Knowledge Management: Conceptual Foundations, Emerging Directions

2005 ◽  
pp. 3-20 ◽  
Author(s):  
Joseph Davis ◽  
Eswaran Subrahmanian ◽  
Art Westerberg
Keyword(s):  
Knowledge Management ◽  
Conceptual Foundations

KM Coursework: Pooled Judgments of Experts

2013 ◽  
Vol 12 (02) ◽  
pp. 1350017
Author(s):  
Sajjad ur Rehman ◽  
Abdus Sattar Chaudhry ◽  
Sakeena A. Al-Alawi
Keyword(s):  
Knowledge Management ◽  
Curriculum Design ◽  
Graduate Programs ◽  
Intellectual Structure ◽  
Web Based ◽  
Knowledge Culture ◽  
Knowledge Organisation ◽  
Standard Terminology ◽  
Structure Of Knowledge ◽  
Conceptual Foundations

Knowledge management (KM) is maturing as a field of study with an interdisciplinary orientation, being taught in a variety of schools by the faculty from diverse affiliations. In this context, KM curriculum design becomes a major challenge for educators. This study was designed with the purpose of analyzing the perceptions of senior KM academics and KM experts about the relevance and value of KM constructs in graduate programs. KM curriculum content was proposed based on an earlier study of KM modules (Rehman and Sumait, 2010). KM modules: An analysis of course. In Paper presented at the Pre-conference on LIS Education in Developing Countries, 75th Annual IFLA Conference, Milan, Italy; revised version accepted for publication in Journal of Information and Knowledge Management, 2010) about what is being taught in the KM programs. We also used findings of a validated set of KM taxonomy that indicated both the structure of the discipline and disciplinary content expressed in standard terminology (Tan, 2010; Chaudhry and Lee, 2009). Intellectual structure of knowledge management. The International Journal of Knowledge, Culture and Change Management, (9)). Two hundred KM academics and experts were identified internationally as potential participants. They were requested to respond to a Web-based survey, indicating their perceptions about the value and relevance of KM statements/modules. Fifty-one of them responded to the survey. The results have indicated that the academics placed a great deal of emphasis on the conceptual foundations of the discipline for its inclusion in the curriculum. KM modules related to KM processes, knowledge sources, KM technology, knowledge organisation, and knowledge sharing received a clear emphasis. It is expected that the findings of this study will be useful for those engaged in curriculum design or revision.

scholarly journals Culture-Free or Culture-Bound? A Boundary Spanning Perspective on Learning in Knowledge Management Systems

2011 ◽  
pp. 3297-3314
Author(s):  
Robert M. Mason
Keyword(s):  
Knowledge Management ◽  
Boundary Spanning ◽  
Management Systems ◽  
Cultural Dimension ◽  
Knowledge Management Systems ◽  
Evolutionary Changes ◽  
Shared Culture ◽  
Relationship Of ◽  
Conceptual Foundations ◽  
The Relationship

Knowledge management systems (KMSs) have been criticized as having a North American bias. The cultural dimension of KMSs, particularly the relationship of learning and culture in KM projects, are rarely discussed. This paper addresses these concerns in a review of the conceptual foundations for KM and by examining implementations of KM projects. Despite the evolutionary changes in how KM is viewed, KMSs, as they have been designed, implemented, and reported, do not appear to provide for cultural diversity among users. Instead, the reports of KMSs indicate that such systems seek to create and maintain a homogeneous organizational culture, and the adoption of such a shared culture appears to be a prerequisite for success. The paper discusses KMSs as systems that exhibit boundary spanning objects and processes in three different categories, and an analysis of reported projects reveals that boundary spanning across national and ethnic boundaries is rare.

Knowledge management activities: Conceptual foundations and research issues

2022 ◽  
pp. 016555152110695
Author(s):  
William B Edgar ◽  
Kendra S Albright
Keyword(s):  
Knowledge Management ◽  
Conceptual Analysis ◽  
Industrial Revolution ◽  
Theory Development ◽  
Central Area ◽  
Research Issues ◽  
The Past ◽  
Research Areas ◽  
Broad Concept ◽  
Conceptual Foundations

Knowledge is a broad concept whose epistemological construct has been debated since the days of the early Greek philosophers. Knowledge was discussed extensively during the Renaissance, became a central area of study during the Scientific Revolution and was applied extensively within organisations throughout the Industrial Revolution. Knowledge became an organisational resource of significant interest, emerging over the past 25 years as a unique field of study called knowledge management (KM). Much of the KM literature addresses matters of practice and application; what is missing is a deep and conceptual analysis of the activities that drive KM processes. This article provides a conceptualisation of KM activities focusing on the underlying foundations of these activities. The result is a rich framework of KM activities that can be used to pursue important research areas involved in studying KM processes, including theory development, areas of overlap and where further research is needed.

Culture-Free of Culture-Bound? A Boundary Spanning Perspective on Learning in Knowledge Management Systems

2011 ◽  
pp. 42-59
Author(s):  
Robert M. Mason
Keyword(s):  
Knowledge Management ◽  
Boundary Spanning ◽  
Management Systems ◽  
Cultural Dimension ◽  
Knowledge Management Systems ◽  
Evolutionary Changes ◽  
Shared Culture ◽  
Relationship Of ◽  
Conceptual Foundations ◽  
The Relationship

Knowledge management systems (KMSs) have been criticized as having a North American bias. The cultural dimension of KMSs, particularly the relationship of learning and culture in KM projects, are rarely discussed. This paper addresses these concerns in a review of the conceptual foundations for KM and by examining implementations of KM projects. Despite the evolutionary changes in how KM is viewed, KMSs, as they have been designed, implemented, and reported, do not appear to provide for cultural diversity among users. Instead, the reports of KMSs indicate that such systems seek to create and maintain a homogeneous organizational culture, and the adoption of such a shared culture appears to be a prerequisite for success. The paper discusses KMSs as systems that exhibit boundary spanning objects and processes in three different categories, and an analysis of reported projects reveals that boundary spanning across national and ethnic boundaries is rare.

scholarly journals Knowledge Management as Support for Innovation of Public Projects

2020 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Camila Marques de Lima ◽  
Flávio De São Pedro Filho ◽  
Elca Pereira da Silva ◽  
Tiago Garcia Araujo ◽  
Francisco Alexandre Bellinassi Paim
Keyword(s):  
Knowledge Management ◽  
Public Projects ◽  
Knowledge Innovation ◽  
Content Analysis Method ◽  
Efficient Performance ◽  
Support For Innovation ◽  
Innovative Thinking ◽  
Technology Product ◽  
Conceptual Foundations ◽  
The Relationship

Knowledge is an important organizational asset and it is essential to ensure efficient performance and competitiveness. Knowledge Management (KM) appears, therefore, as an important tool to guarantee the identification, absorption, creation, sharing and application of organizational knowledge. Innovation is seen as the creation or improvement of methods, practices, technology, product or service. In this scenario, this research had as a general objective to carry out a study of the conceptual foundations of Knowledge Management which are valid for innovation in public projects and as specific objectives to carry out a theoretical-conceptual survey on Knowledge Management, characterize the relationship between Knowledge Management and innovation and point out the valid indications in this study that support the innovation of public projects. The question to be answered was: How can Knowledge Management be used to support innovation in public projects? This research was elaborated through the Content Analysis Method and presented, as a result, the conclusion that the KM process as a whole has practices that aim to create in an organizational environment conducive to the emergence of innovative thinking encouraging the sharing of knowledge and experiences, the search for solutions and making individuals better qualified.

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