2013
DOI: 10.1108/09534811311307914
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A case study of district leadership using knowledge management for educational change

Abstract: PurposeThe purpose of this paper is to examine the work of district leadership of a large Canadian school district in becoming a learning organization over four years using knowledge management practices.Design/methodology/approachA qualitative study conducted from 2000‐2004 using a naturalistic research paradigm with the underlying principles of grounded theory. Data were collected from a sample of six supervisory officers through individual and focus group interviews.FindingsUsing knowledge management practi… Show more

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Cited by 12 publications
(6 citation statements)
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References 71 publications
(69 reference statements)
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“…Similarly, community-influenced-or even community-led-school leadership has also gained quite a bit of traction in recent years (Cooper, 2009;Ishimaru, 2013). Also, Leithwood (1995) and many others (Hannay, Jaafar, & Earl, 2013;Khalifa, Jennings, Briscoe, Oleszweski, & Abdi, 2014;Sergiovanni, 1992) have demonstrated the deep impact superintendents and other district-level administrators can have on education and school reform (Mattingly, 2003).…”
mentioning
confidence: 99%
“…Similarly, community-influenced-or even community-led-school leadership has also gained quite a bit of traction in recent years (Cooper, 2009;Ishimaru, 2013). Also, Leithwood (1995) and many others (Hannay, Jaafar, & Earl, 2013;Khalifa, Jennings, Briscoe, Oleszweski, & Abdi, 2014;Sergiovanni, 1992) have demonstrated the deep impact superintendents and other district-level administrators can have on education and school reform (Mattingly, 2003).…”
mentioning
confidence: 99%
“…Therefore, leaders should model the proper behaviours that develop in a way that enables and motives knowledge workers to transfer and use knowledge. In addition, the establishment of a Chief Knowledge Officer (CKO) role can contribute to improving organizations attempts to implement and maintain KM programs and initiatives (Hannay, Jaafar & Earl, 2013).…”
Section: The Transformational Leadermentioning
confidence: 99%
“…This style of leadership may hinder an organization's success in encouraging employees to participate in KM. Every DPF department should be mindful of this, and seek to counter-balance it with the appointment of knowledge leaders who coach and mentor employees in the KM practice (Hannay, Jaafar & Earl, 2013). There is an urgent need for capable and experienced leaders in managing KM effectively.…”
Section: Leadership Stylementioning
confidence: 99%
“…For particular programs to work more effectively, higher education organizations have to address their most critical process which is "to facilitate knowledge sharing between faculty members" [6, p. 133] aside from other tangible and unobservable factors to consider. To meet higher education organizations' objectives, organization must deal with the knowledge flow in problematic organizational process [11,19] which is more painful when the most knowledgeable or more experienced employees leave and new workers come in. Thus, managing knowledge flows through effective, innovative and inclusive knowledge sharing mechanisms, structures and processes are of great significance for universities to respond to the challenges of dynamic internal and external environments in achieving their goals.…”
Section: Introductionmentioning
confidence: 99%