การจัดการเรียนการสอนรายวิชาการจัดการความรู้ในสาขาวิชาบรรณารักษศาสตร์และสารสนเทศศาสตร์

การวิจัยครั้งนี้มีจุดมุ่งหมายเพื่อศึกษาสภาพทั่วไปและความคิดเห็นของอาจารย์และนักศึกษาที่มีต่อการจัดการเรียนการสอนรายวิชาการจัดการความรู้ในสาขาวิชาบรรณารักษศาสตร์และสารสนเทศศาสตร์ในระดับปริญญาตรีและปริญญาโทโดยผู้วิจัยใช้ระเบียบวิธีวิจัยเชิงคุณภาพ เก็บข้อมูลด้วยวิธีสัมภาษณ์อาจารย์และนักศึกษาจำนวน 42 คน จากมหาวิทยาลัย5 แห่ง ผลการวิจัยนำไปใช้ในการพัฒนาต้นแบบรายวิชาการจัดการความรู้สำหรับการจัดการเรียนการสอนทั้งสองระดั

Perception and Attitude of Library and Information Science Professionals towards Knowledge Management: A Survey of Certified Librarians in Nigeria

Knowledge management can be closely linked with activities that overlapped with library practices. Lack of credence on how this two concept interwoven makes library and information science professionals to held distinct understanding of the concept knowledge management, most especially on how it relate to librarianship and information management, and at that, that there is no unity of consensus on which knowledge management definition should be considered universally acceptable. The study adopted a survey research design in exploring the perception and attitude of library and information science professionals in Nigeria toward knowledge management. Certified librarians in Nigeria (CLNs) constitute the unit of analysis and their total population stood at 5,437 from which a sample size of 3,000 was drawn using clustered random sampling techniques. Questionnaire is the instrument for data collection which was administered on a web-based platform, Proprofs survey maker (www.proprofs.com). But due to difficulties associated with web-based questionnaire, Only 389 participants respond to the survey, and a total number of usable, fully completed questionnaire is 369. Collected data was subjected to descriptive statistical analysis. The study reported that LIS professionals in Nigeria perceived knowledge management as an allied field of study that expands the horizon of the profession, even though some still perceived it as another name for information management or librarianship in another cloth/case of old wine in new bottle. Most participants prefer IFLA definition of KM to other definitions. In order to embrace the opportunities and as well curb the threats of knowledge management to library and information science profession, the study suggested that regulatory bodies and library associations should educate professionals on the position of LIS professionals in knowledge management through seminars, research report, conference proceedings, symposiums and any other means at their disposal

Concepts of Knowledge Management among Library & Information Science Professionals

This study aims to identify, collect and critically review the research literature on the concepts of Knowledge Management (KM) among Library & Information Science (LIS) professionals. The present study is based on the review of published work in the field of KM and librarianship. It has been observed that the knowledge which is embedded in people (their skill and expertise) as well as knowledge of working processes of libraries (explicit knowledge) recognized as the important sources of knowledge within libraries. Skills of LIS professionals in librarianship and information management can be very beneficial to KM, but these are not sufficient and there is a need to acquire additional competencies in the fields of communication, human resource management, change management, project management. Based on the extensive review of literature, this study provides a theoretical foundation for further research to investigate the problems and prospects of implementing KM in libraries

Competency-Based Curriculum for a Master\u27s Program in Service Science, Management and Engineering (SSME): An Online Delphi Study

The overarching purpose of this research was to provide theoretical and conceptual foundations for developing a competency-based curriculum for an interdisciplinary master\u27s program in Service Science, Management and Engineering (SSME). Specifically, the objective was to ascertain the competencies and courses that are relevant for developing a competency model for a service scientist and a curriculum blueprint for SSME. The study employed three rounds of the online Delphi survey to achieve the research objectives. The three rounds were used to identify, prioritize, and define competencies and courses. A panel of industry professionals and university faculty were invited to participate as experts. A total of 51, 40, and 39 respondents participated in Round 1, Round 2 and Round 3 survey respectively. Overall, a high degree of consensus was observed among the participants for the importance of competencies and courses, however, there were some differences noted by the disciplinary expertise and professional background of the respondents. Based on the consensus of the study participants, a final list of 10 competencies and 14 courses was generated. These competencies were used to develop a competency model and the courses were used to create a curriculum blueprint. The final 14 courses were categorized into four modules, Module 1: Contextual Foundation (Information & Service Economy, Consumer Behavior, Leadership & Organizational Behavior, Project Management); Module 2: Service Core (Service Innovation, Service Design, Service Operations and Supply Chain); Module 3(a): Engineering Concentration (Business Process Modeling, Service Engineering, Quality Management); Module 3(b): Management Concentration, Strategic Management, Service Marketing, Enterprise Systems) and; Module 4: Integrative Capstone (Business and Technology Integration). The final 10 competencies were categorized into three clusters; Cluster 1: Service Mindset (Needs assessment, Conceptualize service system, Problem-solving, Contextualize service science); Cluster 2: Integrative Competence (Business and technology integration, Interdisciplinary collaboration, Diversity orientation) and; Cluster 3: Meta-competence (Adaptability, Interpersonal communication, and Critical thinking). The results of this study may serve as a common language among stakeholders to prepare future service scientists or T-shaped professionals for the service economy. This study also contributed to the body of literature of competency-based curriculum development in higher education

The implications of knowledge management for library and information science education: a mixed method investigation

Knowledge Management (KM) is a popular topic emerging from the business sector, which has influenced many fields of study, among them Library and Information Science (LIS). As KM is quite recent, there is still much ambiguity as to its nature and its place in LIS education. The current study sought to shed a light on these issues. To help achieve better understanding of KM and its implications for LIS education, the researcher employed a mixed method approach, using both a web-based survey of LIS professionals and in-depth interviews with 18 LIS Heads of schools or senior staff at schools operating KM programs and courses. The research indicates that although to an extent, confusion remains over the nature of KM and its relevance to LIS, there is at least recognition among the research community of the need for a proper understanding of knowledge management, as distinct from information management and of the importance of looking at KM from a generalist perspective. The findings further indicate that the LIS community is seeking to expand its boundaries into a wider professional environment than that of traditional librarianship, and that it sees KM as an effective vehicle for this purpose. The indications are also that apart from at the elective level, KM education should be offered not just as a distinct and separate track, but also as a subject pervading the entire LIS curriculum. The findings also highlight a need for greater integration between research and teaching in knowledge management, and for improved links between the curriculum and the outside world of KM practice. This implies the need for LIS schools to import aspects of KM practice into their activities. Participants also acknowledged the importance of matching KM education both to the needs of students and of the marketplace. Furthermore, the research results highlight the necessarily multidisciplinary character of KM curricula, with the need for LIS curricula to focus on tacit knowledge and the human dimension of KM, as well as on business, management and organisational issues. The findings also support a collaborative approach to KM education in order to achieve the creation of a holistic curriculum, with contributions particularly, from business schools, industry and practitioners. Based on the findings of this study, a partial or improper understanding of KM among the LIS community, and a lack of realisation of the value of KM education among LIS students and educators, are key issues facing KM education in the LIS sector. To solve these problems, LIS schools not only need to provide courses in knowledge management, and promote it among the LIS community, but also they must actively market the concept and their own contribution to the field. This thesis makes an innovative contribution to the literature of KM education, and to the understanding of the subject and its related concepts. It is also one of the few such pieces of research into the implications of KM for LIS education to have been conducted on a global basis

Digitalised solutions of organizational learning capability to enhance performances of public service organizations.

Public organizations provide training to enhance their employee’s capabilities to provide better services. Public organizations should use different learning methods to enhance their employee’s skills and service offering. Therefore, public organizations are considering using different learning programs such as classroom training, coaching, mentoring, internship, visiting fellows and other new and innovative learning programs. For the organizations to be effective in providing the learning programs to their employees, there is a need to have an approach to support these efforts. This research suggests that Organizational Learning Capability (OLC) is the right approach to do that. The OLC is defined as the facilitation of a process to ensure that the organization is learning from its operations and experiences of different projects and initiatives. This learning process is influenced by certain factors that are directly related to the performance of both employees and service provision. The research starts by performing an extensive literature review of organisational learning capability and the enabling digital technologies. Based on the findings of the literature review, a semi-structured questionnaire was developed to capture the sector perspective by interviewing employees in public service organizations within United Arab Emirates, United Kingdom, France, Poland, Spain, Norway, and Finland. This research proposes an OLC model consisting of the 3 key elements that represent the definition of OLC; the learning processes, enablers, and influential factors. The OLC model helps public service organizations to improve their learning activities and bridge the gap between investments in learning initiatives and improvement in service provision in public organizations. The OLC model helps to define all other learning programs where the coaching, Gemba-Walk and design thinking learning programs are presented in this thesis as OLC sub-models. These are new and innovative learning programs whose potentials are being explored in this research, for their ability to enhance employees and service provision within public service organizations. Moreover, two digitalised software demonstrators for the coaching and design thinking learning programs are presented in this research to reflect how digital enabling technologies could facilitate the implementation of learning programs in public services organizations. Furthermore, to validate the OLC model and sub-models, two case study validations (concerning the implementation of coaching and design thinking learning programs in a public service organization), as well as two experts’ evaluations are presented in this research. The key contribution to knowledge from this research is a comprehensive OLC model that helps public service organizations introduce and implement OLC in an effective manner using enabling technologies.PhD in Manufacturin

The implications of knowledge management for the library and information professions

The present thesis attempts to describe the Knowledge Management (KM) field in terms of its relevance to the Library & Information Science (LIS) professions. The methodology employed was a combination of qualitative and quantitative approaches including administration of a web-based survey and the conduct of in-depth interviews targeted at LIS professionals. The results emerging from the research revealed very positive feedback from the LIS community in regard to attitudes towards KM. Not only did LIS professionals consider KM to be a viable option but also, they saw positive implications for both individuals and the professions as a whole in terms of opportunities for new career options in KM. Their view of KM was broader than what would be encompassed by either librarianship or information management. This was clear from the breadth of their perspectives, which extended to the consideration of such aspects as intangibles and human capital. LIS professionals regard their skills as being relevant to the practice of KM. Although they believed that KM was essentially a management phenomenon, they also believed that it was a field in which LIS professionals should seek to extend their involvement. Evidence of such involvement reveals that LIS professionals in general, have been largely engaged in the information management side of KM. Although LIS professionals were making a contribution to the general level of KM, their involvement in more senior positions tended to be a matter of exception rather than of rule. Only 3.5 per cent of all respondents to the questionnaire were operating as leaders of KM. Interviewing knowledge managers from a LIS background revealed that a number of personal attributes may have been significant to the success of this transition. These included a facility in human networking, and an appreciation of the value of lifelong learning, along with ambition and a willingness to take risks. The possession of a non-LIS qualification along with their LIS qualification was also characteristic of people holding senior roles in KM. Although the LIS professionals agreed that libraries could make a strong case to be the launching point for KM initiatives, they did not support the argument that libraries should be the leaders of KM in their organizations. To some extent this has been a matter of competence, and also of the traditionally unflattering image of libraries. This has in some cases led to name changes and the reorganization of functions. Among the implications of these results for LIS professionals would be the need to extend their focus from one based on information objects to one based on people aspects, to adopt a holistic view of their organizations, and to increase their levels of business knowledge. The contribution of LIS professionals to KM potentially can be enhanced through developments in education for LIS. Extending the LIS curriculum to include business and management subjects and also the promotion of personal attributes, could not only equip LIS professionals with the necessary capabilities, but also could give them the confidence to apply these capabilities in the marketplace

Understanding the Concept of Knowledge in Healthcare Services: A Grounded Approach

The objective of this dissertation is to explore the meanings of knowledge as understood by senior medical staff in the UK’s National Health Service. It asks the question: 'What does it mean to know something?' The assumption is that an exploration of these meanings will help in designing systems to manage such knowledge. This is because the meaning of knowledge in the literature is contested and the models for its management are extremely variable, to the extent that it is proving challenging to establish knowledge management as an academic discipline or credible business tool. Twelve in-depth interviews were completed and analysed using a constructivist grounded theory approach. Six main categories were constructed. These are: finding motivating factors to pursue knowledge; interacting with knowledge sources; undergoing a process of knowledge acquisition; practising skills; seeking peers’ views; and, finally, building confidence as knowledge. Confidence was selected as the core category and the backbone of the constructed theory. The constructed theory argues that confidence is an important, integral aspect of our knowledge. One knows something if one thinks confidently that one knows it. Someone who understands a subject very well but lacks confidence simply does not know that subject. On the other hand, people can be overconfident or possess completely unjustified, misplaced confidence in situations where they lack understanding or ability. According to the emergent theory, these individuals are still knowledgeable, albeit in an incorrect or negative way. The emergent theory provides a new understanding of the concept of knowledge: knowledge as a type of emotion, i.e. confidence. This differs from the current understanding of knowledge, which views it as either objective information that requires cognitive processing or as human behaviour that influences practice. According to the emergent theory, knowledge is not necessarily a logical mental process nor purposeful human behaviour, but a fallible emotion, which can be harder to measure, observe or control than the two former phenomena. Confidence is an essential feature of knowledge and this thesis concludes by proposing a tool for confidence management within the NHS