Exploring LIS academics' responses to knowledge management

Abstract

PurposeThe purpose of this paper is to investigate how and why library and information science (LIS) academics have responded to the advent of knowledge management (KM).Design/methodology/approachThe study employs an “experience survey” as a research strategy. Besides a review of scientific literature, this study conducts an e‐mail survey of 106 LIS academics of the world who have adopted KM education in their schools. A structured questionnaire comprising of both closed and open questions is used as the data collection instrument. The study analyses 57 filled‐in valid questionnaires following a mixed‐method approach of research.FindingsThe ways of knowing and degrees of understanding of KM concepts among the LIS academics are varied. Although KM is distinct from LIS, there exists a strong link between the two knowledge domains. LIS academics have positively responded to KM and considering its long root in LIS, they have argued for a serious consideration of the adoption of KM in LIS. The significant reasons for why the academics have responded to KM are the role of global knowledge economy, the natural evolution of the information field, interdisciplinarity, domain expansion, survival issues, and trends in technological innovations, etc.Research limitations/implicationsMany LIS schools do not come under investigation due to lack of their web accessibility.Practical implicationsIt is suggested that LIS academics apply a holistic approach of KM and expand the knowledge domain of LIS by providing a sound understanding of the underlying concepts, theories, principles, techniques, and technologies of KM.Originality/valueThe empirical findings of the study are the original views and responses of LIS academics who are experienced in KM.