Knowledge Management Systems in Higher Education Institutions in Thailand: A Holistic Model of Enablers, Processes, and Outcomes

Higher education institutions (HEIs) have applied knowledge management (KM) to leverage organizational knowledge in support of their institutional achievements. HEIs need a holistic conceptualization of how KM processes dynamically interact with KM enablers and outcomes, but seem to typically lack an inclusive KM model. This research study aimed to develop and test a correlational model linking KM key enablers and processes to quality performance of HEIs. Data were collected using an online survey of 142 universities in Thailand with archival data. A key informant method was used with KM committee members serving as respondents. The 181 respondents from 60 universities voluntarily participated in the e-survey. After deleting inadmissible cases, 150 respondents were used as true response cases. The exploratory factor analysis (EFA) constructed six scales describing KM enablers and processes: Technology, Strategic Context, Culture, Leadership with a Directive Role, Knowledge Transfer, and Knowledge Generation. Then, confirmatory factor analysis (CFA) with structural equation modeling (SEM) showed that the hypothesized model with seven factors (six EFA scales and quality performance score) was acceptable based on the following fit indices (χ^2= 1581.515, df = 845, p < .001; CFI = .809; TLI = .795; RMSEA = .083, 90% CI: .077 – .089; SRMR = .065). This hypothesized model adequately represented the actual data set. The thematic analyses from open ended questions provided emerging themes to support the hypothesized model that focuses on human-oriented enablers, including leadership, individual attitudes, and levels of KM understanding. This study revealed that knowledge becomes a process of individuals’ insights, experiences, know-how, and values that are to be justified through social interactions among participants to make knowledge actionable and embedded in institutions’ repositories and routines. Since knowledge requires dynamic management within each institution’s system, KM provides the activity of creating and sharing knowledge across the whole system. HEIs require a dedicated position for KM oversight and need to find a way to enable members to participate in social interaction processes that make knowledge flow fluently throughout their institutions. With a well-organized KM system that consists of enablers, processes, and outcomes drawn from this study, KM will keep on track and stimulate individual, group, and organizational knowledge development and retention

Integrative Literature Review on the Antecedents of Informal Learning in the Workplace: A Conceptual Framework for Future Research

Despite the explosion of interest in informal learning in the workplace, few attempts have been made to synthesize the current literature. This article provides an integrative and analytical review of prior empirical studies, particularly focusing on what factors have been identified as antecedents of informal learning in organizations and how informal learning has been conceptualized and measured. It then suggests future avenues for theory building, research, and practice. The authors propose a conceptual framework for understanding informal learning activities using three dimensions: learning competence, intentionality, and developmental relatedness. Implications for human resource development research and practice are also discussed

Knowledge Sharing and Human Resource Development in Innovative Organizations

Global competition and rapid changes in technology demand more innovation in organizations. Such an increase in innovation depends on developing the capabilities of employees and providing them with knowledge management support that accelerates learning and discovery. Leading companies have been creating work environments that emphasize learning and knowledge management since the turn of the century. This chapter presents profiles of practices in five such companies and draws conclusions that result in a model that ties human resource development (HRD) practices to knowledge management practices as a guide for other organizations

Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions

Despite intense interest in informal learning in the workplace, few attempts have been made to synthesize the current literature. This article provides an integrative and analytical review of prior empirical studies with two research questions: (1) How has informal learning been conceptualized and measured in prior research? and (2) What factors influencing informal learning in the workplace have been empirically identified? Based on the findings from the first research question, the authors propose a conceptual framework for understanding informal learning activities using three dimensions: learning competence, intentionality, and developmental relatedness. To answer the second question, Lewin’s field theory, which captures the importance of the person and the environment fit, was applied to identify antecedents of informal learning at the individual, group, and organizational levels. The authors then provide a critique of the state of the informal learning literature and outline targeted suggestions to guide practice and future empirical, theoretical work. </jats:p