Abstract
The relevance of the study depends on addressing to the issue of knowledge management in learning and instructing students of post-Soviet sector universities. In this regard, the article is intended to reveal the nature of knowledge management approach compared to the knowledge-based one predominated in Soviet education. The flagship approach of this study is the systemic-activity approach to explain knowledge management advantages for learning and instructing social disciplines in sector universities. The relevant literature is reviewed to show evolution of approaches. It is stated that knowledge reflecting specificity of an industry may be defined as industry-oriented and can be represented by a new international web standard (ontology). To determine significant factors for knowledge absorption with the proposed approach an experiment was conducted. The results prove the didactic potential of ontologies, so the knowledge management approach is considered promising. This article may be of practical interest for professors of sector universities.
Highlights
It seems clear that the amount and quality of knowledge that students absorb during their university studies have an impact on quality of education they receive
The quality of education received by sector university leavers and their willingness to pursue a carrier in a particular industry could determine whether they are competitive in the global industrial markets
The results of the experiment allow for comparing didactic instruments to manage knowledge of sector university students in a learning process on the basis of student performance results, time required by the participants, and answers they gave in the questionnaires
Summary
It seems clear that the amount and quality of knowledge that students absorb during their university studies have an impact on quality of education they receive. This is significant in case of universities supplying sectors of Russian economy with a workforce of required competencies in knowledge and skills. Mining of information that may be useful has become problematic for students and resulted in expanded learning time and rather poor knowledge absorption. Under current socio-economic conditions, “natural” knowledge management in education has exhausted its potential and required information technology solutions.
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