information that helps the researcher achieve the already formulated research
objectives.
The data collection may be either primary or secondary.
Primary data is defined as the data, which is observed and recorded by the researcher
for the first time to the best of their knowledge.
Secondary data on the other hand, are statistics not gathered by the researcher for the
immediate study at hand but for some other purpose. Such data is usually compiled by
some agency other than actual user.
PRIMARY DATA SOURCES
• Questionnaires: a survey was conducted amongst Knowledge Management in
Education Sector using questionnaires. Primarily, the employees will be reluctant to give
their responses to the questions framed. But later on, they will start giving information,
once they convinced that the information is being gathered only for academic purposes.
• Direct observation: there was number of things which were observed in order to
draw conclusions regarding the training process taken up practically in the Education
Sector.

SECONDARY DATA SOURCES

o HR books
o Internet
o Research Books ( business research methods)

TOOLS OF ANALYSIS
• Simple Percentage analysis: Here the simple percentage analysis is used for
calculating the percentage of satisfaction level in the total respondents.
• There will be use of Judge mental Sampling
Region of the study
The study will be confined to the region of Punjab only, the reason for this confinement
to Punjab is due to time and cost constraints.
REFERENCES

• Dessler. G, Human Resource Management, (New Delhi, Pearsons Publications,

2007)
• Articles

• Jansenn, C.W (2005), “Internet retailing as a marketing strategy”.www.ssrn.com

RESEARCH METHODOLOGY

Sample Size and Design

Sampling is an essential technique in the field of research, “Probably no concept

is as fundamental to conduct research and interpretation of its results as is sampling”. In

survey kind of studies, the population under investigation is quite large, making it

practically impossible for researcher to research every member of the population. The
conclusions will be drawn and generalizations will be made on the basis of examination

of some part of the whole population and this is termed as sampling. The population of

study will consist of total number of employees working in the Education Sector.

Method of Data Collection

The Questionnaire will be used for the purpose of data collection. The instructions will be

clearly given on the feedback forms to facilitate easy and accurate responses but in order

to avoid biasness in the responses; the purpose of the study will not disclosed. The

respondents will be assured that the record would be kept confidential. if they faced any

difficulty in understanding any item the meaning will be readily explained without

biasing their responses in case of direct filling of questionnaire. These forms will be

given to whole of the sample and the feedback will be analyzed as after.

Instrument to be Used

The study will be conducted using pre-structured questionnaire. To facilitate

answering, the questions will be developed in simple words, to convey the real and full

meaning. The questionnaire will be also pre-tested to see whether the respondents would

face any difficulty in understanding and answering the questions.

Statistical Analysis and Tools

The data, after collection will be processed and analyzed, comparisons and analysis will

be made. Thus, “in the process of analysis, relationships or differences supporting or

conflicting with original or new hypothesis will be subjected to statistical tests of

significance to determine with what validity data can be said to indicate any conclusion”

In this we will directly the method of mean.

Proposed Plan
 a) Introduction

b) Research Methodology

c) Introduction to the company

d) Data presentation

e) Analysis

f) Conclusion

g) Bibliography

4.6 Limitations of the study

 The study do not take all the issues relating to the Knowledge Management in

Educational Sector due to time constraint, but an attempt is made to cover all the

important issues in the study.

 There may be some bias in the responses which cannot be ruled out. i.e. some of

the feedbacks may not be given with honesty.

 The research was conducted within a limited duration. So a detailed and

comprehensive study could not be made.
 The sample is confined to 100 respondents. So this study cannot be regarded as
“full – proof” one.

“In an economy where the only certainty is uncertainty, the one sure source of lasting
competitive advantage is knowledge”
INTRODUCTION TO KNOWLEDGE AGE:
Practical knowledge- related to studies have enjoyed an upsurge (increase) of interest in
recent year, and KM and the Knowledge economy have been generally recognized as
important fields of intellectual pursuit since the early 1990s. At this time, economists and
policy- makers started writing about certain changes taking place in the economy and
identify the need for all of us to recognize that we were now living in the “Knowledge
age”.
Here we take Example: Ten years ago, who would have predicted that the market
capitalization of companies such as Microsoft and Cisco Systems would be greater than
those companies or giants of the motor industry? Indeed 10 years ago, very few very few
people would have even heard of Cisco Systems! Who could foresee the reality of tele-
medicine or E-commerce? Who in higher education would have imagined that it would
be possible to achieve a globally accredited degree delivered via the internet?
In the modern world, rapid and unpredictable change happens as a result of the
explosive developments in the global economy linked to new telecommunications,
multimedia and IT possibilities. These technologies allow a linking of the formerly
divergent technologies of telecommunication, television and computing. In this climate of
change, many traditional economic ideas appear less and less relevant, yet there is no
consensus about how best to replace them. New and radical thinking is needed on the
nature of employment and the way our organizations are managed and organized.
KNOWLEDGE MANAGEMENT

‘‘A little knowledge that acts is worth more than much knowledge that is idle.’’
Kahlil Gibran, The Prophet

Defining knowledge management is not a simple issue. It is not a technology, although

technology should be exploited as an enabler. It is not a directive, although strategic
leadership is to successful knowledge management. It is not a business strategy,
although one aligned with the tenets of knowledge management must exist. It
requires a culture that promotes faith in collectively sharing and thinking. But,
culture alone will not render a vital knowledge manage-
ment practice. It is perhaps the lack of a singular definition that has delayed the more
wide-scale deployment of knowledge management.

Knowledge management brings to mind many things to many people. But in a business
setting, a practical definition prevails. The basic definition of knowledge
management is discussed, as well as those concepts critical to its effective
deployment. This section examines:

the effect of knowledge management;

how knowledge management is different from information management;
types of knowledge;
the knowledge chain and its role in measuring the success of knowledge practices; and
the basic knowledge management applications.

KNOWLEDGE MANAGEMENT IN EDUCATION

Education may have failed to fully appreciate the potential of knowledge management,
but it is not alien to it. There may be some skepticism in education circles that business
ideas can relate directly to educational practice, but this is misguided. Knowledge
management is in fact in tune with the culture of education and education should be
leading the way in making knowledge management a key part of its culture. Currently, it
is not making the grade, but there are many signs that this is about to change. Now that
league tables, inspection, performance management and academic audit are the order of
the day, it is important to realize that sharing and harvesting knowledge can have
considerable benefits. It can contribute to better management of the challenges of greater
accountability as well as providing new ideas for the future. Education should be the
natural home of the discipline. It is our thesis that the underlying principles of
knowledge management are as applicable to education as to any other organization and
that other institutions may have much to learn from the practice of the educational sector.
Knowledge management in education has been written to give managers and staff
working in education an insight into the world of Knowledge management, and to
provide them with practical tools so that they can adapt their own management processes
to meet the challenges of the knowledge age. KM has been put forward as a major
survival strategy for organizations. It is more than that it is a means of strengthening their
performance. Understanding how knowledge is created and managed is as essential for
education as for other type of organization. Just as businesses can improve the efficiency
and effectiveness of their organizations through sound KM, so educational institutions
can realize the potential of knowledge creation and power of knowledge sharing in order
to enhance the learning of pupils, students and staff.

KNOWLEDGE – THE 21ST CENTURY RESOURCE

This is to explores the dimensions of KM and the key concepts that underpin it. It looks
at why KM and the key concepts that underpin it. It looks at why knowledge is so
important to 21st –century organizations and asks why there is a need for an emerging
knowledge discipline. It investigates the nature of knowledge and identifies the two
important concepts namely explicit and tacit knowledge which are crucial to
understanding KM and which form the basis for managing organizational Knowledge. It
concludes with some of the implications that KM insights can have for educational
institutions.
Knowledge is the key resource of the information age. Today, the importance of
managing knowledge and knowledge and know how is a categorical organizational
imperative. Without understanding their own process for knowledge creation,
organizations are unlikely to continue as functioning enterprises.
The successful 21st century organizations – schools , small businesses or corporate giants
will be those that make the best use of their information and knowledge and use them to
create sustained additional value for their stakeholders.
While the power of knowledge has always been seen as important businesses and public
bodies today make use of knowledge in a very different manner. The emphasis is shifting
from secrecy to sharing. Where once knowledge was scare and hoarded as a source of
power and influence, today the power of knowledge is in its communication and in its use
as a positive, creative force. Where once knowledge was the province of the few the rich
and the powerful today, the power of the internet means that vast amounts of knowledge
are potentially the province of everyone.
The problem today is not how to find information but how to manage it. We have moved
from the age of secrecy to the age of information overload. The challenge for
organizations is how to process knowledge, sorting out what is important from whaat is
not, and use the best of it creatively. If an organization does not or cannot learn from its
own store of knowledge it stands little chance of survival. Making the best use of its own
knowledge makes an organization successful.
Knowledge based organizations are likely winners in the new economice order. They are
the ones with all or most of the following characteristics:
 They recognize knowledge as the main driver of their success

 They have a clearly formulated vision for knowledge creation

 Their values emphasize their commitment to managing knowledge

 They have a widespread enthusiasm and commitment for knowledge creation

 Their employees are valued for their intellect and their capacity to create new
knowledge

 They have high levels of individual team and organizational learning

 They use ICT and other new technologies in creative ways

 Their organizational culture supports the development and testing of prototypes.

Why KM ?
The notion of KM is both a theoretical and practical response to the needs of knowledge
age and the explosion in information. It is about the realization that knowledge is key
driver behind organization success or the educational institutions . the work place of early
21st century is very different from that of only a decade or so ago. It will change rapidly
in the future and in directions that are unpredictable. The only certainty will be change.
Modern organizational life rests on the following foundamentals:
 The need to respond rapidly to new economic ideas and business models

 An ever increasing rate of technological change

 Rapid innovation in products and services, with products and services having a
greater and greater knowledge content

 Markets that are becoming global and increasingly competitive

 The challenge of leadership and management issues, while are becoming

increasingly complex and problematic

 A speed of change that means that organizations are increasingly susceptible to

the obsolescence of their Knowledge base

 Stakeholders that are increasingly sophisticated and demanding.

THE IMPORTANCE OF KNOWLEDGE

The issues of the Knowledge age are global ones, but the advances in the technology
makes it increasingly difficult to predict what the world will be like in the next few five
years. According to the Microsoft founder Bill Gates, predictors tend to overestimate
changes that might happenes in three years time, but underestimate the changes that
might have occurred 10 years on. This uncertainty gives knowledge and their pool of
intellectual capital. Their knowledge base is perhaps the only certainty that the most
organizations have.

THE IMPORTANT OF HARNESSING KNOWLEDGE

Despite recognition of the need to manage knowledge resources properly, the
understanding of how to go about doing it properly is still in its infancy. Many
organizations are at a loss to know how best to achieve it. And in some sectors, such as
education, there have been few attempts at taking it on. Most organizational leaders know
that their organization’s knowledge resides in the head of their employees, but they do
not know how to unlock it. If this is the case, it is particularly serious when key
individual leave the organization. If there are no mechanism for capturing their
knowledge, it goes out of the door with them. Knowledge loss can be immensely
damaging. It has been estimated that the average business loses half of its stock of
knowledge every five years from employees turnover.
Ignoring the need to properly harness corporate and individual knowdge may result in a
number odf unfortunate consequences, including some of the following:
 Loss of expertise and Knowledge

 Loss of income and revenue

 Losses in productivity

 Lost or missed opportunities

 Having to reinvest the wheel

 Loss of knowledge of best practices

 Loss of learning opportunities

 Having to reinvest in the wheel

 Loss of Knowledge of best practices

 Loss of learning opportunities

 Damage to key customer, supplier and stakeholder relationships

 Reductions in the quality of future Knowledge

 Damage to the organization’s culture and social capital

  Other organizations capitalizing on ideas that were once their own.

FORMAL AND INFORMAL KNOWLEDGE

In the education sector there is huge amount of information and data available, coming
from a multitude of sources, in all sorts of forms. It may originates from the
organization’s staff, from its business partners, customers or suppliers, and from a range
of other sources, includes online databases, trade catalogues and magazines, product
manuals, trade fairs, exhibitions, conferences and seminars, external consultancy,
university research departments. It may also take the form of intelligence about
competitors.
Formal Knowledge comes in a wide range of formats- official policy documents,
scribbled notes, reports, e-mails, correspondence files, Web pages, notes of telephone
conversations, letters, memos, quality manuals, financial records, staff handbook,
computer printouts, minutes of meetings, telephone directories and database records. It
can be the result of the work of individuals, committees, teams, project groups, working
parties and focus groups. Some sectors knowledge is very difficulty to record and store
while some is readily processed. Some is regared as valuable and will be carefully
recorded as having little lasting value or utility. It is shredded, disregarded, forgotten, lost
or just thrown away. What constitutes useful, valuable or important knowledge depends
on the values and aims of the organization and the priorities it establishes, of course,
organizations can get it wrong and dispose of Knowledge that turns out to be valuable.
As a corporate asset, knowledge can be the defining feature of the strategy of the
organizations. Brands, logos and patents are examples of intellectual property in an
organization. Often, the brand is more critical for success than the product i.e that
important. Knowledge is information that has been consciously processed, and has
established meaning and value to those who use it.

 Formal and informal knowledge

 Formal Knowledge is that contained in official documentation

 F ormal Knowledge is usually stored, filed and catalogued

 Formal Knowledge can provide distinctiveness and market branding

 In Formal Knowledge is the folklore of the organization

 InFormal Knowledge is usually transmitted by word of mouth

 Informal Knowledge is a powerful means of transmitting ideas

 Many employees believes the folklore rather than official explanations

  The key to organizational success is to exploit both formal and informal
knowledge

Abstact

Villanueva,F.(2010)
In recent years, considerable attention has been paid to the effectiveness of knowledge
transfer processes between academia and industry. Although there is growing evidence
that the characteristics of individual researchers are important when explaining cases of
successful transfer, few studies have taken the individual researcher as their unit of
analysis. This study uses social network theory techniques to gain a better insight into
knowledge transfer processes. In particular, the authors study how the characteristics of
ties among individuals and the interdisciplinary and pervasive nature of research affect
the diversity of knowledge transfer activities. To this end, an empirical study was
conducted among researchers in the field of nanotechnology, a sector chosen for its
interdisciplinary nature and expected pervasiveness. Data were collected using a survey
carried out in Spain and The Netherlands, allowing the authors to correct for
environmental and contextual effects

Heiskanen, T.(2004)
The understanding of expert knowledge as shared, distributed and contextualised has
gained ground. The case description in this article focuses on developing expert
knowledge in a situation in which both knowledge needs and the definition of expertise
fields changed radically in the public sector within a social crisis. The article examines an
educational process against the idea of a knowledge-building community as defined by
Bereiter and Scardamalia in 1993. The aim is to highlight the pattern and flow of a
progressive discourse. Alongside the idea of a knowledge-building community, Boland
and Tenkasi's 1995 notion of perspective taking and perspective making is utilised. The
article discusses the factors that contributed to the success of discussion in the setting in
which the target group was characterised by the transcending of organisational
boundaries and expertise fields.

Van Elst,L et al.(2000)

In this paper, we outline the relation between Knowledge Management (KM) as an
application area on the one hand, and software agents as a basic technology for
supporting KM on the other. We start by presenting characteristics of KM which account
for some drawbacks of today’s – typically centralized – technological approaches for
KM. We argue that the basic features of agents (social ability, autonomy, re- and
proactiveness) can alleviate several of these drawbacks. A classification schema for the
description of agent-based KM systems is established, and a couple of example systems
are depicted in terms of this schema. The paper concludes with questions which we think
research in Agent-mediated Knowledge Management (AMKM) should deal with.
In this article they mention the relationship between the knowledge management as an
application area on the otherhand
Odd Couple: Making Sense of the Curious Concept of
Knowledge Management
the idea of knowledge management draws currently much attention, both among
practitioners and scholars. Advocates of the term argue that knowledge management
points to a new set of phenomena and practices for managers to learn and master. In
particular knowledge management focuses on the creation and distribution of knowledge
in organizations through technological novelties such as the internet, intranets, and e-
mail, although there are also streams concentrating on social relations and interactions.
This paper examines several possible conceptualizations of the idea of knowledge
management. It is argued that knowledge is an ambiguous, unspecific and dynamic
phenomenon, intrinsically related to meaning, understanding and process, and therefore
difficult to manage. There is thus a contradiction between knowledge and management.
Drawing from a literature review and a case study, it is suggested that knowledge
management is as likely, if not more so, to operate as a practice of managing people or
information than as a practice attuned towards facilitating knowledge creation.
Fischer, G.et al (2005)
This article explores the implications of a design perspective for knowledge management
(KM). We examine the major problems which our approach must address, the promises it
offers, the realities we have explored in our work and the continuing challenges. The
authors' KM approach assumes that knowledge is not a commodity but that it is
collaboratively designed and constructed.

John,T(2008)
This paper presents the initial findings of a case study conducted at seven Higher
Education Institutions within the United Kingdom. The Case Study utilizes Stankosky's
Knowledge Management (KM) pillars to enterprise learning -- leadership, organization,
technology and learning - as a lens to investigate and understand Knowledge
Management practices and perceptions within Higher Education Institutions, looking at
challenges of implementation within this sector. Higher Education Institutions within the
United Kingdom are very complex institutions, with diverse backgrounds, history,
culture, resources and missions. The University presents itself in today's knowledge
economy with a dichotomy of priorities, one which aims to provide quality teaching and
research activity, and the other, to ensure effective and efficient management and
administration within an increasingly competitive market. Being a service, non-profit
organization ensures that the values of scholarship remain a very important aspect of its
mission; yet, the external environment within which HEIs conduct their business today is
rapidly changing, forcing HEIs to reflect on how they do 'business' given the external
pressures they face. This case study uses the Grounded Theory methodology to begin to
unpack the issues related to the implementation of Knowledge Management within this
context. It focuses on two aspects of the case study -- the characteristics of universities
and academics that hinder or promote the implementation of KM, and the perceptions of
Knowledge Management and its challenges for implementation within the HEI sector.
Initial findings are presented.

Tuula,H(2004)
The understanding of expert knowledge as shared, distributed and contextualised has
gained ground. The case description in this article focuses on developing expert
knowledge in a situation in which both knowledge needs and the definition of expertise
fields changed radically in the public sector within a social crisis. The article examines an
educational process against the idea of a knowledge-building community as defined by
Bereiter and Scardamalia in 1993. The aim is to highlight the pattern and flow of a
progressive discourse. Alongside the idea of a knowledge-building community, Boland
and Tenkasi's 1995 notion of perspective taking and perspective making is utilized. The
article discusses the factors that contributed to the success of discussion in the setting in
which the target group was characterized by the transcending of Organizational
boundaries and expertise fields.

Warren H.,G.(2001-2002)
Career development services from exploration to specialization in a school-based context
can be enhanced greatly through a partial or intensive technological delivery system.
Specialization contains both awareness and exploration, as well as concentration within
it. Awareness and exploration for specialization with concentration refines career choices
to pursue. Early specialization could consist of concentrations of developmentally
appropriate learning units within career cluster ranges. Advanced specialization could
consist of concentrations in roles within a career cluster range. It should include analysis
of competencies and skills required by companies for domestic and international
commerce in electronic formats. Knowledge management at the postsecondary education
level and articulation with secondary specializations are the next steps. Creating a
conceptual framework for organizing knowledge management content requires
collaborative strategic thinking. The content could be organized into knowledge
management core competencies and requirements; economy sector "learning units"; and
specializations with concentrations.

Kumar.A et al.(2006)
The Quality of Education being offered in institutions of Higher Education is a question
being debated widely. With the growing cost of Higher Education in India, the question
has become specially pertinent for all its stakeholders – students to policymakers alike.
This paper attempts to look into IT based Knowledge Management as a techno-
management tool for redressing their concerns. Various probable avenues are discussed
where IT based KM interventions could make an impact on the existing Indian Higher
Education system. For example by affecting the overall quality of Higher Education in
India and in addition making it more stakeholder friendly. An insight about the priorities
assigned to various IT based KM interventions in different areas of Indian Higher
Education System is statistically analysed, based on the inputs from a cross-section of
Indian Academia. Adoption of the proposed system shall not only improve the “Quality
of Service (QoS)” but also decrease the economics of Higher Education in India.

In recent years, considerable attention has been paid to the effectiveness of knowledge
transfer processes between academia and industry. Although there is growing evidence
that the characteristics of individual researchers are important when explaining cases of
successful transfer, few studies have taken the individual researcher as their unit of
analysis. This study uses social network theory techniques to gain a better insight into
knowledge transfer processes. In particular, the authors study how the characteristics of
ties among individuals and the interdisciplinary and pervasive nature of research affect
the diversity of knowledge transfer activities. To this end, an empirical study was
conducted among researchers in the field of nanotechnology, a sector chosen for its
interdisciplinary nature and expected pervasiveness. Data were collected using a survey
carried out in Spain and The Netherlands, allowing the authors to correct for
environmental and contextual effects.

Faany,T.(2005)
This book focuses on understanding knowledge and learning in the contexts of economic
development and social cohesion. A preliminary overview is presented of the knowledge
processes at work in different sectors, and the book identifies a number of ways in which
microlevel or sectoral understanding of the knowledge-based economy is important in
conjunction with more macrolevel insights. These insights are valuable for government,
economic sectors, and public and private enterprises and institutions as they seek to
improve their knowledge and learning performance; this performance is an increasingly
important function in a learning society. Special attention is given to improving
production, mediation, and use in the education sector. The analyses are derived from
four forums that consist of high-level participants from the private sector, policymakers,
academics from a wide range of disciplines, and authorities in health and education
research--all of whom work on issues and problems related to how knowledge and
learning will become key drivers of social and economic change in the 21st century.

Williams, P(1999)
The future of Western universities as public institutions is the subject of extensive
continuing debate, underpinned by the issue of what constitutes valid knowledge. Where
in the past only propositional knowledge codified by academics was considered valid, in
the new economy enabled by information and communications technology, the
procedural knowledge of expertise has become a key commodity, and the acquisition of
this expertise is increasingly seen as a priority by intending university students.
Universities have traditionally proved adaptable to changing circumstances, but there is
little evidence to date of their success in accommodating to the scale and unprecedented
pace of change of the Knowledge Economy or to the new vocationally-oriented demands
of their course clients. And in addition to these external factors, internal ones are now at
work. Recent developments in eLearning have enabled the infiltration of commercial
providers who are cherry-picking the most lucrative subject areas. The prospect is of a
fracturing higher education system, with the less adaptable universities consigned to a
shrinking public-funded sector supporting less vocationally saleable courses, and the
more enterprising universities developing commercial partnerships in eLearning and
knowledge transfer. This paper analyses pressures upon universities, their attempts to
adapt to changing circumstances, and the institutional transformations which may result.
It is concluded that a diversity of partnerships will emerge for the capture and transfer of
knowledge, combining expertise from the economy with the conceptual frameworks of
the academy.
St. George, E(2006)
This article questions the assumption that increasing competition among higher education
institutions is the best method of achieving a strong higher education sector in developing
countries. It notes that there has been increasing emphasis on the importance of higher
education institutions for sustainable development, particularly because of their
importance to the global knowledge economy. For the same reason, the appropriate
management of the relationship between the state and higher education institutions is
vital to a strong and dynamic future for these institutions. This paper proposes a menu of
options for higher education governance, grouped around "state-centric" and "neo-
liberal" models of development. The "state-centric" model proposed is based on a variety
of examples of high performing Asian economies, in particular, while the "neo-liberal"
model is based on emerging trends in higher education
management in countries such as Australia, the United States and the United Kingdom.
The paper suggests that despite pressure across the globe to encourage a market among
universities, this may not always be the most efficient use of resources, or the best way to
integrate universities in a country's drive for economic growth.

Thompson, G.(2004)
The aim of this paper is to examine the concepts of opinion leaders, facilitators,
champions, linking agents and change agents as described in health, education and
management literature in order to determine the conceptual underpinnings of each.
Background. The knowledge utilization and diffusion of innovation literature
encompasses many different disciplines, from management to education to nursing. Due
to the involvement of multiple specialties, concepts are often borrowed or used
interchangeably and may lack standard definition. This contributes to confusion and
ambiguity in the exactness of concepts. Methods. A critical analysis of the literature was
undertaken of the concepts opinion leaders, facilitators, champions, linking agents and
change agents. A literature search using the concepts as keywords was conducted using
Medline, CINAHL, Proquest and ERIC from 1990 to March 2003. All papers that gave
sufficient detail describing the various concepts were included in the review. Several
‘older’ papers were included as they were identified as seminal work or were frequently
cited by other authors. In addition, reference lists were reviewed to identify books seen
by authors as essential to the field. Findings. Two similarities cut across each of the five
roles: the underlying assumption that increasing the availability of knowledge will lead to
behaviour change, and that in essence each role is a form of change agent. There are,
however, many differences that suggest that these concepts are conceptually unique.
Conclusions. There is inconsistency in the use of the various terms, and this has
implications for comparisons of intervention studies within the knowledge diffusion
literature. From these comparisons, we concluded that considerable confusion and
overlap continues to exist and these concepts may indeed be similar phenomena with
different labels.

Al-Hawamdeh, S.(2000)
Designing an interdisciplinary graduate program in knowledge management requires a
good understanding of knowledge processes and the ability to differentiate between
information management and knowledge management. Given the complexity of
knowledge and the nature of its existence, there is a need for graduate programs to go
beyond information management and include in the curriculum disciplines that deal with
social, cultural, and economic issues such as communication, cognitive science, and
business. An understanding of the interdisciplinary nature of knowledge management is
necessary for a more balanced and practical approach to the development of a knowledge
management curriculum. In this article, the design and development of an
interdisciplinary graduate program in knowledge man-agement at Nanyang
Technological University in Singa-pore is reported. The initiation of the program was
influenced by the strong demand from the public sector in Singapore for knowledge
management professionals. It was developed in close association with the information
studies program at Nanyang Technological University. In the first year, the program
attracted 230 applicants, of which 45 were selected—22 students came from the public
sector and 23 students came from the private sector.

Bhattacharya, S.(2010)
India, along with some of the other middle low income countries like Brazil, Russia,
China and the Republic of Korea is competing with high income developed nations like
USA and Japan in the knowledge sector. India has to its advantage a big pool of
knowledge workers like scientists, engineers, and researchers available at low cost. The
pertinent question is whether the flow of knowledge has resulted in inclusive growth.
This research paper is a critical analysis of the challenges and opportunities on the
pathway to India's journey towards becoming a global leader in knowledge economy with
respect to the four pillars as defined by the Knowledge Assessment Model (KAM) of the
World Bank, namely, economic and institutional regime, education, information and
communication technology, and innovation.

Ronald,B et al, (2010)

This paper analyses changes in university management structures and practices as a
response to public sector reforms in Ugandan higher education using Makerere
University as a case study. The study uses the organisational learning theory and a review
of the higher education literature. Two adaptive responses in the management structures
and practices emerge from the empirical discussion based on an analysis of documents.
These responses illustrate strategies to fuel innovation and recent strategies to restore
stability at the case study university.

Ozga, j et al.(2001)
Knowledge transfer (KT) has entered the higher education arena in the UK as the ‘third
sector’ of higher education activity—along with research and teaching. Its antecedents lie
in the commercialization and technology transfer of the late 1980s and 1990s, and this
business-like orientation remains dominant in the KT policy discourse. This paper
explores the extent to which policy for KT may be understood both as ‘travelling’ policy
shaped by globalizing trends in pursuit of successful competition in the new knowledge
economy (KE) and as ‘embedded’ policy mediated by local contextual factors that may
translate policy to reflect local priorities and meanings. In considering evidence of
‘embedded’ policy the paper develops its arguments through preliminary analysis of KT
policy in Scotland where—at least at the level of discourse—there is an attempt in post-
devolution Scotland to encourage KT in the broader public interest. However, KT’s
antecedents may continue to shape the engagement of academic staff in Scotland, as may
the wider context of UK policy steering in higher education.

Kidwell, J et al.(2000)
Asserting that there is tremendous value to higher education institutions that develop
initiatives to share knowledge to achieve business objectives, this article outlines the
basic concepts of knowledge management as it is applied in the corporate sector,
considers trends, and explores how it might be applied in higher education and whether
higher education is ready to embrace it.
Robert,S et al,(2008)
This paper discusses the higher education sector's role in a knowledge‐based economy
though research training, that is, doctoral education. It also examines how a Faculty of
Education supports its doctoral candidates in their endeavours to become ‘knowledge
producers’. Two themes are explored: one is Australia's limited investment in education
by international standards; and the other is the research training needs and circumstances
of doctoral candidates who are located in professional and workplace contexts. The paper
discusses the role of online support and a Doctoral Studies in Education (DSE) online
seminar program to support primarily off‐campus, part‐time mid‐career professionals.
These are typical of many of Australia's doctoral candidates. E‐learning is examined as
part of a comprehensive support and research training strategy for doctoral candidates
studying at a distance. We discuss the sorts of opportunities and experiences our
candidates receive and the extent to which they are readied to work effectively in a
knowledge‐based economy.

Royat,S et al,(2001)
Healthcare Information Systems (IS) non-integrated nature is associated with inefficient
data and knowledge exchange and reduction in healthcare care services' quality.
Therefore, numerous medical errors occur that impact healthcare services. Healthcare
organisations have used Enterprise Application Integration (EAI) to integrate IS.
Literature indicates that EAI achieves integration at four layers namely: connectivity,
transportation, transformation and process integration. We suggest that among others,
EAI achieves Knowledge integration and propose a Revised Model for Integration Layers
(REAL), tested through a case study. The results indicate that cases leading to medical
errors and wrong prescription can be prevented by integrating knowledge through EAI.
Martin, B. et al(2009)
As a newly emerging field of study, KM education is faced with significant challenges
which continue to evolve. Informed by wider organisational perspectives, this paper
presents the findings of recent research into this field. The first part of the research was in
the form of an online survey canvassing the views of the wider LIS community on the
responsibility of LIS schools for KM education; the second consisted of a collection of
in-depth interviews with LIS academics who were engaged in education for KM. It is
clear that the main challenges associated with KM education in the LIS discipline
concern people's perceptions of KM and the place of KM in LIS education. Changes need
to be made, both to these perceptions and to the ways in which LIZ schools market and
package their KM offerings

Brue,K et al.(2001)Discusses how both tacit knowledge and knowledge management

capabilities can be the basis for sustained competitive advantage in today's economic
environment. This article explores how companies can best grow their knowledge
resources to create not simply competitive advantage, but sustainable competitive
advantage
Ramachandran, Set al.(2009)
The concept of sustainable development is an increasingly relevant concept for economic
growth, to improve the quality of life through nature, economy, society and the welfare of
the people. The concept of sustainable development can be expanded to all forms of
development and economic activities, notably tourism. The concept of sustainable
development in Tourism has remained unfilled and under the influence of different
approaches. Nevertheless of the different interpretations of sustainable tourism
indentified in the literature review, the authors refer to a holistic perspective of
sustainable development in which tourism should be seen as part of a strategy of
sustainable development. Tourism is one of the most important sectors in the Portuguese
economy, as it represents about 4.3% of GDP (in 2006) and absorbs 10% of employment
in our country. Knowledge management is about taking the internal knowledge in
people's minds (tacit) and turning it into usable knowledge (explicit) to solve problems
and add value to an organization. The authors believe that knowledge management could
be an important component for accelerating an organization towards sustainability. They
refer in this paper the concept of sustainable knowledge management that can be better
explained by linking sustainability issues into the practices of managing knowledge. The
purpose of this research paper is to examine the perceptions of different stakeholders on
the contribution of knowledge management towards sustainability. Primary data was
obtained through a survey on perceptions of sustainable development and knowledge
management of the different actors (municipalities, education institutions in the tourism
and business in tourism) on the different items that will be behaved in the dimensions of
the indicators for the development of the sustainability index, namely economic
sustainability, environmental sustainability, institutional sustainability and socio-cultural
sustainability. The methodology used is structural equations in order to verify and
quantify the perceptions of the different stakeholders. The tested hypotheses were
supported through empirical research, and the authors verified that the stakeholder's
perceptions are that knowledge management contributes positively towards sustainability.
Perry, M et al.(2002)
During the last decade, the higher education sector has experienced many pressures and
changes Universities around the world are facing the need to adapt to a rapidly changing
educational and social landscape, in which technology is both the main cause of change
and a tool for dealing with the change. This study examines the organization-wide
technological changes that have infiltrated every aspects of life at all universities that are
part of the higher education system in Israel during the last 7 years: the introduction of
on-line instruction, e-learning and Enterprise Resource Planning (ERP) technology for
university work processes The research findings show that there is a mechanism for
managing organization-wide technological changes at Israeli universities but it is not a
rational one. This study proposes a model for managing organization-wide technological
changes in universities on the basis of the existing mechanism, using knowledge
management strategies for the purpose of change management: KM-M-CM (Knowledge
Management as a Mechanism for Change Management) Implementation of this model
will make it possible to realize the challenge of transforming the university from a
"knowledge institution" to a "learning institution." It will come life to the extent that the
higher education system in Israel, its leaders and decision-makers understand the need for
a permanent mechanism to manage change and adopt this rational model in order to
establish it.

Rowley,J et al.(2000) "Is higher education ready for knowledge management Higher
education institutions are in the knowledge business, since they are involved in
knowledge creation and dissemination and learning. Examines the applicability of the
concepts of knowledge management to higher education institutions in the United
Kingdom. Identifies a number of existing facilities, systems or projects which contribute
to knowledge management in higher education, such as libraries, and electronic
collections of learning materials, networks for e-mail communication, and management
information systems which provide data on the student profile. Then considers the
challenges associated with the creation of a knowledge environment in higher education,
and explores the opportunities offered by viewing knowledge as an asset. Concludes by
noting that although knowledge based organizations might seem to have the most to gain
through knowledge management, effective knowledge management may require
significant change in culture and values, organizational structures and reward systems.
The management of the relationship between knowledge and power is crucial.

Metaxiotis,K.(2002-2010) Knowledge Management (KM) has recently received

considerable attention in the computer information systems community and is
continuously gaining interest by industry, enterprises and academia. As we are moving
into an era of "knowledge capitalism", knowledge management in combination with
information management will play a fundamental role towards the success of
transforming individual knowledge into organizational knowledge. Higher education
(HE) institutions are in the knowledge business, since they are involved in knowledge
creation, dissemination and learning. The increasing economic importance of knowledge,
which nowadays redefines the links among education, work and learning, makes the role
of KM in HE crucial.
In this framework, this paper presents the key concepts of human-computer interaction in
knowledge management, discusses their applicability to HE and proposes the creation of
learning organisations in HE institutions, as an innovative way to apply KM to HE.
Refrences:
Rowley,J et al.(2000), "Is higher education ready for knowledge management
Metaxiotis,K.(2002-2010),Information & Knowledge Management
Martin, B. et al(2009), Responding to the Challenges of KM Education in the LIS Sector:
Some Academic and Professional Perspectives
Al-Hawamdeh, S.(2000) A Knowledge-Building Community for Public Sector
Professionals
Kumar.A et al.( 2006) IT Based KM In Indian Higher Education System
John,T(2008) Knowledge Management and Higher Education: A UK Case Study
Heiskanen, T.(2004) A Knowledge-Building Community for Public Sector Professionals
Warren H,G.(2001-2002) Career Exploration through Specialization with Concentrations
in Business Plus Focus on (KM) and Implications for Education: Secondary-
Postsecondary
Faany,T.(2005)Knowledge Management in the Learning Society. Education and Skills.
Van Elst,L et al.(2000)
Mantzana, V.(2009)Achieving knowledge management integration through EAI
Robert,S et al.(2008) Positioning Higher Education for the Knowledge Based Economy
Ronald,B et al.(2010)Organisational responses to public sector reforms in higher
education in Uganda
Brue,K et al.(2001) Tacit knowledge and knowledge management: the keys to sustainable
competitive advantage
Kidwell, J et al.(2000)Applying Corporate Knowledge Management Practices in Higher
Education
Ramachandran, Set al.(2009)The practice of knowledge management processes: A
comparative study of public and private higher education institutions in Malaysia.
Perry, M et al.(2002)Knowledge management as a mechanism for technological and
organizational change management in Israeli universities.
Bhattacharya, S.(2010)Information & Knowledge Management
Villanueva,F.(2010)Industry and Higher Education