Experiential examination of higher education partnerships in the UK: a knowledge management perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Enis Elezi ◽  
Christopher Bamber
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Conceptual Model ◽  
Higher Education Institutions ◽  
Education Sector ◽  
Tree Roots ◽  
Content Type ◽  
Management Concepts ◽  
Higher Education Partnerships ◽  
Uk Higher Education

Purpose Higher education institutions possess a plethora of knowledge at the institutional, departmental and individual levels. Therefore, knowledge management plays a vital role in assisting partnerships to synergise knowledge and strengthen market competitiveness when working collaboratively. The purpose of this study is to identify and critically discuss the role of knowledge management concepts that support development of UK higher education partnerships. This knowledge management research was undertaken with the purpose of exploring components of behavioural constructs in assisting the development of successful partnerships between higher education institutions. Design/methodology/approach This research embraces a qualitative methodology and makes use of an expert panel method to gather field data and assess the relevance, robustness and applicability of a conceptual model developed in the context of higher education partnerships. Guided by two research questions, the researchers elicited knowledge from eight experts, academics and practitioners, who had initiated and led partnership development between UK higher education institutions. The experts were invited and selected to attend the panel using the criteria of “Years of Experience in the Higher Education sector”, “Job Positions and Experiences” and the “Partnership Scope and Impact”. Findings Depicting in a tree analogy, the conceptual model indicates that effective knowledge management will require higher education executives, managers and practitioners to centre on nurturing “tree roots” presented as behavioural knowledge management constructs and include institutional culture, trust, absorptive capacities and communication channels. The research findings elaborate on previous research and provide a categorisation of partnership outcomes between higher education institutions, explaining that partnership outcomes can be of an “Academic”, “Marketing and Finance” or “Managerial” nature. Importantly, practical use of the model could be implemented using audit methods or benchmarking methods, whereby the categorised elements of the model are used as a criterion of assessment for audit teams. Originality/value The conclusion extracted experiential insights to provide guidance as to how higher education executives, managers and practitioners can make use of knowledge management behavioural constructs and activities to assist collaborative undertakings in the higher education sector. This paper provided a new, modified, knowledge management higher education partnership tree, thus giving researchers and academic practitioners a holistic viewpoint of important partnership knowledge management factors.

scholarly journals Knowledge management in higher education institutions: enablers and barriers in Mauritius

2017 ◽  
Vol 24 (5) ◽  
pp. 366-377 ◽  
Author(s):  
Poonam Veer Ramjeawon ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Knowledge Sharing ◽  
Knowledge Creation ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Education Sector ◽  
Structured Interviews ◽  
Enabling Factors ◽  
Content Type

Purpose The purpose of this study is to contribute to research on knowledge management in higher education institutions (HEIs), by studying the enablers and barriers to knowledge management in a country with a developing higher education sector, Mauritius. Design/methodology/approach Semi-structured interviews were conducted with senior staff in the main public and private HEIs in Mauritius. Questions focused on knowledge management, including relevant barriers and enabling factors to knowledge creation, knowledge sharing and knowledge transfer. Findings Although participants were able to discuss knowledge management, none of the universities had a knowledge management strategy. Moreover, more barriers than enablers to knowledge management were identified. Barriers included: a lack of policies and reward mechanisms, resources, data, funding and time for research, coupled with frequent leadership changes, a lack of a knowledge-sharing culture and research repositories and weak industry–academia linkages. Enablers were perceived to be: qualified and experienced academic staff in public HEIs, information technology (IT) infrastructure and library/digital library and some incentives for knowledge creation and transfer. Originality/value Previous research on knowledge management in universities has focused on countries with a relatively well-developed higher education sector. This research contributes by focusing on the perceived barriers and enablers to knowledge management in a country with a small and developing higher education sector.

Characteristics of UK higher education institutions that disclose sustainability reports

2018 ◽  
Vol 19 (7) ◽  
pp. 1279-1298 ◽  
Author(s):  
Remmer Sassen ◽  
Dominik Dienes ◽  
Johanna Wedemeier
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Corporate Sustainability ◽  
Public Funding ◽  
Sustainability Reporting ◽  
Content Type ◽  
Sustainability Reports ◽  
The Uk ◽  
Uk Higher Education

Purpose This study aims to focus on the following research question: Which institutional characteristics are associated with sustainability reporting by UK higher education institutions? Design/methodology/approach To answer the aforementioned research question, this study uses logistic regression. Findings The results show that 17 per cent of the UK higher education institutions report on their sustainability (July 2014). In line with legitimacy and stakeholder theory, logistic regressions provide evidence that the larger the size of the institution, the higher the probability of reporting. By contrast, high public funding decreases this probability. Research limitations/implications The findings show characteristics of higher education institutions that support or hamper sustainability reporting. Overall, the findings imply a lack of institutionalisation of sustainability reporting among higher education institutions. Originality/value Although a lot of research has been done on corporate sustainability reporting, only a small number of studies have addressed the issues of sustainability reporting of higher education institutions. This study covers all sustainability reports disclosed among the 160 UK higher education institutions. It is the first study that investigates characteristics of higher education institutions that disclose a sustainability report.

Using enterprise social networks as a knowledge management tool in higher education

2017 ◽  
Vol 47 (4) ◽  
pp. 555-570 ◽  
Author(s):  
Niall Corcoran ◽  
Aidan Duane
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Media ◽  
Knowledge Sharing ◽  
Conceptual Model ◽  
Higher Education Institutions ◽  
Management Tool ◽  
Content Type ◽  
Enterprise Social Networks ◽  
Practical Implications

Purpose The management of organisational knowledge and the promotion of staff knowledge sharing are largely neglected in higher education institutions. The purpose of this study is to examine how enterprise social networks can enable staff knowledge sharing in communities of practice in that context. Design/methodology/approach The study is framed as an Action Research project, covering three cycles over a 12-month period. During the Diagnosing phase, a conceptual model was developed for empirical testing. Data were collected through 30 semi-structured interviews and a number of focus groups. This was supplemented by content analysis and reflective journaling. Findings The findings support the conceptual model and provide insight into the antecedents necessary for the creation of an enterprise social network-enabled knowledge-sharing environment, the motivators for and barriers to participation, and the perceived organisational and individual benefits of increased staff knowledge-sharing activity. Research limitations/implications As the study has a higher education focus, all of the findings may not be generalizable to other types of organisation. Further development of the conceptual model and testing in other contextual settings will yield greater generalizability. Practical implications A number of findings have practical implications for the management of higher education institutions, such as the evidence of a divide between faculty and other staff. In general, the study findings provide an opportunity for educationalists to better understand the scope and impact of employing social media platforms for knowledge sharing. Originality/value This paper adds to the growing body of work on organisational implementations of social media, and should be of interest to practitioners and researchers undertaking similar projects.

Factors influencing innovation performance in higher education institutions

2020 ◽  
Vol 27 (4) ◽  
pp. 365-378 ◽  
Author(s):  
Mercy Asaa Asiedu ◽  
Hod Anyigba ◽  
Kwame Simpe Ofori ◽  
George Oppong Appiagyei Ampong ◽  
John Agyekum Addae
Keyword(s):  
Higher Education ◽  
Transformational Leadership ◽  
Knowledge Management ◽  
Organizational Learning ◽  
Structural Equation ◽  
Higher Education Institutions ◽  
Innovation Performance ◽  
Content Type ◽  
Knowledge Management Capabilities ◽  
Management Capabilities

Purpose The purpose of this paper is to explore the relationship between transformational leadership, knowledge management capabilities, organizational learning and innovation performance in the context of higher education institutions. Design/methodology/approach Using a survey research design, data was collected from 219 respondents comprising faculty and administrative staff from two public and five private universities in Ghana. The data were analysed by using the partial least squares approach to structural equation modelling with the use of Smart PLS software. Findings The results revealed that transformational leadership significantly predicts knowledge management capabilities and organizational learning and also has a positive effect on innovation performance. Originality/value Although some studies have covered the theoretical and empirical analyses of links between transformational leadership, innovation performance and some knowledge management capabilities, this study examines the direct links between transformational leadership and knowledge management capabilities, on one hand, and transformational leadership and organizational learning on the other, as well as their overall effect on innovation performance, which has been less discussed in literature, particularly in the tertiary educational sector and in the Ghanaian context.

scholarly journals Knowledge management practices

2019 ◽  
Vol 13 (2) ◽  
pp. 174-190 ◽  
Author(s):  
Balakrishnan V Nair ◽  
Chandramalar Munusami
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Influential Factor ◽  
General View ◽  
Content Type ◽  
Teaching And Learning Environment ◽  
The Impact

PurposeThe purpose of this paper is to investigate KM practices that may be in place in the higher education institutions (HEIs) and whether the KM practices are made known to the employees for improving the teaching and learning environment provided at the Malaysian higher education institutions.Design/methodology/approachData were collected using a personal administrated method made available to private higher education institutions academic members in five states with 30 or more employees. A total of 1,100 survey questionnaires were handed out, out of which 273 were collected and were usable (24.8 per cent response rate). The sample was checked for response and non-response bias. Results were tested using SPSS application and questionnaire tools.FindingsIt was essential to establish the knowledge management (KM) capacity in key areas such as the ability to recognise experts within the institution, leadership’s innovation, knowledge sharing and knowledge acquiring work culture, and technology usage. KM tools and techniques would help the institutions to meet their competitive goals; therefore, it is vital for HEIs to create KM awareness among the employees.Research limitations/implicationsSimilar to most studies, it is anticipated that the participants’ awareness of KM practices at their HEIs is very high. The samples were collected to evaluate the general view of KM awareness and how participants perceived KM practices. The total samples received for this study were expected; however, they were sufficient to study the impact.Practical implicationsThis paper provides support for the importance of KM practices and employees awareness at HEIs to enhance innovation and performance teaching and learning environment.Originality/valueThis paper is one of the first papers to find empirical support for the role of KM practices at HEIs. Further, the positioning of KM practices as a competitive tool can be considered as an influential factor to competitive advantage.

scholarly journals Integrated reporting in UK higher education institutions

2019 ◽  
Vol 10 (5) ◽  
pp. 844-876 ◽  
Author(s):  
Abeer Hassan ◽  
Mahalaximi Adhikariparajuli ◽  
Mary Fletcher ◽  
Ahmed Elamer
Keyword(s):  
Higher Education ◽  
Organizational Performance ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Annual Reports ◽  
Integrated Reporting ◽  
Content Type ◽  
Quantitative Evidence ◽  
International Integrated Reporting Council ◽  
Uk Higher Education

Purpose This paper aims to examine trends in the content of reporting within 135 UK higher education institutions (HEIs). It explores the extent to which integrated reporting (IR) content elements, reflecting integrated thinking, are disclosed voluntarily and whether HEI-specific features influence the resulting disclosures. Design/methodology/approach Existing IR guidelines given by the International Integrated Reporting Council (IIRC) and the adoption of content analysis have provided the opportunity to examine the trend and extent of IR content elements associated in HEI corporate reports. The evidence was obtained from 405 UK HEI annual reports covering the period 2014-2016. Findings The results indicate a significant increase in the number of IR content elements embedded in HEI annual reports. The HEI-specific characteristics examined, such as the establishment of HEI (before or after 1992), adoption of IR framework and size of HEI, are all significantly and positively associated with IR content elements disclosure. This paper argues that institutional theory, isomorphism and isopraxism are relevant for explaining the changes in the contents of HEI annual reports. The findings also suggest that universities are beginning to adopt an integrated thinking approach to the reporting of their activities. Research limitations/implications The study is based on IR content elements only and could be extended to include the fundamental concepts and basic principles of the IR framework. There are other factors that have a potentially crucial influence on HEI core activities (such as teaching and learning research and internationalisation) which have been omitted from this study. Practical implications The findings will allow policymakers to evaluate the extent to which integrated thinking is taking place and influencing the UK HEI sector in the selection and presentation of information. A further implication of the findings is that an appropriate a sector-wide enforcement and compliance body, for instance, the British Universities Finance Directors Group (BUFDG), may consider developing voluntary IR guidance in a clear, consistent, concise and comparable format. Also, it may pursue regulatory support for this guidance. In doing so, it may monitor the compliance and disclosure levels of appropriate IR requirements. Within such a framework, IR could be used to assist HEIs to make more sustainable choices and allow stakeholders to better understand aspects of HEI performance. Social implications The research has implications for society within and beyond the unique UK HEI sector. Universities are places of advanced thinking and can lead the way for other sectors by demonstrating the potential of integrated thinking to create a cohesive wide-ranging discourse and create engagement among stakeholder groups. Specifically, IR builds on the strong points of accounting, for instance, robust quantitative evidence collecting, relevance, reliability, materiality, comparability and assurability, to explain the sustainability discourse into a “language” logical to HEIs organisational decision makers. Consequently, IR may generate better visibility and knowledge of the financial values of exploiting capitals (financial, intellectual, human, manufactured, social and natural) and offer a multifaceted approach to reassess HEIs organizational performance in various sectors that support the growth of integrated thinking. Originality/value This is the first known study to explore HEI characteristics and link them with the level of voluntary IR content elements disclosed in UK HEIs.

scholarly journals Prevalence of POE in UK higher education institutions

2015 ◽  
Vol 33 (1) ◽  
pp. 4-14 ◽  
Author(s):  
Mike Riley ◽  
Alison Cotgrave ◽  
Noora Kokkarinen
Keyword(s):  
Higher Education ◽  
User Satisfaction ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Second Phase ◽  
Content Type ◽  
Post Occupancy Evaluation ◽  
The Uk ◽  
Uk Higher Education ◽  
Depth Interviews

Purpose – The purpose of this paper is to identify the extent to which Post-occupancy evaluation (POE) is understood and applied within higher education institutions across the UK and identify users’ perceptions of its efficacy. Design/methodology/approach – A mixed methodology was applied to this research. Part one consisted of an online survey intended to generate an overview of the extent of POE use across the sector. The second phase, intended to develop greater insight and understanding of users’ perceptions of POE, relied upon in-depth interviews with a smaller sample drawn those who had completed the survey in part one. Findings – Differing models of POE are used within higher education institutions with varying degrees of complexity. Models exist that are based on standard structures and templates, whilst entirely bespoke options have been developed by some institutions. The work found that there is a clear preference for applying bespoke methods rather than standardised ones. Research limitations/implications – The research is based on a sample of Directors of Estates (DOEs) from UK Universities. The conclusions relate specifically to that sector and context. The extent for broader generalisation is limited by the research sample. Practical implications – The work shows that POE is understood to have differing purpose and effectiveness in individual Universities. As a result there has been a proliferation in the number of models developed and applied. This leads to the conclusion that more coherent and consistent understanding should be promoted within the sector. Social implications – The work has implications for the effective management of university buildings to support user satisfaction. Originality/value – This paper indicates that there is prevalence of applying POE processes in higher education institutions and that specific models have been developed for the sector. However, the extent to which the process is valued and understood is highly variable.

Growth and conflict: the views of Chinese private higher education managers

2016 ◽  
Vol 9 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Xiaoying Ma ◽  
Malcom Abbott
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Sector ◽  
Private Higher Education ◽  
Content Type ◽  
Academic Literature ◽  
Private Higher Education Institutions ◽  
The Government ◽  
The Relationship ◽  
Education Managers

Purpose The purpose of this paper is to report the findings of a series of interviews conducted with a number of managers of Chinese private higher education institutions on the growth of the private higher education sector in China and the relationship it has with the government. Private higher education managers in China do seem concerned with the regulatory impediments to their institutions’ development and the difficulties involved in competing with state-funded institutions. Design/methodology/approach The paper uses a series of interviews conducted with a number of managers of Chinese private higher education institutions on the growth of the private higher education sector in China and the relationship it has with the government. Findings The research found that private higher education managers in China do seem concerned with the regulatory impediments to their institutions’ development and the difficulties involved in competing with state-funded institutions. Originality/value This work is the only one of its kind in the academic literature.

Information and knowledge management in higher education institutions: the Polish case

2019 ◽  
Vol 43 (7) ◽  
pp. 1209-1227 ◽  
Author(s):  
Marek Deja
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Knowledge Management ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Information Culture ◽  
Content Type ◽  
Knowledge Resources ◽  
Adopted Model ◽  
Information And Knowledge Management

Purpose The purpose of this paper is to discuss the problem of information and knowledge management (IKM) in higher education institutions. The research aims to determine the way in which the knowledge resources of a higher education institution are managed. The author intends to define how the information system is shaped and how information and knowledge are used in the reporting processes and for decision-making efficiency. Design/methodology/approach In total, 38 university administration employees from six higher education institutions in Poland participated in the study. Information barriers and benefits resulting from the implementation of the central reporting system “POL-on” were identified by using the sense-making technique. The purpose of the interviews was to determine the procedural and behavioural conditions of the reporting and decision-making processes in higher education institutions in Poland. Findings This paper suggests four characteristics of IKM in higher education institutions. A link between the information culture of the institution, its size and structure as well as the adopted model of IKM is demonstrated. Originality/value The main contribution of this paper is to introduce a framework for studying the IKM in higher education institutions from the perspective of information culture. Higher education institutions have developed different styles of striving for efficiency regarding decision making and reporting in administration. The IM and KM are now proved to be an integrated process in administrative activities of higher education institutions.

scholarly journals Knowledge management in higher education institutions in Mauritius

2018 ◽  
Vol 32 (7) ◽  
pp. 1319-1332 ◽  
Author(s):  
Poonam Veer Ramjeawon ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Structured Interviews ◽  
Research Knowledge ◽  
Public And Private ◽  
Content Type ◽  
Km Strategy ◽  
Training Programmes

Purpose The purpose of this paper is to research on knowledge management (KM) in higher education institutions (HEIs) by studying its processes, knowledge creation (KC), knowledge sharing (KS) and knowledge transfer (KT), in Mauritius. Design/methodology/approach Semi-structured interviews were conducted with senior staff in the main public and private HEIs in Mauritius. Questions focussed on KM strategy and processes. Interviews were recorded and transcribed prior to thematic analysis. Findings Although participants could discuss KM processes, none of the participating institutions had a KM strategy. All institutions are involved in KC and acquisition, KS and KT. In addition to research, knowledge was regarded as being created through teaching and learning activities, consultancies, organisational documentation and acquisition from external sources. Knowledge is shared among peers during departmental and curriculum meetings, through annual research seminars and during conferences and publications in journals. KT with industry through consultancies is restricted to a few public HEIs. In the remaining HEIs, KT is limited to their students joining the workforce and to organising tailor-made courses and training programmes for public and private institutions. The study also provides evidence that some processes and activities contribute to more than one of KC, sharing and transfer. Originality/value This study contributes to the very limited body of research into KM processes in countries with developing higher education sectors. In addition, this research disaggregates the processes associated with KC, sharing and transfer, whilst also examining the relationship between them.

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