Packaging and unpackaging knowledge in mass higher education—a knowledge management perspective

Abstract

The progressive deployment of market-oriented regulatory frameworks in mass Higher Education Institutions (MHEI hereafter) triggered, in a wide variety of forms and degrees, the application of Knowledge Management principles in MHEI. This means the application of the knowledge 'codification strategy', where the focus is on the economies of the re-use of centrally developed knowledge through codifying, storing and distributing knowledge. This process however, presents significant challenges. Both knowledge and non-knowledge related aspects might constrain the application of knowledge codification strategies in MHEI. The aim of this paper is to better understand the application of knowledge codification strategies in MHEI, from a knowledge management perspective. This is done by examining the use of course outlines as the critical means to 'transfer' codified knowledge. The research site was a MHEI that explicitly followed a 'codification strategy', where the profits come from the economies of scale and low cost operation. Research findings point out mixed outcomes. The set of cost-saving managerial-oriented initiatives together with the deployment of knowledge codification strategies simultaneously supported the knowledge transfer of codified-oriented courses associated to low levels of tacit knowledge and constrained knowledge transfer of codified-oriented courses associated with slightly higher levels of tacit knowledge. This finding can be credited to a set of both knowledge and non-knowledge related issues. The implications for the management of knowledge in MHEI were explored.

Knowledge sharing in China–UK higher education alliances

“…Both types of HE knowledge exist in explicit and tacit forms. However, the distribution between academic or organizational knowledge, whether explicit or tacit, is not clear, and a conceptual framework to differentiate between the various types of knowledge in HE is necessary (Guzman & Trivelato, 2011).…”

“…For example, course outlines allow uniform course distribution and development (Guzman & Trivelato, 2011), and books represent a key means of transmitting explicit knowledge in HE (Teichler, 2004). With respect to teaching, the tacit aspect of academic knowledge is gained from experience and embedded in individual lecturer's mental models and skill sets (Guzman & Trivelato, 2011).…”

“…For example, course outlines allow uniform course distribution and development (Guzman & Trivelato, 2011), and books represent a key means of transmitting explicit knowledge in HE (Teichler, 2004). With respect to teaching, the tacit aspect of academic knowledge is gained from experience and embedded in individual lecturer's mental models and skill sets (Guzman & Trivelato, 2011). According the UK's Higher Education Academy (HEA, 2012), teaching knowledge entails the following six dimensions: core knowledge of subject material, an appropriate appreciation of methods for teaching, knowledge of how students learn, the ability to use and value relevant technologies, an understanding of methods for evaluating the effectiveness of teaching, and knowledge of the implications of quality assurance and enhancement procedures.…”

“…According the UK's Higher Education Academy (HEA, 2012), teaching knowledge entails the following six dimensions: core knowledge of subject material, an appropriate appreciation of methods for teaching, knowledge of how students learn, the ability to use and value relevant technologies, an understanding of methods for evaluating the effectiveness of teaching, and knowledge of the implications of quality assurance and enhancement procedures. Moreover, tacit academic knowledge underpins pedagogical practices (Guzman & Trivelato, 2011). …”

“…The more interesting thing is how we do it.' However, the tacitness of courses varies (Guzman & Trivelato, 2011) and there are difficulties in sharing academic knowledge when the degree of taciness is high. For example, the tacit aspect of teaching arts could not be completely shared:…”