Utilizing IT to Enhance Knowledge Sharing for School Educators in Developing Countries

Abstract

Knowledge has been considered a critical factor for any organization's survival however its retention and utilization has remained a challenge to many organizations in developing countries education institutions inclusive. These challenges are mostly attributed to the fact that knowledgeable employees often leave organizations before they could share their valuable knowledge and expertise. In schools of developing countries in particular, educators struggle for subsistence and many leave to seek for greener pastures. Such exodus of educators has led to knowledge loss and has widened the knowledge gap between the schools for the rich and those for the poor. This has been worse especially in the most challenging subjects like Science and Mathematics. Closing this gap, schools need to depend on the knowledge of other experienced educators that are still in the Education system in order to enhance the capabilities of those that are inexperienced. For this reason, leveraging Information Technology (IT) to facilitate the sharing of knowledge, communicate ideas, exchange views and information between educators is paramount. There is a need for schools in developing countries’ to have guidelines of how IT could be utilized for knowledge sharing. The major objective of this paper is therefore to report on the utilization of IT to enhance Knowledge Sharing (KS) among educators in developing countries taking a case of South Africa. The Social Exchange Theory (SET), Theory of Reasoned Action (TRA) and The Unified Theory of Acceptance and Use of Technology (UTAUT) were used to design a conceptual framework for the study. Data was collected from secondary schools’ educators in Tshwane South district of South Africa and was analyzed quantitatively. The results indicated that, knower's attitude is a high significant contributing factor whereas dependence of the knower is the least and insignificant in the utilization of IT to enhance knowledge sharing. Practically, this study could be leveraged by schools and governments to entrench tacit knowledge and to address the brain drainage associated with the continuous exodus of the skilled and experienced educators. Further still, the designed framework could be used by Information Systems scholars to extend research of knowledge sharing and management.

Organisational Learning and Knowledge Sharing Culture in Township Schools: An Exploration of Effective and Ineffective Practices

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“…Based on these accounts, it can be concluded that effective knowledge sharing culture injects positive energy into the organisation by improving employee's attitudes towards organisational learning, personal growth and development; and building and sustaining an ongoing learning culture, while also ensuring that critical tacit knowledge is being absorbed into organisational knowledge. While the concept of KM and its processes are adequately researched in the world's developed schooling contexts, there is a consensus that little is known about knowledge sharing (Kalema et al, 2016) and the applicability of KM processes in a South African schooling system (Gxwati, 2011). This warrants the need for developing an understanding on how effective or ineffective KM processes are in the South African schooling contexts.…”

Knowledge management for effective and ethical management of public schools: Perspectives from South Africa

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Analysis of barriers intensity for investment in big data analytics for sustainable manufacturing operations in post-COVID-19 pandemic era

“…A radical shift is required in the organization’s culture to make investments on new technologies and to focus on all levels of the organization (Seth et al , 2018). Therefore, organizations need to build a flexible culture to invest in new technologies that allow individuals of various specialties, expertise and skills to access the same information and to encourage each other in all aspects of work (Kalema et al , 2016).…”