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Critical Success Factors of Knowledge Management in Higher Education Institutions: A Comparative Study between Western Sydney University in Australia and King Fahd Security College in Saudi Arabia
Başlık:
Critical Success Factors of Knowledge Management in Higher Education Institutions: A Comparative Study between Western Sydney University in Australia and King Fahd Security College in Saudi Arabia
Yazar:
Alshahrani, Abdulaziz, author.
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (343 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 76-09C.
Özet:
Despite its role in the creation, development and communication of knowledge, knowledge management (KM) is poorly understood within higher education institutions (HEIs). There is a relative dearth of theory and research to inform the ways universities and other institutions in the advanced education sector define, cultivate, and exchange knowledge within and beyond their organisational contexts. This has important implications for their managers, academics and students. The study of KM in HEIs invites research scholars and professionals to identify the critical success factors (CSFs) required for sound KM within (and potentially beyond) universities. Specifically, this thesis aimed to identify the CSFs of KM in HEIs associated with Nonaka's model through a comparative study of Western Sydney University (WSU) in Australia and King Fahd Security College (KFSC) in Saudi Arabia. It extended the seminal work of Nonaka and colleagues to incorporate CSFs into proper implementation of KM. This extension provided a robust practical and theoretical foundation for examining KM within university settings.
Qualitative case studies of two advanced education institutions in Australia and Saudi Arabia were conducted to achieve the study goals. A sample of 13 academic staff who taught policing and criminology at WSU and 25 participants at KFSC were purposefully selected to participate in semi-structured interviews. Each interview was digitally audio-recorded, and verbatim transcriptions were produced by the chief investigator for manual coding and thematic (deductive and inductive) analysis. Organisational documentation and archival records were used as secondary data sources.
The findings showed that proper implementation of KM practices and initiatives in both countries stems from a complex interplay of factors and behaviours related to the knowledge environment. Fourteen internal and six external factors were shown to contribute to the four modes of Nonaka's knowledge conversion model (socialisation, externalisation, combination and internalisation) for proper management of knowledge. The internal factors were: leadership, organisational culture, organisational rules, organisational structure, employees' responsibility, information technology infrastructure, measurement, training, teamwork, employees' involvement, employees' empowerment, knowledge structure, organisational strategy and worthy relationship between employees. The external factors were: socio-cultural factors, ethical consideration, political conditions, consequences and forces, financial considerations, complexity and uncertainty and inconsistencies in KM concepts.
This study revealed that knowledge production and distribution in the higher education context of both countries is not exclusively an explicit activity and does not take place within a single static framework; rather, it is predominantly contextual and changes over time. In addition to the previously identified CSFs of KM, other key factors were shown to influence the four modes of knowledge conversion. These were elements of the context that involved multiple rational, cognitive and intuitive processes and practices with different characteristics and dynamics that mutually informed the generation and distribution of knowledge.
While the findings were limited by a relatively small sample size, they nonetheless make an important contribution to the literature on institutional/organisational KM. They showed that Nonaka's model of KM can - tentatively at least -- be applied to the analysis of knowledge creation and sharing in HEIs and suggested ways in which HEIs can improve their KM implementation. An adaptive model of Knowledge Creation and Sharing (KCS) emerged from data analysis that can help to make sense of complex and varied KM practices in many contexts. It remains to be tested.
Notlar:
School code: 1935
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
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XX(697046.1) | 697046-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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