Gestión estratégica del conocimiento en las universidades

This research aims to determine the current state of strategic knowledge management in universities and the Polytechnic School of Manabí. The methodology is framed in a descriptive type research with a mixed quantitative and qualitative approach. The population under study was made up of the directors, heads of the areas of institutional planning, evaluation-quality assurance, human talent and ICTs of the Universities and the Polytechnic School of Manabí. Observation and survey were applied as a technique. As a result, it was obtained that experts in knowledge management do not have the necessary equipment for their search, analysis, information retrieval, in the same way they do not have training or materials on knowledge management. It is concluded that content audit equipment and tools should be provided to experts in the implementation of knowledge management, and with training materials that comply with knowledge management guidelines. It is proposed the elaboration and implementation of legal regulations at the country level that promote compliance with knowledge management in U/EP. On the other hand, incentives should be established for those who comply with regulations and make visible the institutional and social benefits of knowledge management to the detriment of its costs.  La presente investigación tiene como objetivo determinar el estado actual de la gestión estratégica del conocimiento en las Universidades y en la Escuela Politécnica de Manabí. La metodología se enmarca en una investigación tipo descriptivo con un enfoque mixto cuantitativo y cualitativo. La población objeto de estudio estuvo conformada por los directores, jefes de las áreas de planificación institucional, evaluación-aseguramiento de la calidad, talento humano y TICS de las Universidades y la Escuela Politécnica de Manabí. Se aplicó como técnica la observación y la encuesta. Como resultado se obtuvo que los expertos en la gestión del conocimiento no cuentan con equipos necesarios para su búsqueda, análisis, recuperación de la información, de la misma manera no cuentan con capacitaciones ni materiales sobre la gestión del conocimiento. Se concluye que se debe proveer de equipos y herramientas de auditoría de contenido a los expertos en la implementación de la gestión del conocimiento, y con materiales de capacitación que cumplan con las pautas de la gestión del conocimiento. Se propone la elaboración e implementación de regulaciones legales a nivel de países que fomenten el cumplimiento de la gestión del conocimiento en las U/EP. Por otra parte, se debe establecer incentivos a quienes cumplan con las regulaciones y visibilizar los beneficios institucionales y sociales de la gestión del conocimiento en detrimento de sus costos

Knowledge Sharing in the Higher Education Environment of Developing Economies – The Case of Eritrea

This paper explores the prevailing higher education environment in Eritrea as a case study, with the aim of identifying factors influencing knowledge sharing and collaboration in the community both within and across the institutions. The research is based on qualitative data from semi-structured interviews with seven respondents: leaders and senior academicians representing all six higher education institutions (HEIs) in Eritrea. It investigates the environment from the socio-technical systems perspective with a holistic view of the institutional system rather than sub-systems. The results show that the HEIs have considerable levels of underutilized technology tools available in the community, and institutional guidelines to promote collaboration. However, the realities on ground show several challenges requiring coherence between the social and technical factors. This research, therefore, justifies the need to use the advanced capabilities of technologies to also augment non-technical factors for a unifying systemic solution to promote knowledge sharing at institutional level

Digitalisation success in learning organisation: preliminary outlook / Roozita Maskun and Norzanah Matt Nor

The use of digital information tools in our daily life, demands technical competencies to navigate through digital information successfully. Every learning organisation today, facing a lot of challenges to keep their institutions going, increasing in growth and sustainable effectively in a modest world. Knowledge is the main resource and the important essence in any of learning organisations. Knowledge management nowadays is practically accessible through digital tools. The need on which digital competency level and resources availability, are the key factors on digitalisation success process. This only a concept paper, hence the purpose of this paper is to reveal that in a learning organisation, the digitalisation process maybe success with the help of technology, resources and the competences of the users. The concept is developed by an extensive literature review of on digitalisation and analysis of different knowledge sources in a learning organisation. The key concept can be used by practitioners in developing a learning organisation to guide them to choose a sufficient subset of tools that covers the digitalisation processes to ensure that no process is overlooked. The result of successful digitalisation is an interesting area for further research. However, the current view on value underlies in it offering practitioners in giving at least a starting point. The paper can be used by educational organisations to guide on successful in digitalisation process effectively and efficiently. The paper addresses some of the social elements related to successful in learning organisations. However, it is more technically targeted. Researchers have analysed that holistic overview and the effect of digital competence towards the successful of digitalisation process. Furthermore, limited research addresses the successful of digitalisation process because of the constrains in resources

Impact of information technology on knowledge management at a selected university of technology

Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2019Information and communication technology (ICT) is an enormous financial investment and its typical intended result is a subsequent positive effect on knowledge management and individual work performance which thus benefit the organisation through strategic competitive advantage. ICT plays a significant role in implementing and supporting knowledge management (KM). However, there are barriers hampering KM due to ineffective use of ICT such as poor knowledge coordination and transfer and unreliability of systems. The main aim of this research was to determine how ICT impacts on KM within higher education institutions (HEIs) in South Africa. Based on the primary research objective, the secondary research objectives were to explore the benefits of ICT in HEIs, find out what the barriers to implementing ICT in HEIs are and explore the key functions of knowledge management at HEIs. The outcome of this study was the proposing of general guidelines for ICT use in order to positively propel knowledge management for competitive advantage of HEIs. The methodology utilised in this study is a case study with a mixed qualitative and quantitative method. Data was collected through questionnaires, site observations and interviews from staff members (n=111) at a selected University in the Western Cape, South Africa. The questionnaire was used for quantitative data, and analysed and interpreted using SPSS software, whereas site observations and interviews were used for qualitative data and analysed through content analysis. The findings indicate that ICT users have varied levels of competencies when it comes to ICT use. It highlights the challenge for the university management to improve the ICT skills of staff members so that they may expand their ability to comfortably manoeuvre through the ICT system and maximise its benefits, and ultimately, to be more productive for the university. The findings further reveal that there is a need to establish general guidelines for ICT use in order to positively propel KM for competitive advantage of HEIs. Based on the research findings, this study recommends that the university take a comparative approach and examine the gaps in ICT use within the institution. Moreover, it will also be interesting to find out the experiences and views of stakeholders in ICT use at other HEIs such as students, management and teaching staff. This will generate valuable information that can shed more light on the opportunities and challenges of ICT use in KM in HEIs

Exploring the implementation of knowledge management at a contact centre in Durban.

Master’s Degree. University of KwaZulu-Natal, Durban.ABSTRACT The knowledge management concept was introduced to the Contact Centre approximately eight years ago, therefore the study focused on the implementation of the knowledge management concept at SARS in Durban. The aim of the study was to understand the perception of knowledge management; the benefits and challenges of knowledge management, as well as the role that the leadership team played in the implementation of knowledge management. The research methodology chosen for the study was of a qualitative nature. This research methodology allowed for an interpretative approach that obtained an in-depth understanding of the implementation of the knowledge management concept. Data was obtained using semi-structured interviews conducted on a total of 20 respondents comprising of Management and Staff from the Contact Centre at SARS who had used the system for approximately eight years. Some of the common themes that emerged were quality, service delivery, customer service and communication. The study confirmed that the knowledge management concept was indeed implemented and sustained successfully, with minor improvement requirements. The research findings indicated that there was a positive perception towards how knowledge management was implemented and that there was an understanding with both leaders and staff that such a system is beneficial to the organisation. Some of the key findings noted were training and development, service delivery, customer service, technology, communication and the role of leaders. Some of the key recommendations indicated that learning styles need to be addressed since people learn and absorb knowledge differently. Social media management as a process enhancement could be implemented to improve service delivery and the taxpayer experience. Future research should focus on implementing the knowledge management concept in other divisions within SARS.Abstract available in the PDF

Knowledge management strategies and practices in Nigerian agricultural research institutes.

Ph. D. University of KwaZulu-Natal, Pietermaritzburg 2015.This study was carried out to investigate knowledge management strategies and practices in Nigerian agricultural research institutes. Five institutes located in different geo-political zones of the country were studied namely: Institute for Agricultural Research, Zaria; Institute of Agricultural Research and Training, Ibadan; National Root Crops Research Institute, Umudike; National Cereals Research Institute, Badeggi; and Lake Chad Research Institute, Maiduguri. The Nonaka and Takeuchi (1995) knowledge creation theory complemented by Boisot’s (1987) knowledge category model, Grant’s (1996) knowledge-based theory, Conner and Prahalad (1996) resource-based view, Sanchez’s (2001a) competence-based view, Ginsberg’s (1994) cognitive-frameworks theory, and Teece et al. (1997) capability perspective theoretical lenses underpinned the study. The study was underpinned by post-positivists paradigm, while mixed methods (qualitative and quantitative approaches) using survey questionnaire, interviews and documentary analysis were used for the collection of data. A survey questionnaire was administered on 276 research scientists, while a semi-structured interview was conducted with five directors and five heads of information and documentations of the institutes. Qualitative data were analysed using thematic analysis, while quantitative data were analysed using SPSS version 20.0 to generate descriptive and inferential statistics for actualising the objectives of the study. Reliability and validity of the instruments was ascertained through test-retest reliability using Cronbach’s Alpha on 30 research scientists. The expected reliability stood at r=0.786, which is considered acceptable. The study adhered to the ethical protocol of the University of KwaZulu-Natal. The findings show that the types of knowledge generated by the institutes included: genetic improvement of varieties of cereals, crops, roots, tubers and barley; wheat, rice, soybeans, sugarcane, beniseed, millet; crop production, breeding, weed control, value-addition techniques, fertility of soil and mechanisation; crop improvement and management practices; generation of agricultural technologies and management practices; pest management, agronomic practices and improved seeds; fish production and management practices. The study found that generations of explicit knowledge and tacit knowledge was high in the institutes. Besides, the explicit knowledge generation was enhanced by the constant documentation of research findings and research reports, seminars, workshops and conference papers; while tacit knowledge generation was facilitated by knowledge sharing through formal and informal engagements such as review meetings, cropping scheme meetings, community of practice, community of knowledge, knowledge networks and regular staff meetings. The study further found that personalisation strategy (human-based) was the dominant strategy used to derive research and innovations, compared to codification strategy (ICT-based). The study established that knowledge transmission to stakeholders such as farmers, Agricultural Development Partners (ADPs) and other governmental and non-governmental organisations was done largely via newsletters and bulletins, followed by personal contact with research scientists and extension agents. The study found that the following knowledge management systems were in place: document management systems (word processing and desktop databases); organisational practice and routines (group collaboration systems, discussion forums and work flows); training and knowledge intelligence, (community of knowledge, knowledge networks, knowledge culture, intelligent agents and rule-based personalization). The findings revealed lack of knowledge management policies, knowledge management strategic plans and position of knowledge manager in the institutes’ organogram. The study concluded that knowledge management practices in research institutes studied in Nigeria were influenced by knowledge creation, knowledge acquisition and generation, knowledge sharing and modes of knowledge dissemination. The study recommends an agricultural research impact assessment in the institutes in order to ascertain the contribution of the knowledge generated to the revival of the agricultural sector in Nigeria. Coordination, cooperation and collaboration among the farmers, research scientists, research institutes, Agricultural Development Partners (ADPs), and the National Agricultural Research System (NARS) should be enhanced by establishing a national agricultural research database/databank to facilitate access to agricultural research in the institutes. The research institutes should consider putting in place knowledge management policy for efficient management of knowledge resources. The originality of the study lies in its ability to investigate how concepts and variables from the Nonaka and another six theories/models played out in the Nigerian agricultural research vii institutes. The study demonstrated the usefulness of these theories and models in the context of Nigerian agricultural research institutes. The study contributes to policy, theory, practice and society. For example, the findings have the potential to influence the formulation of KM policies in the Nigerian agricultural research institutes. In addition the study has provides a deeper understanding of various phenomena pertaining to the KM in the agricultural sector which could serve as a basis for re-evaluation, re-strategising and re-focusing KM practices in the research institutes. The study contributes to the domain body of knowledge and literature, especially in the context of Nigeria. The study proposes a model for KM in agricultural research institutes, which builds upon the weaknesses of the Nonaka model, and other six models discussed in the thesis

The strategic role of knowledge management in African universities.

Doctor of Business Administration. University of KwaZulu-Natal, Westville 2014.This thesis articulates an empirical research study that examines the role of Knowledge Management, inclusive of Business Intelligence in an African Higher Education setting. There are an abundance of studies that show how Knowledge Management plays a key role in organisational strategy, productivity, efficiency, performance and competitiveness in developed countries. The same is not true for developing economies in Africa. This study addressed this gap by investigating the influence of Knowledge Management on institutional strategy development at leading African universities. Furthermore, Web 2.0 was also rigorously investigated as an e-Learning and Knowledge Management strategy for the effective transfer and dissemination of knowledge in Higher Education. The study targeted 20 leading African universities (based upon the Times Higher Education Rankings). The study was built around the constructs of 3 applicable frameworks including Kogut and Zander Knowledge Management Model, Organisational Learning Theory and Organisational Culture Theory. The research instruments were designed around the constructs of the frameworks. Questionnaires were sent to senior employees responsible for Knowledge Management at the respective institutions. In addition, in-depth interviews were also conducted with these individuals as part of the qualitative arm of the study. Both quantitative and qualitative data underwent rigorous statistical analyses in relation to the aims and frameworks of the study. This study found that Knowledge Management does influence institutional strategy and plays an informing role in providing knowledge on demand for strategic decision making and strategy formulation. However Knowledge Management was primarily used in strategy formulation at operational and support areas of the institutions as opposed to teaching and research. There was also a lack of sophisticated and powerful Knowledge Management Information Systems in most of Africa’s leading institutions. The study also showed that Web 2.0 is not being utilised as an e-Learning and Knowledge Management Strategy. Knowledge Management is currently not at Executive Level in African Higher Education. The study further revealed an important finding, that being, those institutions that do make strategic use of Knowledge Management, inclusive of Business Intelligence and Web 2.0, in key areas such as academic teaching, learning and research were higher up in the academic ranking scale as opposed to those that did not. Relating to this, the study showed that effective use of Knowledge Management including Knowledge Management Information Systems does add value to the institutions. In addition, if Knowledge Management including more specialised Knowledge Management Information Systems can be more effectively used to inform strategies in teaching and research then it will promote more academic value and institutional competiveness. Furthermore, if Web 2.0 can be used effectively as an e-Learning and Knowledge Management strategy it will yield significant benefits in research and pedagogy and increase competitiveness. The Organisational Learning framework can be used to predict the trajectory of African universities if they engage with Knowledge Management strategically. Other future studies, amongst others, that can be generated from this study includes avenues such as the measurement of success derived through effective practice of Knowledge Management in African universities or a study similar to this across BRICS nations