Comparative knowledge management: A pilot study of Chinese and American universities

Abstract

Comparative study of knowledge management (KM) promises to lead to more effective knowledge use in all cultural environments. This pilot study compares KM priorities, needs, tools, and administrative structure components in large Chinese and American universities. General KM theory and literature related to KM in higher education are analyzed to develop the four components of the study. Comparative differences in KM practice at large Chinese and American universities are analyzed for each component. A correlation matrix reveals statistically significant co-variation among all but one of the study components. Four conclusions related to comparative KM and suggestions for future research are presented. Comparative Study of Knowledge Management-A BeginningAs globalization generates knowledge-based economies throughout the world, organizations operating in different countries are seeking to manage knowledge to achieve their mission and goals. Knowledge management (KM) provides a range of applications that can be used to manage knowledge in many different organizational settings. Research demonstrates that KM can lead to improved organizational effectiveness in single organizations that operate within common national and multinational environments. Variations in KM related to different national environments have not been studied. This pilot study represents a beginning effort to study comparative aspects of KM.The successful practice of KM is the result of accurately identifying functional priorities for knowledge, perceiving knowledge needs, applying preferred KM tools, and providing KM administrative support associated with that organization and its mission and goals. A service organization, for example, may set a higher priority on managing knowledge about customers than a research organization. A manufacturing organization may identify a need to increase workflow knowledge, whereas a research organization may focus instead on creating meta-knowledge. A data warehouse may be a preferred KM tool in an organization emphasizing the use of explicit knowledge. Administrative support components, such as an incentive reward system, that work in one organization may not work in another.National environments shape the practice of KM. These environments vary from country to country according to economic development, cultural expectations, and organizational structures. The national state of economic development may impact an organization's ability to acquire or use some KM tools. Cultural expectations may suggest priorities and needs for using knowledge. National preferences in organizational structures may affect an organization's ability to use certain knowledge domains effectively. As a result of national operating environments, similar organizations in different countries may develop different KM priorities, identify different functional needs, use different tools, and adopt different forms of administrative support-all the while seeking to address similar organizational missions and goals.

The Impact of Socialization on Collaborative Learning Method in E-Learning Management System (eLMS)

“…The Knowledge Management (KM) concept pertains to any practices and processes involved in the creation, capture, acquisition, exchange, and use of knowledge, expertise, and skills [13]. In the context of higher education, KM includes organising and creating organisational knowledge, sharing that knowledge with suitable individuals and appropriate groups, and facilitating the application of that knowledge to achieve institution's goals and missions [14].…”

An exploratory study on knowledge sharing practices among professionals in Bangladesh

“…Abdullah, Selamat, Sahibudin, and Alias (2005) mentioned KM as a phrase that is used to describe the creation of knowledge repositories, improvement of knowledge access and sharing, as well as communication through collaboration, enhancing the knowledge environment and managing knowledge as an asset for an organization. KM has defined as the set of processes that create, organize, share, and apply knowledge to optimize the attainment of university missions and goals (Geng, Townley, Huang, & Zhang, 2005). KM links four critical constructs: knowledge acquisition, information distribution, information interpretation and organizational memory (Cram & Sayers, 2001, p.4).…”

A cognitive model of intra-organizational knowledge-sharing motivations in the view of cross-culture

“…They captured some general cross-culture motivational issues (Geng, Townley, Huang, & Zhang, 2005) and lent some conceptual frameworks for analyzing the main differences of KS between countries (Chow et al, 2000;Griffith, Myers, & Harvey, 2006;Lam, 1997;Weir & Hutchings, 2005). Therefore these studies can lay the groundwork for our analysis of the linkage between culture and KS issue.…”