The purpose of this paper is to examine the continuously growing use of Virtual Learning Environment (VLE) for students’ effective engagement in Higher Education Institutions (HEIs) through knowledge management (KM) and blended learning (BL). Digital technology has transformed teaching and learning in such a way that VLE became indispensable part of HEIs to effectively engage students through blended learning. COVID-19 pandemic has severely affected organisations worldwide including the HEIs as institutions were compelled to close their campuses in response to lockdowns. The HEIs have responded with greater agility to transform campus teaching into virtual learning. VLE is relentlessly evolving in terms of scope and application while HEIs are renovating themselves in parallel ensuring a practical online platform for digital revolution. In this study, the identified research gap is determined to assess the level of students’ engagement in their higher education through KM and blended learning specifically using virtual learning activities. A cross-sectional quantitative methodological approach is employed to assess the use of VLE on students’ engagement through KM and blended learning. The students’ effective engagement is assessed by employing the research arithmetical analysis method based on five demographic factors including their “age, gender, field of study, ethnicity, and mode of study programme”. The collected data is systematically analysed to validate students’ cognitive, emotional, and behavioural engagement through KM and blended learning practices. The effective students’ engagement through KM and blended learning questionnaire ‘KMSEBL’© is industrialized, comprising of five essential demographic factors “age, gender, ethnicity, field of study, and mode of study”, containing 12 close-ended substances under three main dimensions to assess students’ effective engagement including ‘students’ cognitive, emotional, and behavioural factors. The data outcome is later evaluated applying the Differential Item Functioning (DIF) analysis, which indicates that students’ various groups and sub-groups responding in a different manner in context of elevated substances. The research result approves the role of technology innovation for enhanced students’ engagement in higher education through KM and blended learning practices. However, the future research will investigate what specific KM and blended learning activities are essential in engaging students from diverse demographic, geographic, psychographic groups.

No abstract

This paper explores the theoretical and conceptual frameworks, which are informing discussions about how the local government planning system in the UK can embrace the potential of knowledge management to deliver a smart and sustainable approach to physical and urban planning. The general environment of UK planning is contextualized. A number of frameworks are identi¯ed: Planning performance agreements (PPAs model); national planning policy framework (NPPF model); Killian pretty review (KPR model); planning portal (PP model); control shift framework (CSF model); framework for communities and local government (FCLG model); and the Nonaka and Takeuchi knowledge framework (SECI model). The authors propose a pragmatic framework (CMT model) and set this in the context of¯eldwork being carried out over a period in ve planning authorities in the South East Midlands of the UK.The implementation of such a framework will require a recognition of both social factors and technologies, including the key supportive and preventive factors. The growing availability of technology platforms, familiarity with the digital environment and factors pushing market and organisational change provide opportunities to realise necessary and important changes.

This research is an exploratory study of innovative communication channels, effective coordination strategy and integrated knowledge management in the UK local government planning system. The UK local government planning system at present suffers delays, which slow down or prevent people building new homes, creating new facilities and bringing disused or neglected land and buildings back into productive use. This study has been carried out in the subject area to explore enhanced efficiency and effectiveness in the UK local government planning system. An integrated knowledge-based planning system is considered as an appropriate solution to achieve smart and sustainable development in the local government planning system. This research study is based primarily upon fieldwork conducted in five participating local authorities in the South East Midlands (Bedford Borough Council, Central Bedfordshire Council, Luton Borough Council, Milton Keynes Council and Northampton Borough Council) and on literature drawn from many different disciplines. A mixed methods approach is chosen for the research fieldwork. The key data collection methods applied during the fieldwork include: structured questionnaires, semi-structured interviews, online group forums, email correspondence, prearranged observations, literature review, document analysis and reviews of the local government publications and their statistical reports. The key purpose of this study is to investigate how the planning system in the UK local government can be transformed from its current "As-Is" state towards a smart and sustainable development future "To-Be" state.