Professional Documents
Culture Documents
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.
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
RESEARCH METHODOLOGY
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
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
The data, after collection will be processed and analyzed, comparisons and analysis will
significance to determine with what validity data can be said to indicate any conclusion”
Proposed Plan
a) Introduction
b) Research Methodology
e) Analysis
f) Conclusion
g) Bibliography
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
There may be some bias in the responses which cannot be ruled out. i.e. some of
“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
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:
Their employees are valued for their intellect and their capacity to create new
knowledge
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
Rapid innovation in products and services, with products and services having a
greater and greater knowledge content
Losses in productivity
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.
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.
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.
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
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.