The effects of knowledge management capabilities on perceived school effectiveness in career and technical education

Abstract

Purpose This study aims to investigate the impact that knowledge management (KM) capabilities have on school effectiveness in career and technical education (CTE) in Taiwan. Design/methodology/approach The study adopted a survey research. A total of 439 valid samples were obtained and subsequently verified with structural equation modeling. Findings The results indicated that KM capabilities consist of two main dimensions, namely, the KM enabler capabilities and the KM process capabilities. The former includes structures, cultures and information technology support, whereas the latter includes acquisitions, storage, sharing and applications. In terms of the relationships among the dimensions of the model structure, the KM enabler capabilities managed to effectively predict the KM process capabilities, and the KM process capabilities managed to effectively predict the perceived school effectiveness. Research limitations/implications Based on the results, improvement of the KM enabler capabilities and process capabilities of higher education institutions of CTE is recommended so that their school effectiveness may be improved. Because the participants were not randomly selected, the generalizability of the results should be further examined. Practical implications This study encourages practitioners to focus their KM practices on KM enabler capabilities and the KM process capabilities. Originality/value The current study provided an insight into and further understanding of the model regarding the relationships among the KM enabler capabilities, the KM process capabilities and the school effectiveness.