Knowledge Management for Adult and Higher Education: Mapping the Recent Literature

Bolisani, Ettore

doi:10.1007/978-3-030-29872-2_10

Cited by 10 publications

(9 citation statements)

References 79 publications

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“…Former researchers have provided fundamental definitions of knowledge-intensive teamwork. According to Bolisani [ 48 ], knowledge encompasses individual cognition, practical understanding, and experience related to an issue and its corresponding solutions. This definition emphasizes insightful comprehension of a unique, interesting area aligned with decision-making and problem-solving abilities.…”

Section: Literature Reviewmentioning

confidence: 99%

Knowledge-intensive teamwork development through social media adoption after the COVID-19 pandemic in higher education institutions

Khoa,

Huynh

2024

Heliyon

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Section: Literature Reviewmentioning

confidence: 99%

Knowledge-intensive teamwork development through social media adoption after the COVID-19 pandemic in higher education institutions

Khoa,

Huynh

2024

Heliyon

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“…Active learning/teaching methods, i.e., "any instructional method that engages students in the learning process" so that they "do meaningful learning activities and think about what they are doing" (Prince, 2004), are becoming popular. The literature has already indicated how active teaching and learning can engage both students and learners in new knowledge management processes both at an individual and collective scale (Bolisani, 2019). New forms and methods of teaching become important (Merriam and Bierema, 2013), and technologies and e-learning tools are deemed important to improve this process, by activating new forms of knowledge sharing, construction, and assimilation (Maabreh, 2018).…”

Section: Knowledge Management Processes In Active Learning and Teachingmentioning

confidence: 99%

Knowledge Pills in Education and Training: A Literature Review

Bolisani

Scarso

Zięba

et al. 2022

ECKM

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Object and purpose: Knowledge pills (KPs) are a technique for transferring knowledge through short factual batches of content. In education and vocational training, they can help learners acquire specific pieces of knowledge in a few minutes, through a “microteaching” approach where learners can be involved in active and interactive exercises, quizzes, and games. Thanks to the advancements of multimedia platforms, they can contain a mix of contents, i.e.: lecturer voice, images, videos, or other e-learning applications. This paper explores the state-of-the-art literature on KPs, with a special focus on their actual use as a mechanism to boost effective knowledge transfer and learning processes. The goals are a) to clarify the definition and peculiar characteristics of KPs; b) to classify their main typologies; c) to analyse their implications under a knowledge management perspective, and d) to highlight actual application fields, pros, and possible cons. Methodology: This study is based on a literature review by means of a search in global citation databases and on a snowball effect, with collective participation and sharing among all the authors. The articles found were then selected and carefully analysed. Findings: The advantages of KPs can be related to the division of knowledge into small parts, which also fits today’s needs of learners to “study faster” and acquire the specifically required knowledge. In addition, KPs are made of reusable materials and can be more easily updated than traditional supports. Possible limits are that designing a KP can be difficult, and careful consideration of the actual learning process and the mechanism by which a certain type of knowledge is transferred from a “knower” to a “learner” is required. Research limitations: Research is based on a limited literature review. However, this limitation is going to be overcome in future research. Practical implications: Findings provide useful insights not only for academics and researchers but also for teachers and trainers dealing with all types of education.

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“…Many researchers investigated the impact of knowledge sharing and collaboration processes (as components of the knowledge management process) on education and educational institutions (Bolisani, 2019). Vătămănescu et al (2019) emphasised the positive influence of organisational policies in facilitating knowledge sharing and collaboration.…”

Section: Literature Reviewmentioning

confidence: 99%

Some results of an empirical study on the willingness of university citizens to transfer knowledge

Kusmangazynova¹,

Juhász²,

Horváth-Csikós³

2022

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In 2021, a survey was conducted to map the willingness to share knowledge of several students studying at Hungarian universities. The authors of the study wanted to examine how students rate knowledge sharing in the organisation where they study, how open they are to share their knowledge, what informal forms of knowledge sharing exist in the educational institution for academic and non-academic knowledge sharing, with whom they are willing to share their knowledge the most and furthermore what are the most important knowledge transfer problems in their institutions. The respondents filled in a questionnaire during seminars and on the social media platforms. 552 university students participated in the survey. The results show that knowledge sharing is a fundamental feature of the institutional strategy and active knowledge transfer is practised in schools since this is one of the primary tasks of universities, however, it is less common to encourage or reward knowledge sharing. In the study women rated their institution's knowledge management practices stronger than men. Furthermore, the results showed that in institutions where knowledge sharing is an important part of the strategy, there is active knowledge sharing and the more distant the relationship between a student and a student is, the less open they are to sharing information. According to the findings, the closer the relationship is, the more sharing tends to occur within the participants of knowledge transfer. As the issue of knowledge management and knowledge sharing is an inevitable question in corporations’ and universities’ everyday life, preserving, developing, and transferring knowledge is a primary requirement for the organisations.

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Knowledge Management for Adult and Higher Education: Mapping the Recent Literature

Cited by 10 publications

References 79 publications

Knowledge-intensive teamwork development through social media adoption after the COVID-19 pandemic in higher education institutions

Knowledge-intensive teamwork development through social media adoption after the COVID-19 pandemic in higher education institutions

Knowledge Pills in Education and Training: A Literature Review

Some results of an empirical study on the willingness of university citizens to transfer knowledge

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