Ranking the Knowledge Management Enablers Based on University Academic Members, Staff and Students Using AHP Method

Jandaghi, Gholamreza; Irani, Hamid Reza; Jandaghi, Ehssan; Mousavi, Zeinab Sadat; Davoodavabi, Maryam

doi:10.18052/www.scipress.com/ilshs.26.7

Cited by 14 publications

(7 citation statements)

References 10 publications

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“…The branches of a tree hold leaves, flowers and fruits, which are all necessary for photosynthesis that converts energy into sustainable growth and expansion over time, similar to the needs of a partnership and supporting the analogy used. The conceptual model also includes the "External Factors" category, identifying factors over which HEIs individually and/or collectively have no or very limited control but experience their implications to some extent (Hemsley-Brown and Oplatka, 2010;Jandaghi et al, 2014). Likewise, a tree is under the influence of wind, rain, temperature and other environmental factors that the tree itself has little or no control over.…”

Section: Research Concept and The Knowledge Management Conceptual Modelmentioning

confidence: 99%

Experiential examination of higher education partnerships in the UK: a knowledge management perspective

Elezi

Bamber²

2021

JKM

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Purpose Higher education institutions possess a plethora of knowledge at the institutional, departmental and individual levels. Therefore, knowledge management plays a vital role in assisting partnerships to synergise knowledge and strengthen market competitiveness when working collaboratively. The purpose of this study is to identify and critically discuss the role of knowledge management concepts that support development of UK higher education partnerships. This knowledge management research was undertaken with the purpose of exploring components of behavioural constructs in assisting the development of successful partnerships between higher education institutions. Design/methodology/approach This research embraces a qualitative methodology and makes use of an expert panel method to gather field data and assess the relevance, robustness and applicability of a conceptual model developed in the context of higher education partnerships. Guided by two research questions, the researchers elicited knowledge from eight experts, academics and practitioners, who had initiated and led partnership development between UK higher education institutions. The experts were invited and selected to attend the panel using the criteria of “Years of Experience in the Higher Education sector”, “Job Positions and Experiences” and the “Partnership Scope and Impact”. Findings Depicting in a tree analogy, the conceptual model indicates that effective knowledge management will require higher education executives, managers and practitioners to centre on nurturing “tree roots” presented as behavioural knowledge management constructs and include institutional culture, trust, absorptive capacities and communication channels. The research findings elaborate on previous research and provide a categorisation of partnership outcomes between higher education institutions, explaining that partnership outcomes can be of an “Academic”, “Marketing and Finance” or “Managerial” nature. Importantly, practical use of the model could be implemented using audit methods or benchmarking methods, whereby the categorised elements of the model are used as a criterion of assessment for audit teams. Originality/value The conclusion extracted experiential insights to provide guidance as to how higher education executives, managers and practitioners can make use of knowledge management behavioural constructs and activities to assist collaborative undertakings in the higher education sector. This paper provided a new, modified, knowledge management higher education partnership tree, thus giving researchers and academic practitioners a holistic viewpoint of important partnership knowledge management factors.

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Section: Research Concept and The Knowledge Management Conceptual Modelmentioning

confidence: 99%

Experiential examination of higher education partnerships in the UK: a knowledge management perspective

Elezi

Bamber²

2021

JKM

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“…These capabilities are termed as KM enablers (Razi, Karim, & Mohamed, 2013). In fact, KM enablers are considered as the elements to measure the readiness of organisations to execute KM processes (Jandaghi, Irani, Jandaghi, Mousavi, & Davoodavabi, 2014). Ho et al (2014) specified that organisation's culture is the most important success factor for organisational knowledge.…”

Section: Knowledge Management Process and Enablersmentioning

confidence: 99%

“…Additionally, Razi et al (2013) highlighted that the keys to successful implementation of the KM process depend on not only organisational culture and structure but also IT infrastructure. However, Jandaghi et al (2014) added another two KM enablers, namely, managerial initiatives and human resources, and subsequently derived a conclusion that KM enabler models should include organisational culture, organisational structure, IT infrastructure, managerial initiatives and human resources. The result of their study on the ranking of KM enablers among university academics members, staff and students revealed that the organisational culture was ranked first as an enabler in the KM process in universities, whereas IT infrastructure was shown to have the least important role as a KM enabler.…”

Section: Knowledge Management Process and Enablersmentioning

confidence: 99%

“…In fact, the success of KM cannot be guaranteed from the physical resources itself (i.e. IT infrastructure) but by the combination of both physical and human resources (Jandaghi et al, 2014). Since the knowledge-sharing process relies on each individual, the readiness of organisational members in accepting, executing and maintaining the KM programmes should be evaluated.…”

Section: Lesson Learntmentioning

confidence: 99%

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Establishing a knowledge-based organisation

Nor

Khairi

Rosnan

et al. 2020

INMR

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Purpose Studies on knowledge management (KM) and its effect on organisational innovation and firm performance have been carried out and subsequently proven. However, the consequence is that KM programmes did not achieve the expected results that they were designed for. Considering the issue mentioned above, a KM shortfall and its underlying challenges seem to exist. The purpose of this study is to assess the current practices of KM, lesson learnt and KM challenges in Malaysian organisations from various types of industries. Design/methodology/approach The study was conducted with information gathered through a focus group of managers with different hierarchical levels, different types of companies, from multinational corporations to state organisations. This inductive approach was adopted to gain a grounded, rich, local and lived understanding of the process based on the case studies of eight Malaysian organisations that represent the major industries in the Malaysian economic sectors. Additionally, the information gathered was further supported with secondary data that consisted of a case study report of the eight organisations on their KM programmes’ implementation. Findings The overall results showed that the practice of KM in Malaysian organisations typically displays the following two challenges: (1) process and infrastructure issues and (2) cultural issues. Organisational culture remains the main obstacles faced by most of the organisations in adopting KM. As a lesson learnt, managers should also focus on the after-effect of KM programmes on soft human issues such as employees’ satisfaction and well-being. Research limitations/implications The authors believe that further research is required considering KM challenges and employee satisfaction or well-being to improve KM performance among different groups of employees through such methods as research survey. Practical implications The findings can act as a guideline for any organisations to address when adopting KM. Identification of the KM challenges provides the basis for organisations to attach considerable importance to employees’ satisfaction and well-being to enhance the chances of successful KM programmes. Managers should take a proactive approach in creating an appropriate atmosphere to cultivate KM culture among employees. Originality/value This study offers not only challenges in implementing and sustaining an effective KM system within organisations but also promotes moving the KM literature to the next stage where there is a lack of concern on KM implementation effect on “soft” human issues from the perspectives of employees. This is due to organisations tend to eradicate people’s performance in terms of employee well-being and satisfaction and to the author’s knowledge, this has been largely unexplored in previous research.

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“…Evaluation of organizational readiness for knowledge management (KM) process implementation is advised before taking initiatives for implementation 1 as it needs considerable determination with a substantial monetary implications 2 , and necessitate modifications in the conduct of any organization and attitudinal modifications in the conduct of organizational members 3 . Therefore, large numbers of research efforts 1,2,[4][5][6][7][8][9][10][11][12][13][14][15] have been done to study organizational readiness for KM recently. Most of them considered organizational members' behavioral intention [9][10][11][12][13][14][15] and positive attitudes [1][2][3][4] to KM as the organizational readiness for KM and deliberated KM supportive organizational factors (KM Enablers) as the predictors of intention towards KM practices.…”

Section: Introductionmentioning

confidence: 99%

A Holistic Approach to Measure Organizational Readiness for Knowledge Management

et al. 2017

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Management of organizational Knowledge is considered crucial in the present knowledge era. As a result, organizational readiness for knowledge management (KM) has been studied comprehensively from diverse viewpoints lately. KM enablers such as organizational culture, organizational structure and information technology infrastructures, and organizational members' perception towards KM are assumed to be the predictors of KM readiness . Nevertheless, those dimensions could be part of KM readiness rather than just merely being its predictors considering the inevitable nature of those variables for KM implementation. Accordingly, the current study hypothesis that these factors with behavioral intention of organizational members form a holistic dimension of organizational readiness for KM. To verify this claim a questionnaire based survey was conducted among 313 executives in the Sri Lankan telecommunication industry. To validate the research instruments used a first order measurement model was formulated using AMOS version 16. Then, to test hypotheses a second order analysis was performed. The indices for model fit are good and the structural coefficients are significant showing the data fit to the model. Hence, the present work recommends that the KM enablers, organizational members' perception and their behavioral intentions can be the dimensions of organizational readiness for KM.

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Ranking the Knowledge Management Enablers Based on University Academic Members, Staff and Students Using AHP Method

Cited by 14 publications

References 10 publications

Experiential examination of higher education partnerships in the UK: a knowledge management perspective

Experiential examination of higher education partnerships in the UK: a knowledge management perspective

Establishing a knowledge-based organisation

A Holistic Approach to Measure Organizational Readiness for Knowledge Management

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