Abstract
This paper aims to explore the permeability of the knowledge management (KM) concept at Mauritius Institute of Education (MIE), a leading Higher Education Institution (HEI) in teacher training established five decades ago. HEIs consolidate their strengths in a number of ways but managing the quality and quantity of knowledge and education can leverage its competitive advantage. Looking thoroughly at KM concepts in HEIs brought attention to other areas of interest like knowledge sharing practices and community of practices (CoPs). The research methodology used is a descriptive design where academics of different schools and departments at MIE were surveyed to look at (1) awareness about KM, (2) consumption of information and knowledge by academics, (3) knowledge sharing practices at personal and institutional level, and (4) the prevalence of (CoPs) in HEIs. The findings exposed a number of issues about KM practices and it also questioned the role and responsibilities that HEIs management can undertake in establishing KM strategies to gauge organisational excellence. Key words: Information, knowledge, knowledge management, Mauritius Institute of Education.
Highlights
An increasing number of institutions in the educational sector, more in higher education institutions (HEIs), around the world like the UK, adopted Knowledge Management (KM) to meet challenges arising in knowledge economy or knowledge-driven society to achieve quality, efficiency and eventually leverage on the competitive edge.For four decades, the interest around knowledge management (KM) has been evolving with more research undertaken to know the meaning of KM, how to achieve it, why is it important where should it happen and who are the winners
The study indicates that the majority of the academics hold an interest about Mauritius transiting towards a knowledge economy
They reveal their position about the challenges ahead of them to cope in their place
Summary
An increasing number of institutions in the educational sector, more in higher education institutions (HEIs), around the world like the UK, adopted Knowledge Management (KM) to meet challenges arising in knowledge economy or knowledge-driven society to achieve quality, efficiency and eventually leverage on the competitive edge.For four decades, the interest around KM has been evolving with more research undertaken to know the meaning of KM, how to achieve it, why is it important where should it happen and who are the winners. An increasing number of institutions in the educational sector, more in higher education institutions (HEIs), around the world like the UK, adopted Knowledge Management (KM) to meet challenges arising in knowledge economy or knowledge-driven society to achieve quality, efficiency and eventually leverage on the competitive edge. There were several research papers on the role of knowledge in the educational sector in Mauritius during a TEC conference in 2011. More than one paper prioritized the need to march towards a knowledge economy and recommended that the government should embrace KM in national policies for an increased role of higher education to consolidate consolidating a knowledge economy (Pillay, 2011). KM concept needs to be embraced urgently if organisational performance, effectiveness, excellence, leadership and competitiveness are to be built or retained.
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