Knowledge Management Evaluation in British Higher Education Partnerships

Abstract

The purpose of this research is to encourage higher education institutions working in partnerships to evaluate the development of partnerships not only on the basis of financial indicators but take into consideration the newly created knowledge as a result of social capital, monitoring and reviewing and continuing professional development of staff. The empirical data were collected through a survey instrument originally used for a PhD study. This research study provides a better understanding of the knowledge management evaluation stage of partnership development. Findings point out that although embedded knowledge management practices support social capital development, it is expected that higher education institutions could exploit their available knowledge to a greater extent in order to improve their impact on social capital in the context of partnership development. Research findings suggest that evaluation frameworks implemented and controlled by higher education institutions regulatory and governing bodies would benefit from particular inclusion within “assessment of performance” of Higher Education partnerships that specifically consider the social impact of partnership ventures. Knowledge management is a developing theme within academia, and findings imply that executives within higher education are committed to include knowledge management training in CPD strategies, as this not only benefits higher education institutions but will also benefit higher education partnership development. In terms of originality and value, this paper straightens the critical importance of knowledge management evaluation as part of the last stage of partnership development in order to advance in the understanding of the benefits deriving from higher education institutions partnerships. Students, scholars and practitioners of knowledge management can gather a range of insights pointed at performance and knowledge creation within a partnership context.

Capitalizing online knowledge networks: from individual knowledge acquisition towards organizational achievements

“…For academics, knowledge acquisition is the opportunity to learn about new potential research grants, publications of interest and a variety of events from webinars and workshops to top international conferences, etc. (V at am anescu et al, 2015Elezi and Bamber, 2018aBamber and Elezi, 2020). The focus of knowledge acquisition has traditionally been on rational knowledge, but now there is also a tendency to increase the role played by experiential learning and tacit knowledge sharing (Shafait et al, 2021).…”

Role of knowledge management in developing higher education partnerships: Towards a conceptual framework

“…Collaborative relationships between HEIs may range from merely establishing formal communication channels between executives to a signed memorandum of understanding and contractual agreements between institutions in exploring new opportunities (Bamber & Elezi, 2020; Elezi & Bamber, 2018; Pinto, 2014; Veer‐Ramjeawon & Rowley, 2020). The forms of collaborations will determine the intensity, depth and quality of knowledge exchange between partners involved.…”

“…As a partnership may be defined and understood differently by each member, it is necessary to draw a common understanding of the partnership where each member is clear on the expectations, contribution and support required (Bamber & Elezi, 2020; Bennell, 2019; Elezi & Bamber, 2018; Gray, 2016). The business lifecycle, financial performance, legal restrictions and accessibility of physical resources and human capital are few of the factors that encourage institutions to be part of collaborative undertakings.…”

“…Bamber & Elezi, 2020;Elezi, 2019;Elezi & Bamber, 2018;Elrehail et al, 2018;Fullwood et al, 2019;Fullwood & Rowley, 2017;Lee et al, 2010;Li et al, 2014;Pinto, 2014;Razi & Habibullah, 2017;Tan, 2016; Veer-Ramjeawon & Rowley, 2020…”

Gestão do conhecimento didático-pedagógico: ensaio para uma educação superior

“…A problematização está em que, essa dinâmica requer que a gestão do conhecimento na IES ultrapasse a natureza específica dos conhecimentos gerados em cada curso ofertado na educação superior para a gestão do conhecimento didático-pedagógicoo que influenciará diretamente o trabalho dos atores do universo acadêmico: docentes, discentes, gestores, academia e comunidade (De Aguiar, 2016;Al-Jedaiah, 2020). E, nesse contexto, as reflexões que esse artigo se propõe sobre a gestão do conhecimento didático-pedagógico extrapolam a atuação do professor em sala de aula, que normalmente, baseia sua prática docente em seu background didático, adquirido pela sua própria vivência como aluno, e em seus valores pessoais e crenças, do que por conhecimentos adquiridos em estudos, seja em nível de mestrado ou de doutorado, visto que, nessa fase de formação, visa-se preparar o estudante para ser pesquisador e não docente, apesar de a titulação adquirida nesse nível lhe dar o direito de ministrar aulas na educação superior (Veiga & Viana, 2016;Bamber & Elezi, 2020).…”