Abstract
The purpose of this study is to investigate knowledge management (KM) practices for 57 school space-allocation programs. A total of 899 valid questionnaires responded to inquiries of Taipei middle school administrators and teachers' application of KM concepts, different school space-allocations and frequently used information technologies and systems (ITS). Semi-structured interviews and two kinds of observations are added to the dataset in this study. The study found that the respondents often practiced five types of KM in three school allocated-spaces. The respondents' professional positions were significant factors when implementing certain types of KM at the various schools. Two other factors were also identified.
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