Abstract
Knowledge Management (KM) can be used as an alternative strategy by schools to help teachers equipped with relevant skills to face the challenges to improve performance as its uses in commercial sectors. However, little research has been undertaken on how KM can be applied to school environment. To put KM into action, it is crucial to understand teachers’ perception of KM at the outset. The study was carried out in a typical Hong Kong secondary school. Interviews, based on relevant KM models, were conducted to understand teachers’ perception of KM. We found that knowledge sharing, people, culture and knowledge storage with IT support were regarded as important from the interviewees’ points of view. Most interviewees might accept that KM can help improve their practice but it needs the support of various dimensions such as people, culture, IT and management. The findings may provide insights for KM implementation in the school.
Highlights
Organizations are starting to understand and appreciate knowledge as the most valued asset in the emerging competitive environment (Bailey & Clarke 2000 ;Nonaka & Takeuchi 1995). Davenport and Prusak (1997) defined knowledge enterprise from the primary activities involved
Most teachers did know the meaning of Knowledge Management (KM), their scope of KM was not so broad and they did not know too much about KM components
Main points mentioned by interviewee Learning of experience from others Sharing Knowledge Time saving, efficient work Getting useful information Benefits to students Self enhancement Sharing Culture Problems Solving Enhancing Harmony and Communication Materials storage for future use Interviewee A1, A4, A6, A7, A9, A11, A12, B5, B7, B15 A4, A5, B11, B12, B14, B17, B18 A4, A5, A10, A13, A15, B17 A8, A15, B1, B2, B8, B10 A3, A4, A14, B13 A2, B4 A5, B9 A7 A3 B4, Most interviewees emphasized knowledge sharing when Knowledge Management (KM) would be implemented in school
Summary
Organizations are starting to understand and appreciate knowledge as the most valued asset in the emerging competitive environment (Bailey & Clarke 2000 ;Nonaka & Takeuchi 1995). Davenport and Prusak (1997) defined knowledge enterprise from the primary activities involved. Davenport and Prusak (1997) defined knowledge enterprise from the primary activities involved. They identified activities such as acquisition, creation, packaging or application of knowledge. Organizations have the potential to learn and that new knowledge may be effectively incorporated into specific practices, so that the knowledge is accessible when needed. Zhao (2010) points out that school KM can facilitate acquisition, sharing and application of teacher knowledge in school so as to better manage and apply schools’ tangible and intangible knowledge assets, especially the professional knowledge, experiences and competencies of teachers. This study is the starting point to look for insight into the design and implementation of KM initiatives at organization level and minimize the obstacles in KM practice in a secondary school
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