Knowledge Management In Education Research Articles

Research on the Construction of a Higher Education Knowledge Management Model Based on the Integration of Shadow Teams

With the advancement of technology and the development of globalization, higher education institutions are facing increasingly complex knowledge management challenges. Shadow team usually refers to an informal and flexible team, where different departments or fields work together to promote knowledge exchange and integration, and stimulate innovative thinking. In order to enhance the knowledge management capabilities and competitiveness of higher education knowledge management institutions, this study will integrate shadow teams, construct a knowledge management model for higher education training enterprises, and use Analytic Hierarchy Process and Fuzzy Comprehensive Evaluation Method to construct an evaluation model for knowledge management capabilities of higher education training enterprises. The research results indicate that compared with traditional knowledge management models, the knowledge management model of higher education training enterprises integrating shadow teams collects 253 and 164 pieces of intelligence information at the 60th second, respectively; When the intelligence information is 300 pieces, the effectiveness of the analysis of the two models is 87.2\% and 39.5\%, respectively. An empirical analysis was conducted on a certain postgraduate entrance examination institution, and it was found that compared to students who reviewed independently, most of the students who participated in the training had significantly higher grades than those who did not receive training. The higher education knowledge management model that integrates shadow teams has stronger knowledge management capabilities and higher competitiveness.

Artificial intelligence techniques as an indicator of knowledge management and information Monitoring in higher education in Algeria: a field study at the University of Tamanghasset

The roles of higher education institutions are based on managing and monitoring access to knowledge and its sharing among individuals with the aim of development and innovation to serve scientific, cultural and economic development, to perform the roles, higher education institutions respond to the requirements of modern technical growth in their fields of activity by overcoming the difficulties that hinder relations between those involved in their activities, and perhaps artificial intelligence techniques is one of the modern technologies that contribute to the tasks of managing access to knowledge and monitoring its sharing among individuals. The field study aims to highlight the level of knowledge management and information monitoring among educational staff in higher education in Algeria by measuring their use of artificial intelligence techniques in teaching and scientific research activities, a descriptive analytical approach was used on a sample consisting of 70 professors distributed among five colleges at the University of Tamanghasset (College of Humanities and Social Sciences 18 professors, College of Legal and Political Sciences 13 professors, College of Economics and Management Sciences 14 professors, College of Science and Technology 13 professors, College of Arts and Languages 12 professors). The study concluded that knowledge management and information monitoring in higher education is a vital activity within the scientific and technological environment in the University of Tamanghasset that contributes to enriching the practices and uses of artificial intelligence techniques with a moderate positive correlation, the study recommended the necessity of conducting field studies and questionnaires to identify more comprehensive level that includes the administrative side and the student side with including the institution's research centers and laboratories and organizations surrounding university in the process, in addition conducting analytical studies to data and statistics related to the use of artificial intelligence techniques and their negative impact on various educational and research aspects, while working to strengthen information systems based on artificial intelligence.

Application of SmartPLS in Analyzing Critical Success Factors for Implementing Knowledge Management in the Education Sector

This research explores the critical success factors influencing the implementation of knowledge management in the education sector, employing Structural Equation Modeling (SEM) with SmartPLS as the analytical tool. The study addresses the intricate challenges inherent in knowledge management within educational environments, aiming to provide a nuanced understanding of the factors contributing to successful implementation The conceptual framework identifies key factors, including HRM-Driven Knowledge Sharing, IT Integration in Teaching Practices, Organizational Culture Alignment, Perceived Effectiveness of Teacher Training, and Perceived Top Management Support. The chosen methodology, utilizing SmartPLS, is justified for its suitability in handling challenges associated with small sample sizes and non-normal data distributions. The data analysis reveals the generally robust reliability of constructs but also underscores potential concerns related to discriminant validity among certain variables. The research contributes significantly to the understanding of critical success factors for knowledge management in education. However, the conclusion suggests the need for refinement in the conceptual model to enhance the validity and applicability of the findings. In conclusion, this research offers a comprehensive perspective on the complexities of implementing knowledge management in the education sector. The findings pave the way for potential enhancements to the conceptual model, aiming to elevate the effectiveness of knowledge management practices within educational contexts.

Theoretical and Empirical Models of Organizational Learning Processes in Knowledge Management

Introduction. This study undertakes a comprehensive exploration of existing instructional organizational models, spanning various disciplines within contemporary educational theory and knowledge management practice. The core objective is to propose an all-encompassing model tailored specifically to the preparation of future educational managers. This model places a significant emphasis on integrated educational strategies, further enriched by the integration of organizational learning processes in the context of knowledge management.
 Aim and tasks. This study critically examines established models of organizational learning processes with the goal of developing a tailored model for training future educational managers. The goal is to equip aspiring educational managers with integrated didactic skills based on analyses of existing educational models that include concept analysis, model evaluation, and theoretical framework establishment.
 Result. Organizational learning principles drive data-driven refinement, collaborative cross-disciplinary strategies, and leadership development. Sharing best practices enhances strength, whereas iterative feedback processes mitigate its limitations. This dynamic framework encourages adaptable education, fostering continuous improvement in teaching methods, curricula, and managerial training for a sustained educational evolution. Leveraging insights from existing models, the primary aim is to establish an instructional framework that seamlessly integrates a diverse range of content. Notably, the suggested model for training educational managers integrates teaching methodologies, character development, and methodological support for cultivating cultural learning skills, all underpinned by organizational learning processes within the domain of knowledge management. Furthermore, this integrated model incorporates progressive learning objectives that progressively increase in complexity and span the methodologies and resources employed to ensure effective learning outcomes based on comprehensive feature assessment techniques that gauge understanding and competencies.
 Conclusions. This study navigates the landscape of models, culminating in the proposal of an integrated framework that caters to comprehensive aspiring training. This model facilitates the harmonious amalgamation of various subjects, and proficiencies introduce organizational learning processes within the domain of knowledge management. By fostering a multidisciplinary and holistic approach, this model equips future educators with the multifaceted demands of modern primary education while adequately managing knowledge within their organizational contexts.

Micro-processes of knowledge sharing in higher education: international students as a source

ABSTRACT International students are fundamental actors in the university’s knowledge management process, but little is known about their knowledge activities. The purpose of this study is to understand how the knowledge sharing process in higher education unfolds in the context of international students’ perspectives. Based on a qualitative approach, data were collected through interviews with Chinese international students studying at Russian universities. The results of this study were synthesized into a proposed process model for knowledge sharing, describing the activities and four stages related to knowledge sharing by international students. This study found that the relative weights of influencing factors vary across the four stages of knowledge sharing and that international students’ knowledge sharing is an iterative process that occurs in an incremental way. As a result, the study reveals the knowledge source role of international students, and extends the existing knowledge-sharing model to more accurately reflect the micro-processes of international students’ knowledge sharing. Future research can examine the applicability of the identified micro-processes in different higher education contexts. Based on the different needs of international students in the four stages identified in this study, leaders can facilitate knowledge management in higher education.

The Importance of Knowledge Management in Secondary Vocational Education Organizations in Greece

In recent years, knowledge management has increased in popularity as a management tool, as well as a new research field. Most organizations realize that "knowledge" is a strategic resource that can provide them with a sustainable competitive advantage and help them to achieve long-term organizational goals. Based on this, organizations attempt to use knowledge management to promote innovation, to improve organizational efficiency also to accelerate the creation and exchange of knowledge. The purpose of this paper is to present the importance of knowledge management in Greek vocational education. Essentially, it will study and try to highlight the way Vocational High Schools (VΗC), which are being secondary vocational education organizations, to attempt to manage knowledge in an effective way, also the knowledge management practices that can be useful in such an environment. The conclusions highlight the important elements of knowledge management in technical vocational education organizations.

Knowledge Management in Education: Often the Missing Link in Developing a Robust Learning Organization

Knowledge Management in Education: Often the Missing Link in Developing a Robust Learning Organization

Knowledge Management in Indian Higher Education – Issues and Challenges

Purpose : The current research focused on knowledge management in Indian higher education. Knowledge management is an important aspect of higher education, as it helps institutions to effectively manage and share knowledge to enhance teaching, learning, and research outcomes. In the context of Indian higher education, there are several policy implications that can help to improve the effectiveness of knowledge management. Methodology : The research paper was prepared based on secondary data. These include creating a comprehensive knowledge management framework, encouraging collaboration among institutions, investing in technology infrastructure, fostering a culture of knowledge sharing, and supporting open access to research publications and educational resources. Findings : I found that knowledge management in Indian higher education requires a multi-faceted approach that involves policy support, technological investments, and a culture of collaboration and knowledge sharing. As the Government of India welcomes foreign universities, the significance of knowledge management becomes even more vital. Implementing these policy implications can help to improve the effectiveness of KM in Indian higher education and support the development of a more robust knowledge-based economy. Practical Implications : It is recommended that the government framework should also include guidelines for the development and implementation of knowledge management systems in higher education institutions. Collaboration among institutions is essential for effective knowledge management. The government should encourage institutions to collaborate with each other to share knowledge and resources. This can be done by creating networks or consortia of institutions that work together on specific projects or initiatives. Originality : Unlike prior research on knowledge management, the current work is to provide a comprehensive understanding of KM in higher education across various mediums.

Knowledge Management in Higher Education in Vietnam: Insights from Higher Education Leaders — An Exploratory Study

This paper aims at increasing awareness of knowledge management (KM), its challenges as well as benefits in Higher Education (HE) system of Vietnam. An exploratory qualitative research design was deployed using semi-structured interviews. Nine senior institutional leaders from nine Vietnamese universities participated in the study. Thematic analysis, informed by the literature, was undertaken on English translated transcripts of the interviews. The findings shared senior HE leaders’ perspectives on how KM in higher education institutions (HEI) of Vietnam was being conceptualised and operationalised, as well as insights into how KM associates with six dimensions of HEIs’ performance so as to gear up KM’s benefits and anticipate challenges when a HEI embarking on the KM journey. Further research of different methods on the topic to enlighten the role of KM in HE system of Vietnam, and beyond, is recommended. The role and importance of KM is wildly recognised in business communities. However, studies exploring KM application in HE system remain scarce especially HE of developing countries. In Vietnam, no qualitative studies of KM in HEIs have been located. Vietnam is a nation on its way to transform from a state-based to market-driven economy; and a comprehensive education reform is deemed to shoulder the key task. KM deployment in the whole HE system is essential to comprehensive education reform and then to the global integration of its HE system. Besides, the study helps enrich the literature of KM in HE sector and provide insights of KM to campus chiefs, KM officers, administrator in HEIs.

RESPONDING TO MUHAMMADIYAH EDUCATORS IN THE AGE OF NEUROTECHNOLOGY: IMPLICATIONS FOR THE DEVELOPING OF ISLAMIC EDUCATION

There is a holistic differentiation of educational alliances which has received a warm response from multicultural Islamic education. The emergence of a homogeneous educational base with all its knick-knacks, giving rise to new cases or chapters in Islamic education. Haedar Nashir responded well to this in his scientific speech, as delivered on the 48th Mukhtamar Muhammadiyah day at UMS Surakarta, the content of his scientific speech was none other than the advancement of Muhammadiyah Islamic education in the Millennial era. This research responds to the polemic of Islamic education in Indonesia along with alternative approaches based on Islam in the current era. Estuary based on qualitative descriptive research about the rumors of Islamic education in Indonesia. This research is based on a qualitative approach to literature review. Data analysis was used with a content analysis approach. Notes The results of the study found that polemics about life and about learning, approaches, methods, information delivery, education management, and social media appear, in the present. The level of demands from the Ministry of Education and Culture and the Ministry of Religion that Islamic education is expected to be able to bring more enlightenment. But what is the power of Islamic education in Indonesia, it is still as usual, progressing not advancing and not retreating. Differentiation of educational alliances occurs everywhere, regardless of formal education or Islamic boarding school education. Researchers offer alternatives in the increasingly significant decline in education with several alternative approaches such as neuroscience-based learning, religious moderation-based learning, and knowledge management in Islamic education. The contribution and implications of this research lead to the improvement of Islamic education and learning based on Islamic studies, which in the current era are starting to be shunned by millennials and generation Z in the era of society 5.0. This research is a forum and foundation for the improvement and progress of Islamic civilization in the future.

Knowledge management in financial education in Peruvian government programs focused on women: Progress and challenges

In Latin America, the age group made up of women is at a disadvantage compared to men in terms of their economic empowerment, which is reflected in the lack of access to paid employment, their average wages are lower than those of men and their performance in poor quality jobs. In this context, the objective of this study is to analyze what aspects of knowledge are developed by the main government financial education programs focused on Peruvian women belonging to organizations (Comedores Populares Programs) or participants in a state social program (Juntos Program) in order to include them financially. The method used is documentary research that seeks to deepen the financial education proposals that the Peruvian government has provided in the last 10 years. The results show that the implementation of government programs increased the participation of women in financial education actions by 61%, achieving a significant improvement from 31% to 77% in the knowledge obtained by the beneficiaries in financial matters; and that, due to the poverty characteristics of the beneficiaries, there were limitations in access to digital media and the current programs are carried out in person. It was concluded that the knowledge management component of the programs should focus on economic empowerment and attitudes towards money and not only on practical knowledge of financial products and services; and that the State must implement policies to ensure that beneficiaries have access to technological equipment so that training uses digital resources and not only resources for face-to-face training.

Knowledge Management and Academic Service Quality on Organization Performance

Knowledge management (KM) in education is considered an approach that enables people to collect information, share and use knowledge to improve organizational performance through educational programs, student outcomes, and effective decision-making of work processes. Organizational performance in the university includes student satisfaction, research productivity, curriculum, academic staff responsiveness, and research rankings. KM through the adoption of advanced technology enables organizations to implement better processes, strong and good collaborative structures, knowledge and information sharing, and problem-solving tools. However, limited studies examine the determinants of the KM process and their relationship to university performance through academic service quality from an educator's perspective. In this study, we proposed a theoretical research model to investigate the determinants of the KM process and examine its relationship to university performance through academic service quality. Data collected from 71 academic staff in universities were used to test the hypotheses with structural equation modelling – Partial Least Square. The results showed information technology and culture have a positive impact on the KM process. Quality of academic services partially mediates knowledge management and university performance. KM process and quality of academic services determine and influence organizational performance substantially (f-square=77.6 %). Finally, among the KM processes, knowledge discovery was found to have the highest effect size on organizational performance. However, KM enablers consisting of rewards & incentives, and organizational support were not proven to influence the KM process. Both culture and IT capabilities must be considered by universities in supporting the KM process and building a culture that supports sharing and utilizing knowledge in every task. Additionally, this capability can help improve the quality of academic services which leads to increased organizational performance.

The case for integrating and leveraging knowledge management and ELearning for effective online education

The rapidly growing use of technology in education is changing the way knowledge is produced, stored, and distributed to students locally and globally. Today, learning is no longer solely deployed in a physical classroom due to the increased rate of student’s enrollment in online education for various reasons. The nation's educational system greatly benefits from internet-enabled distance learning, also known as online education, by liberating students from the usual available options of on-campus degree programs such as commuting to school, preparing their day for courses, and being physically present during each cycle of their coursework. The necessity of Knowledge Management (KM) to facilitate online learning has received higher attention within the educational arena in the last years. Knowledge management of organizations will determine the processes that the knowledge will be retained, exchanged, and enriched over years. Additionally, knowledge management has been defined as the process that enables the organization to create, store, transform and exchange knowledge within the organization. Universities face challenges in creating and exchanging knowledge, these challenges resulted from the lack of KM strategies to organize KM in all directions. As per various educational theories universities should adopt knowledge-based theory to improve competitiveness and improve performance. The theory is based on discovering knowledge, its acquisition, creation and dissemination and transmission of this knowledge through teaching. Moreover, retention rates at higher education institutions remain a focus in this present pandemic era and data from the United States (U.S.) Department of Education (2021) revealed an overall drop for full-time students in 2020, from 76.1 percent in 2019 to 75.7 percent. For part-time students, there was an even more significant drop, from 46.5 percent in 2019 to 43.5 percent in 2020. For educational institutions, it is imperative to understand the causes of lower retention, and the way higher education institutions could overcome this challenge. One method that is being pursued by higher institutions is online education, as a note online education is now accepted as the “wave” of the future, knowledge is being distributed across both space and time. Knowledge management techniques are also used to capture, organize and deliver this knowledge, and management systems can be used to quickly identify the most relevant information and distribute it to meet specific needs. The art of adding knowledge management and E-Learning together is a form of technological advancement.

Presenting a Model for Virtual Education Using Interpretive Structural Modeling Method at Farhangian University of Khorasan Razavi

Objective: The primary goal of this research was to present a model for virtual education using the interpretive structural modeling method at Farhangian University in Khorasan Razavi. Method: The current research methodology was qualitative and applied in nature. Participants included faculty members from Farhangian University in Khorasan Razavi, selected purposively with a sample size of 13 individuals. The research tool was semi-structured interviews, the validity of which was established through face validity, and reliability was determined by an agreement coefficient between coders, resulting in a 0.85 upon re-coding between the researcher and an external coder. Additionally, a researcher-developed questionnaire was designed based on qualitative findings and distributed among the sample members. Data analysis employed coding analysis, and for the initial stage of identifying factors, the interpretive structural modeling (SIM) method was used. Findings: The findings indicated that the virtual education model consists of five levels and priorities, including: Level One: Futuristic Vision; Level Two: Targeted Educational Quality, Measurability, Support Services, Information and Content; Level Three: Accessibility, Knowledge Management, and Flexibility in Education; Level Four: Pedagogical, Technological Factors, and Organizational Factors; and Level Five: Integrated Management. Conclusion: Based on this research, the board of trustees, policymakers, senior managers, and the central university planning organization can work towards improving virtual education at Farhangian University, specifically as a pilot in Farhangian University of Khorasan Razavi. The managers of this academic unit can create conditions to implement the findings of this research to enhance education, particularly virtual education at this university.

The Case for Integrating and Leveraging Knowledge Management and ELearning for Effective Online Education

The rapidly growing use of technology in education is changing the way in which knowledge is produced, stored, and distributed to students locally and globally. Today, learning is no longer solely deployed in a physical classroom due to the increased rate of students enrolling in online education for various reasons. The nation's educational system greatly benefits from internet-enabled distance learning, also known as online education, by liberating students from the usual available options of on-campus degree programs such as commuting to school, preparing their day for courses, and being physically present during each cycle of their coursework. Moreover, retention rates at higher education institutions remain a focus in this present pandemic era. Data from the United States (U.S.) Department of Education (2021) revealed an overall drop for full-time students in 2020, from 76.1 percent in 2019 to 75.7 percent. For part-time students, there was an even more significant drop, from 46.5 percent in 2019 to 43.5 percent in 2020. For educational institutions, it is imperative to understand the cause of this lower retention, and the way higher education institutions could overcome this challenge. One method that is being pursued by higher institutions is online education, as a note online education is now accepted as the “wave” of the future, knowledge is being distributed across both space and time. Knowledge management techniques are also used to capture, organize and deliver this knowledge, and management systems can be used to quickly identify the most relevant information and distribute it to meet specific needs. The art of adding knowledge management and E-Learning together, is a form of technological advancement.

Do knowledge management systems motivate and satisfy the academic staff in higher education Institutions?

Higher education knowledge management has three goals: improving task quality and efficiency, training human resources at all operational levels, and expanding an organization’s field knowledge base to enhance the organization’s knowledge or intellectual investment. This research aimed to elucidate the effect of knowledge management on teaching motivation and academic staff satisfaction in Vietnamese universities. The purpose of this study is to establish a clear relationship between knowledge management and teaching motivation and academic staff satisfaction; three dimensions of knowledge management systems, namely knowledge acquisition, knowledge dissemination, and knowledge utilization, all of which contribute to increased teaching motivation and academic staff satisfaction when knowledge management systems are implemented. The quantitative research technique was utilized to gather data in this study by surveying 381 professors using a questionnaire. SPSS 22.0 and SmartPLS software were used to process data obtained via survey professors engaged in teaching. Managerial implications for knowledge management systems have been suggested to increase academic staff satisfaction and teaching motivation.

Repercussions of the Continuous Instability for the Quality of Education in the State of Libya: An Investigational Study within the Faculty of Education, University of Benghazi (UoB)

Many confirmed negative signs and facts point to the general deterioration of the quality of Libya’s entire education system, with serious consequences for the future of the state of Libya. This deterioration is due to countless factors, such as ongoing political and militant conflicts, semi-paralyzed educational administrations, a lack of continuing professional development (CPD), and insufficient awareness within the Ministry of Education (MoE) of the state of the education system. Other contributing factors are the inefficient educational legislations from the parliament and the poor desire of policy makers to empower profound research, teamwork, reform ideas, or any suggested transformational strategies. Furthermore, the Centralized Management System (CMS) has detrimental effects, along with official reports on corruption issues in the MoE. Parallel to these causes, other circumstances impact the quality of the input and output of the Libyan education system (LES), such as the prevailing culture, beliefs, and attitudes on how education should be, whose most significant features are memorization and indoctrination. Such challenges have produced unqualified leadership and a huge number of decision makers who have harmed the LES instead of supporting it. Moreover, as a result of the COVID-19 pandemic and various suspensions (strikes/wars) of basic, secondary, and even vocational university education, several classes were postponed, canceled, or disrupted, which led to a great loss of knowledge among both teachers and learners. Correspondingly, Elabbar’s ([1], p. 121; [2], p. 19) studies have raised the warning indications to the highest level for the government, parliament, and all education authorities in the state of Libya, stating that the whole LES “may collapse very soon” if they do not adopt serious steps and fundamental measures “before it is too late.” Thus, this research study attempts to investigate such impacts on the quality of the education process and knowledge management (QEPKM) among students, teaching assistants, lecturers, and administrators at the Faculty of Education, University of Benghazi (UoB), with a special focus on the English Department. To closely classify the scale of impacts on the LES, this study uses four qualitative tools to collect and analyze data gathered from a wide range of participants: official documents, authentic academic reports, and experimental face-to-face interviews. The study recommends adding bridge programs for present and new students at the Faculty of Education, besides returning to the annual system (for at least 8 years) instead of the existing semester system, in addition to endorsing Elabbar's [2] proposed seven years of connected gradual reform phases for the reform strategy of the entire LES; otherwise, if all leading authorities do not seriously act toward reform, the whole education system in Libya will face major failings.

Kebijakan Manajemen Dalam Praktik Membingkai Ulang Kurikulum Rumpun Bidang Ilmu Manajemen Pendidikan Dan Administrasi Pendidikan Pada Sektor Lembaga Pendidikan Dan Tenaga Kependidikan (Lptk) Di Indonesia

Learning in Higher Education could run with good if management curriculum designed effective and efficient. In Indonesia, there are two management program name field education that is management education and administration education so that direction curriculum different describe diversity curriculum. Research objectives this is for get information about policy management in practice frame repeat curriculum clump field knowledge management education and administration education in the sector institution education and energy education (LPTK) in Indonesia. LPTK in question are Tanjungpura University, Bandung Indonesian Education University, Jakarta State University, Syarif Kasim State Islamic University Riau, and Malang State University. Study this use method descriptive with approach qualitative. Research type this is studies case. Collector the data with study and analysis document. Data analysis using shared steps in three part namely; data reduction, data display and conclusion / verification. The results of the study obtained information that there were a number of group eye lectures taught for example General Courses (MKU), Expertise Courses (MKK), Faculty MKK, Study Program MKK, Compulsory MKK and Free MKK . The required weight and total credits taken by students different between LPTKs in Education Management and Education Administration. The Curriculum Management System must meet the steps of instructional design, syllabus preparation and course planning. Start policy conducted of the existing curriculum structure. Results and impacts obtained considered successful and received very positive feedback from all users. Naturally In reframing this curriculum it is necessary consider the preparation of an operational design which includes the preparation of adequate infrastructure, funding, personnel, schedule, and understanding of the system by all involved users and educators.

A three wave longitudinal study of school innovation climate and entrepreneurship teachers' acceptance to technology: Moderating role of knowledge sharing and knowledge hiding.

Entrepreneurship and business school teachers must extensively use technological and innovative tools to increase the efficacy of their instructional methods. This research aimed to investigate the teachers’ acceptance of technology in the school innovation climate, to enhance the use and effectiveness of educational technology in Thai entrepreneurship and business schools. Furthermore, the conditional influence of knowledge hiding and sharing on the link between school innovation climate and educational technology has been investigated and reported. Using a longitudinal study design data were gathered from the 204 entrepreneurship teachers of six different universities in Pattani, Bangkok, and Songkla Provinces, Thailand. Based on SamrtPLS 3.3.3 analysis, results revealed that the “school innovation climate” positively impacts educational technology use. Additionally, knowledge hiding and sharing moderated the relationship between “school innovation climate” and acceptance of educational technology (actual use of educational technology, perceived usefulness, and perceived ease of educational technology). Current research attempted to bridge the gap between knowledge management and innovation theories application in entrepreneurship education. The study brings key policy implications for school leaders and practitioners and suggests several directions for future research.

Knowledge Management And Job Performance in Higher Education: The Role Of Leadership and Organizational Culture

Implemented knowledge management (KM) in universities is currently a significant and interesting topic to be discussed since universities’ human resource possess knowledge. Ultimately, knowledge management is essential in order to increase university lecturers’ performance. Knowledge management must be supported by leadership and organization culture that would support each process of KM, which includes knowledge creation, knowledge transfer and utilization of knowledge. This study tested a model that shows the influence between KM, job performance, leadership, and organizational culture. This study collected sample from 150 lecturer respondents in seven universities in Bandung using random sampling. We analyze the variables (leadership, organizational culture, KM, and job performance) from questionnaire using Structured Equation Modelling (SEM). Research results have shown that the relationship between leadership and KM has a positive and significant impact, that the relationship between organizational culture and KM has a positive and significant impact, that leadership and job performance have a positive and significant impact, that organizational culture and job performance have a positive and significant impact, and there is a positive and significant influence between KM and job performance. This study concludes leadership, organizational culture, KM, and job performance in universities in Bandung are included in positive category. There are significant and positive influences on variables analyzed.