Knowledge management initiatives at a small university

Abstract

PurposeThe purpose of this paper is to address the knowledge management (KM) challenges faced by the administration of a small university which does not have a mature research culture.Design/methodology/approachThe paper follows both technocratic as well as ecological approaches to develop a sustainable KM. Strengths, weaknesses, opportunities, and threats analysis has been used to assess the problem environment.FindingsThe paper investigates the main issues faced by a small university to enhance its research reputation and identifies key components of a KM system that can be established to achieve these objectives.Research limitations/implicationsKM is of paramount importance for most organizations and a university is no exception. Although knowledge is constantly being accumulated but it cannot be taken for granted. In the absence of a KM system to facilitate the growth and transfer of knowledge, knowledge base can easily be eroded. This is truer for universities engaged in imparting applied knowledge in business, trades, and technology‐related areas.Originality/valueMost of the reported applications of KM in the education sector are limited to localized applications of information technology (IT). The present paper provides a comprehensive approach for institute‐wide KM by looking at the problem from both the ecological as well as the IT perspective, therefore, providing a more sustainable KM culture. There‐in lies the value of this paper.

Knowledge management in higher education institutions: enablers and barriers in Mauritius

“…The literature on KM in higher education identifies a wide range of enablers and barriers, such as organisational culture and structure, technology, rewards and incentives, leadership, industry-academia linkages, human resources, and research repositories (Table 1). 2000; Arntzen et al, (2009); Cheng et al, (2009); Gill (2009); Tian et al, (2009); Adhikari (2010); Eftekharzade and Mohammadi (2011); Gera (2012); Siadat et al, (2012); Fullwood et al, (2013); Goh and Sandhu (2013); Howell and Annansingh (2013); Ramachandran et al, (2013) Technology Stankosky (2005; Arntzen et al, (2009); Gill (2009); Tian et al, (2009); Adhikari (2010); Eftekharzade and Mohammadi (2011); Fullwood et al, (2013); Ramachandran et al, (2013) Rewards and incentives Rowley (2000); Arntzen, et al, (2009); Cheng et al, (2009); Gill (2009); Gera (2012); Fullwood et al, (2013) Leadership Martin and Marion (2005); Stankosky (2005); Gill (2009); Fullwood et al, (2013); Ramachandran et al, (2013) Industry-academia linkages Gertner et al, (2011); Gera (2012); Guimón (2013); Bano (2014) Organisational Structure Rowley (2000); Tippins (2003); Adhikari (2010); Eftekharzade and Mohammadi (2011); Fullwood et al, (2013)…”

Towards Total Quality Management in Universities: Quality Function Deployment Paradigm And Beyond

“…· Obtaining knowledge is considered as a strategic and systematic organization-wide effort to plan, control and deploy resources (Gill, 2009). Total quality management means striving to achieve perfection in the realms of inputs, throughputs and outputs using cloud technologies, by developing comprehensive solutions in multiple areas, adopting a common approach of using a set of tools to manage complexity.…”

Organizational Intelligence and Employee Performance: The Mediating Role of Distributive Justice

“…Globalization and digital revolution has created a demand for use of innovative techniques and new practices in education sector. Educational institutions are now heavily dependent on mental resources and human capitals for knowledge dispersion (Gill, 2009) The cost of providing the quality of services and education has gone up due to the advancement in technologies, use of high resources, learning and adoption of new techniques with better teaching methodologies. The vigorous increase in the number of institutions equipped with these competitive advantages in education sector has led to an intense competition.…”