Embedding Knowledge Management Theory in Learning and Teaching Approach

Abstract

The article focuses on the role of management of knowledge can have on organisations and looks at practical knowledge management (KM) practices from industry that can be employed by educational institutions. There is a view that KM is primarily business concept that can provide competitive advantage for commercial organisations. However, the KM processes such as knowledge creation, capture, sharing and use are not exclusive to business; good KM practices can bring benefits to all organisations. While KM is a growing field in almost last 20 years, very little has been written about it in the educational context. This is surprising, considering that education is about the creation and application of knowledge. Given that higher education institution’s (HEI) priority of developing and creating knowledge, an integrated approach that prioritise KM can be used to underpin university’s organisational processes particularly its learning and teaching approach. This article illustrates how attention to two main perspectives exists in KM field; objectivist perspective and practice-based perspective, can inform the learning and teaching approach; surface and deep approach. The approach of this paper is basically conceptual and descriptive. Drawing from empirical research in UK car manufacturing industry, the article is to address the way in which KM practices are being implemented and elaborates on the need the KM in teaching-learning process. This suggests an integrated approach to provide for a balanced strategy in terms of KM implementation that can be applied in HEI. It is important for educators in HEI to understand how certain KM perspective and influence can lead to different to different learning and teaching strategy. Thus, HEI can realise the potential of KM in order to enhance the learning of students.

Hub-and-spokes practices of blended learning: trajectories of emergency remote teaching in Brunei Darussalam

“…However, Ali (2015) believed that the transition from traditional teaching to an online environment is considered a challenge for many teachers in high school education, since traditional teaching was still described as being passive teaching, the resultant of which discouraged students from critically filtering the delivered information (higher order thinking skills). This argument pointed to the lack of socialization; the process of converting tacit knowledge from shared experience and analytical thinking proved inactive, rendering students' limited internalization of explicit knowledge and tacit knowledge gained through experimentation and simulations (Ibrahim & Salleh, 2019). This internalization process is related to 'learning by doing' in promoting creativity and innovation.…”

“…While blended learning can provide a platform for students to enrich their learning experiences, it can be still be considered a passive teaching mode when it results to discouraging students from critically filtering the delivered information. This is indicative of lacked of socialization whereby students can process and convert tacit knowledge from shared experiences and analytical thinking inputs (Ibrahim & Salleh, 2019).…”

A Conceptual Analysis of the Role of Knowledge Management in Knowledge Leadership

“…Although knowledge management is an area that has been growing in the last two decades, little has been written about it in the context of education. This is surprising as education is all about the creation and application of knowledge (Ibrahim & Salleh, 2019).…”

“…Knowledge management for schools has the potential to encourage the sharing of innovative practices, avoid duplication, and prevent the loss of valuable knowledge (Thambi & O'Toole, 2012). Knowledge management initiatives in teaching and learning can be used as part of a corporate strategy to create, transform, store, and disseminate knowledge according to students' needs (Ibrahim & Salleh, 2019).…”

Shifting Paradigm of Education Landscape in Time of the COVID-19 Pandemic: Revealing of a Digital Education Management Information System

“…According to the logical connection argument, intentions cannot predict behavior as this is linked "analytically" where the causal relationships between these cannot be tested empirically and cannot be subjected to falsification. In view of this paper, instead of asking whether the TAM model is verifiable or falsifiable in relation to iNEIS TM , the more important question to ask is whether the related studies are able to discover new knowledge, develop new exploratory techniques and predict possible outcomes [41,42].…”