scholarly journals The Design and Implementation of a Blended Knowledge Management Course in Higher Education

2011 ◽  
Vol 15 ◽  
pp. 4152-4156
Author(s):  
Chun-Liang Chen ◽  
Tsang-Lang Liang
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Design And Implementation

Knowledge Management in Higher Education and Professional Development in the Construction Industry

2011 ◽  
pp. 2355-2368
Author(s):  
Fung Fai Ng
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Knowledge Management ◽  
Lifelong Learning ◽  
Construction Industry ◽  
Business Processes ◽  
Knowledge Society ◽  
Continuing Professional Development ◽  
Lessons Learned ◽  
Design And Implementation

Development of a ‘knowledge society’ affects not only enterprises and organisations, but also individuals. Lifelong learning and continuing professional development are essential for graduates and workers to remain competent and competitive. Hence, knowledge management is not only important in business processes, but also in education. As the importance of knowledge management in the construction industry is growing, competence in knowledge management is essential for graduates of curricula related to the construction industry. Design and implementation of such curricula should take into account methods for enriching the knowledge management competences of students in higher education. This chapter reports on lessons learned from the design and implementation of a particular module where principles of knowledge management are integrated into the learning activities.

Knowledge Management in Higher Education and Professional Development in the Construction Industry

2011 ◽  
pp. 150-165 ◽  
Author(s):  
Fung Fai Ng
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Knowledge Management ◽  
Lifelong Learning ◽  
Construction Industry ◽  
Business Processes ◽  
Knowledge Society ◽  
Continuing Professional Development ◽  
Lessons Learned ◽  
Design And Implementation

Development of a ‘knowledge society’ affects not only enterprises and organisations, but also individuals. Lifelong learning and continuing professional development are essential for graduates and workers to remain competent and competitive. Hence, knowledge management is not only important in business processes, but also in education. As the importance of knowledge management in the construction industry is growing, competence in knowledge management is essential for graduates of curricula related to the construction industry. Design and implementation of such curricula should take into account methods for enriching the knowledge management competences of students in higher education. This chapter reports on lessons learned from the design and implementation of a particular module where principles of knowledge management are integrated into the learning activities.

scholarly journals Understanding the key processes of excellence as a prerequisite to establishing academic centres of excellence in Africa

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Abebaw Fekadu ◽  
Claire Oppenheim ◽  
Tsegahun Manyazewal ◽  
Corey Nislow ◽  
Yimtubezinash Woldeamanuel ◽  
...  
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Economic Transformation ◽  
Academic Excellence ◽  
Engaged Scholarship ◽  
Centers Of Excellence ◽  
Participatory Leadership ◽  
Pubmed Search ◽  
Google Search ◽  
Centres Of Excellence

Abstract Background Africa’s economic transformation relies on a radical transformation of its higher education institutions. The establishment of regional higher education Centres of Excellence (CoE) across Africa through a World Bank support aims to stimulate the needed transformation in education and research. However, excellence is a vague, and often indiscriminately used concept in academic circles. More importantly, the manner in which aspiring institutions can achieve academic excellence is described inadequately. The main objective of this paper is to describe the core processes of excellence as a prerequisite to establishing academic CoE in Africa. Methods The paper relies on our collaborative discussions and real-world insight into the pursuit of academic excellence, a narrative review using Pubmed search for a contextual understanding of CoEs in Africa supplemented by a Google search for definitions of CoEs in academic contexts. Results We identified three key, synergistic processes of excellence central to institutionalizing academic CoEs: participatory leadership, knowledge management, and inter-disciplinary collaboration. (1) Participatory leadership encourages innovations to originate from the different parts of the organization, and facilitates ownership as well as a culture of excellence. (2) Centers of Excellence are future-oriented in that they are constantly seeking to achieve best practices, informed by the most up-to-date and cutting-edge research and information available. As such, the process by which centres facilitate the flow of knowledge within and outside the organization, or knowledge management, is critical to their success. (3) Such centres also rely on expertise from different disciplines and ‘engaged’ scholarship. This multidisciplinarity leads to improved research productivity and enhances the production of problem-solving innovations. Conclusion Participatory leadership, knowledge management, and inter-disciplinary collaborations are prerequisites to establishing academic CoEs in Africa. Future studies need to extend our findings to understand the processes key to productivity, competitiveness, institutionalization, and sustainability of academic CoEs in Africa.

scholarly journals Design, measurement and analysis of a Knowledge Management model in the context of a Mexican University

Innovar ◽  
2016 ◽  
Vol 26 (59) ◽  
pp. 21-34 ◽  
Author(s):  
Gibrán Rivera González ◽  
Igor Antonio Rivera González
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Human Resources ◽  
Knowledge Creation ◽  
Information Technologies ◽  
Model Fit ◽  
Management Model ◽  
Leadership Culture ◽  
Measurement And Analysis ◽  
Question Survey

The paper aims to design and apply a Knowledge Management (KM) model within the context of a Higher Education (HE) institution in Mexico. The model is composed of six enablers: leadership, culture, structure, human resources, information technologies and measurement, which facilitate the processes of knowledge creation, storage, transfer and application. A 53-question survey applied to thirty-six (36) people allowed to evaluate the degree of development and implementation of knowledge enablers and processes. Objectivity, reliability and overall model fit were assessed.

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