Beginning a journey of knowledge management in a secondary school

2016 ◽  
Vol 20 (2) ◽  
pp. 364-385 ◽  
Author(s):  
Kai Wing Chu
Keyword(s):  
Knowledge Management ◽  
Secondary School ◽  
Knowledge Sharing ◽  
Knowledge Base ◽  
Lesson Study ◽  
Lessons Learned ◽  
Digital Archive ◽  
Case Study Methodology ◽  
Content Type

Purpose Despite the fact that schools should be places where learning occurs, most schools have overlooked the importance of knowledge. In contrast, commercial firms have recognized knowledge as a strategic intangible asset and a key resource of the enterprises. Therefore, enterprises have already harnessed knowledge to a great extent with wide practice of knowledge management (KM). The purpose of this paper is to show that KM could be applied to the education sector similar to the practice in the business world for leveraging intellectual assets. This paper examines how schools can kick off the process of KM implementation. This paper also reports what have been done and what should be done in KM implementation better in a school. This can give insights for schools which will try KM in near future. Design/methodology/approach The paper uses a case study in a secondary school to explore how KM can be kicked off and sustained in a school setting. A KM system called knowledge base and a document management system called Digital Archive were developed to serve as the infrastructure for knowledge sharing. Lesson study and communities of practice (CoPs) were adopted to be the platforms for knowledge sharing among teachers in the school. A case study of the processes and lesson learned was done in this paper. Multiple sources of data, including observations, questionnaires and interviews, have been collected for evaluation. Findings In this paper, KM implementation was found to be effective through dual approaches: information-based and people-/interaction-based approaches. A knowledge base and a Digital Archive as knowledge repositories and lesson study and CoPs as platforms for knowledge sharing have been successfully established to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Challenges faced and the related coping strategies during the process of implementation were shared and reflected. It was also found that building sharing culture is the critical turning point of the process of KM implementation. Breaking through the barrier of sharing was found to be very essential to KM implementation. Research limitations/implications This paper adopts case study methodology to report the process of KM implementation in a school. Although these results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study will be a strong empirical evidence of research of KM implementation, especially in schools. Because of the limited number of prior studies and the importance of the pioneering work of launching KM implementation, this paper tries to address the research gap by using theory building from cases as a research strategy rather than theory testing research, especially in “how”and“why” in the steps of kicking off KM implementation in an unexplored research area. Practical implications This paper shows a case of KM implementation in a school with thoughtful procedures of implementing information-based and people-/interaction-based approaches. The paper is a showcase that will shed light on the processes and lessons learned and also helps to provide a model for schools who are interested in applying KM in their schools. Social implications Most people might think that KM can be applied only in commercial sector. This paper shows that KM can also be adopted in schools as well as other sectors. Originality/value This paper represents one of the pioneering work of implementing KM in a school. It hopes to make contributions for KM implementation also in the public sector within which are non-profit-making organizations.

Knowledge management strategies for sustaining Lesson Study

2019 ◽  
Vol 9 (2) ◽  
pp. 167-178
Author(s):  
Eric C.K. Cheng
Keyword(s):  
Information Technology ◽  
Knowledge Management ◽  
Hong Kong ◽  
Knowledge Sharing ◽  
Lesson Study ◽  
Structural Equation ◽  
Explicit Knowledge ◽  
Relative Effectiveness ◽  
Management Strategies ◽  
Content Type

Purpose The purpose of this paper is explore the relative effectiveness of people-based and information technology-based knowledge management (KM) strategies as implemented by principals in Hong Kong schools to facilitate and sustain Lesson Study for teachers’ knowledge sharing and internalization. Design/methodology/approach Data from 184 principals in Hong Kong were collected by a cross-sectional quantitative survey. Confirmatory factor analysis and reliability tests have been used to examine the constructed validity and reliability of the instrument. A structural equation model was applied to confirm the predictive effect of people-based and information technology-based KM strategies on teachers’ knowledge sharing and internalization through Lesson Study. Findings Results show that people-based KM strategy predicts knowledge sharing and internalization by and among teachers. However, while information technology-based knowledge management strategies predict teachers’ knowledge sharing, they do not predict how effectively they internalize knowledge. Practical implications Cultivating communities of practice, professional learning communities and mentoring schemes in schools can nurture a knowledge-sharing culture to facilitate and sustain Lesson Study for teacher learning. Institutionalizing an information technology system can help teachers to retrieve, share and store the school’s explicit knowledge. Originality/value The paper not only suggests school management strategies and practices for school leaders to facilitate and sustain Lesson Study, but also brings a new research dimension, KM, to the research area.

Leading knowledge management in a secondary school

2016 ◽  
Vol 20 (5) ◽  
pp. 1104-1147 ◽  
Author(s):  
Kai-wing Chu
Keyword(s):  
Knowledge Management ◽  
Knowledge Sharing ◽  
School Environment ◽  
Role Model ◽  
School Setting ◽  
Lessons Learned ◽  
Content Type ◽  
Knowledge Leadership ◽  
Stage 1 ◽  
The Impact

Purpose This paper aims to explore the influence of a principal’s leadership in kicking off knowledge management (KM) implementation and the following KM processes in the school. The author tries to propose a model of knowledge leadership for principals to adopt at the beginning of KM journey and during the process of KM implementation. The paper shares the lessons learned during the process of implementation: what he has done and what should be improved. Thus, this paper can provide a model for school principals to implement KM in their schools. This paper also sheds light for KM researchers about the issue of leadership during KM implementation. Design/methodology/approach The study uses an action research (AR) to explore how the principal’s leadership can enhance KM implementation in a school environment and evaluates the effectiveness of the knowledge leadership framework for KM implementation in a school setting. An insider AR methodology was adopted to study and reflect on the processes of KM implementation and lessons learned. Multiple data sources, including observations, questionnaires and interviews, have been collected for evaluation. Findings In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, the launching of KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of the knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust. In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, launching KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Research limitations/implications Although the results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study might be a reference to other schools for their future development. Because of his unique position as the principal in the researched school, the researcher adopted an insider approach generating value for investigation of KM implementation in this study, as there were multiple mediating processes through which leaders could influence school functioning, and, hence, knowledge sharing or other issues in KM implementation. Practical implications This study could contribute toward KM implementation in the public sector, especially in schools. Moreover, the approaches, the strategies, the processes and the challenges the principal and the school faced can shed light on practice and research for further KM implementation. In addition, although leadership has been commonly regarded as an important factor in KM implementation, few studies have explored the impact of leadership during the KM process. With the principal’s leadership as the main component, this study is important for an analysis of the role of leadership during the process. The framework of knowledge leadership adopted in this study has been tried and evaluated to be applicable and necessary for KM implementation in a school environment. Social implications Most people might think that KM can be applied only in the commercial sector. This study shows that KM can also be adopted in schools and in other sectors. Moreover, it shows that the principal’s leadership was the key driver for KM implementation. The principal’s leadership with clear direction and thoughtful procedures of implementing may be a showcase for the leaders in other sectors. Originality/value Fullan (2002) mentions the essence of KM in schools, the importance of principals’ leadership in the promotion of KM in schools, the moral purpose and knowledge sharing and leadership and sustainability, but he does not provide any practical suggestion for how principals can become knowledge leaders. Therefore, this paper hopes to further propose a model to show how to help a principal transform into a knowledge leader to overcome barriers and difficulties in kicking off KM at the beginning of their KM journey and during the process of KM implementation.

Knowledge Management in a Project Climate

2005 ◽  
pp. 130-137 ◽  
Author(s):  
Elayne Coakes ◽  
Anton Bradburn ◽  
Cathy Black
Keyword(s):  
Knowledge Management ◽  
Knowledge Sharing ◽  
Construction Projects ◽  
Best Practice ◽  
Lessons Learned ◽  
Construction Sites ◽  
Substantial Risk ◽  
Frontline Managers

This case study concerns the company Taylor Woodrow, which is a housing, property, and construction business operating internationally in situations where frontline operations are characterised by project management. Construction projects can sometimes carry substantial risk, and this case examines the role of knowledge management at Taylor Woodrow in minimising the probability of mischance by promoting best practice and lessons learned. The case shows how best practice can be developed through knowledge-sharing facilitated by networks of relationships. Some relationships are external — between the company, its partners, suppliers, and customers. Other relationships are internal — between frontline managers on construction sites and headquarters’ staff. The case study indicates how knowledge is collated and distributed for the mutual benefit of all stakeholders.

Knowledge Management in a Project Climate

2011 ◽  
pp. 2843-2849
Author(s):  
Elayne Coakes ◽  
Anton Bradburn ◽  
Cathy Black
Keyword(s):  
Knowledge Management ◽  
Knowledge Sharing ◽  
Construction Projects ◽  
Best Practice ◽  
Lessons Learned ◽  
Construction Sites ◽  
Substantial Risk ◽  
Frontline Managers

This case study concerns the company Taylor Woodrow, which is a housing, property, and construction business operating internationally in situations where frontline operations are characterised by project management. Construction projects can sometimes carry substantial risk, and this case examines the role of knowledge management at Taylor Woodrow in minimising the probability of mischance by promoting best practice and lessons learned. The case shows how best practice can be developed through knowledge-sharing facilitated by networks of relationships. Some relationships are external — between the company, its partners, suppliers, and customers. Other relationships are internal — between frontline managers on construction sites and headquarters’ staff. The case study indicates how knowledge is collated and distributed for the mutual benefit of all stakeholders.

Communication: the key for an effective interagency collaboration within the bushfire investigation network

2020 ◽  
Vol 9 (3) ◽  
pp. 299-312
Author(s):  
Marco De Sisto ◽  
John Handmer
Keyword(s):  
Knowledge Sharing ◽  
Interagency Collaboration ◽  
Feedback System ◽  
Full Time ◽  
Case Study Methodology ◽  
Content Type ◽  
Face To Face ◽  
Study Methodology

PurposeThe purpose of this study is to identify strengths and weaknesses in knowledge sharing between related post-bushfire investigative agencies. Based on this study, such a sharing of knowledge is essential to enhance collaboration amongst practitioners in the reduction and management of the risk of bushfires.Design/methodology/approachThe authors use a case study methodology; the research design is based on comparative analysis of six post-bushfire investigative departments in Italy and Australia (Victoria). A total of 44 bushfire investigators were interviewed between 2012 and 2013, across the two countries. Using focus groups and face-to-face interviews, the extent and quality of intra- and interagency knowledge sharing is analysed.FindingsDespite the desire to collaborate, there are three main conditions that prevent an effective interagency collaboration within the bushfire investigation network, namely, separation, unidirectionality and interpersonal disengagement. This study finds that knowledge sharing suffers from a missing “feedback system” culture, where agencies give each other feedback with strictly bureaucratic purposes, rather than create an ongoing learning mechanism that develops after every investigation. At agency level, we also find that, sharing investigative knowledge and experience through daily and planned meetings is a standard practice to police members; but this is not found in the fire agencies. When made cross-country comparisons between Australia and Italy, the existence of common courses, joint manuals and the sharing of human resources witnessed in Australia (Victoria) is something that would benefit Italian agencies still trapped in a competitive and jurisdictional mindset. At the same time, Australian agencies might want to reconsider the separation between bushfire suppression and investigation, a distinction that has been made clear in Italy through the creation of full-time bushfire investigator positions.Practical implicationsThis paper contributes to the improvement of interagency collaboration through the development of an investigative “social knowledge”. It reinforces the assumption that, to reduce and effectively manage the risk of bushfires, a combined effort from different stakeholders involved in forensic investigation is necessary.Originality/valueGiven the lack of research undertaken in the area of bushfire investigation, the current paper represents a unique piece of work. It is unusual, not only in identifying the current issues within the bushfire investigation network but also in providing agencies with theoretical and practical insights on how to reduce the extremely high number of bushfires and their risks.

Lesson Study in initial training: an interdisciplinary academic experience. A case study in Spain

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
María José Mayorga Fernández ◽  
Noemí Peña Trapero ◽  
Lourdes De La Rosa Moreno
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Practical Knowledge ◽  
Research Strategy ◽  
Collaborative Action Research ◽  
Initial Training ◽  
Case Study Methodology ◽  
Content Type ◽  
The University

PurposeThis paper focuses on analysis of the incorporation of a Lesson Study cycle within the university training proposal, as a teaching strategy in initial training in the Infant Education Degree.Design/methodology/approachQualitative research was conducted through a case study methodology.FindingsProposing training strategies based on this methodology encourages both the reconstruction of future teachers' practical knowledge and also adequate professional development from initial training.Research limitations/implicationsThe main constraint in the study was the cost-benefit ratio, since this experience has required significant practical and emotional dedication by the people involved, while the expected results have only been partially evident in the students. This would seem to imply that the strategy requires continuity over time in order for future education professionals to take it fully on board.Practical implicationsMore continuity in such experiences would be required in order to fully analyse their actual value. To this end, the experiences need to be more closely related to the university curriculum, and there must be greater coordination between the subjects in order to ensure a holistic approach to LS.Originality/valueThis article sets out an LS experience as a collaborative action-research strategy that promotes the reconstruction of students' practical knowledge and their professional development in initial training.

Corporate universities as knowledge management tools

2017 ◽  
Vol 47 (4) ◽  
pp. 538-554 ◽  
Author(s):  
Enrico Scarso
Keyword(s):  
Knowledge Management ◽  
Management Tools ◽  
Corporate Universities ◽  
Case Study Methodology ◽  
Content Type ◽  
Multiple Case ◽  
Study Methodology ◽  
Practical Implications

Purpose Corporate universities (CUs) are particular educational arrangements that are established in companies to provide specific training to employees. This paper aims to examine the place of CUs in the knowledge-management (KM) field. Particularly, it discusses on how CUs are seen in the KM literature, analyses relevant KM aspects that emerge in CU implementation and management and proposes preliminary classifications based on some fundamental KM notions. Design/methodology/approach Given the novelty of the research, the case study methodology was adopted. In particular, a multiple case-study investigation of CUs implemented in medium-sized companies mainly operating in the northeast of Italy was conducted. The analysed companies were selected according to “maximum variation sampling” approach, which aims at generating maximum meaningful heterogeneity within the chosen sample, to highlight similarities and differences between the cases. Data collection was conducted by means of interviews to key observers, interviews to company managers and analysis of documentary materials. Findings The empirical investigation proves that KM concepts can be pertinent and useful in understanding the design and functioning of CUs. In particular, the study proposes a classification of CUs based on KM notions. Research limitations/implications The study shows that there is a need to conduct further studies to better understand educational arrangements like CUs under a KM viewpoint. Practical implications The analysis and the proposed classification can be of help for CU design and management. In addition, it is suggested that companies must achieve better awareness of the importance of CUs as an effective KM tool. Originality/value The study contributes to deepen our understanding of an issue that, even if is strictly connected with the cognitive aspects of companies, has not been sufficiently analyzed by the knowledge management literature.

scholarly journals Barriers to knowledge sharing in third sector social care: a case study

2016 ◽  
Vol 20 (1) ◽  
pp. 125-145 ◽  
Author(s):  
Lyndsay Bloice ◽  
Simon Burnett
Keyword(s):  
Knowledge Sharing ◽  
Social Service ◽  
Social Care ◽  
Third Sector ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
For Profit ◽  
Not For Profit

Purpose – This paper aims to build on existing theory of knowledge sharing barriers (KSBs) by exploring the concept in the relatively under-researched context of social service not-for-profit organisations. Design/methodology/approach – In this study, case study methodology was used. Practitioner staff members took part in online questionnaires, followed by semi-structured interviews with line management and middle management staff. Secondary sources from the case study organisation were also used in the analysis. The analysis of questionnaire responses alongside responses from semi-structured interviews is compared with extant research into KSBs. Findings – The findings of this study highlight the need to re-examine the KSBs identified in the literature to reflect contexts beyond the private sector. Common barriers were identified, but some found in the case study organisation did not neatly fit into the existing definitions of KSBs. An updated list of KSBs to reflect this social service not-for-profit context is presented. Research limitations/implications – Case studies are often not generalisable; however, the KSB list developed here could be further explored and tested in other third sector organisations. Practical implications – The research raises the question of applicability of current knowledge management (KM) theory and lexicon in the third sector and social care environment. Originality/value – This study provides an insight into KM applicability in a third sector context, which is a relatively under-developed research area.

Dimensions of knowledge governance in a multi-PMO project context

2019 ◽  
Vol 13 (7) ◽  
pp. 1423-1441 ◽  
Author(s):  
Maria Mercedes Martinez Sanz ◽  
Isabel Ortiz-Marcos
Keyword(s):  
Knowledge Sharing ◽  
Business Strategy ◽  
Knowledge Flows ◽  
Governance Mechanisms ◽  
Case Study Methodology ◽  
Content Type ◽  
Knowledge Resources ◽  
Knowledge Governance ◽  
Complex Project

Purpose Knowledge is recognized to be a key asset to achieve the strategic objectives of an organization. To that end, it is necessary to count on governance mechanisms that ensure the alignment between the knowledge resources and processes and the business strategy. Given that knowledge management is often performed by project management offices (PMOs), the purpose of this paper is to explore if the dimensions for PMOs governance suggested in the literature are also valid for knowledge governance and what problems do exist. Design/methodology/approach This research has been done using case study methodology. A large complex project in the IT industry was deeply analyzed. This project brings together most of the elements that can be found in current organizational contexts (e.g. geographical dispersed project teams, multicultural environment, technical complexity, etc.), thus reinforcing the applicability of the results obtained. Findings The study findings indicate that knowledge flows between PMOs take place along the dimensions defined for PMO governance, thus confirming the suitability of those dimensions also for the governance of knowledge. This research also validates the connection between the barriers to knowledge sharing and the knowledge governance mechanisms, and provides empirical evidence of the importance of informal knowledge governance to foster knowledge sharing behaviors. This is of key importance to overcome daily operational issues. The observations made are, in fact, valuable lessons learnt for future projects and a valuable input for further research. Originality/value This study explores the similarities between PMOs governance and knowledge governance in multi-PMO settings on the basis of a case study, thus contributing additional empirical data to the literature. Previous work with this approach has not been found.

Knowledge‐based manufacturing enterprises: evidence from a case study

2008 ◽  
Vol 19 (4) ◽  
pp. 447-468 ◽  
Author(s):  
María P. Salmador Sánchez ◽  
M. Ángeles Palacios
Keyword(s):  
Knowledge Management ◽  
Value Chain ◽  
Oil And Gas ◽  
Participant Observation ◽  
Field Investigation ◽  
Lessons Learned ◽  
Manufacturing Companies ◽  
Content Type ◽  
Major Interest

PurposeThe purpose of this paper is to study how managers in manufacturing firms approach the challenge of knowledge management in their organizations.Design/methodology/approachThe research methodology is an in‐depth case study. The empirical data were collected from an international oil and gas manufacturing company operating in more than 30 countries and leader in Spain and Argentina. The purest form of a longitudinal field study, daily participant observation, was feasible as one of the authors is an executive at the firm studied.FindingsBased on the field investigation, the paper presents the process followed to build a knowledge vision in the company, the first stages of the initiative, the development of new projects, and the lessons learned resulting in the creation of a knowledge management unit, a working model, a strategy, and a set of different projects that were on the basis of the competitive advantage of the organization.Research limitations/implicationsThe perspective proposed in this research should be viewed with some caution, because of the methodological limitations of the present study as the paper drew on detailed descriptions of one organization. The extent to which the local explanation presented develops into a more general framework depends on how well it, or its descendants, explains the “phenomena” in future work.Practical implicationsAnalyzing knowledge management initiatives in manufacturing companies becomes of major interest as it is relevant to further explore how this initiative can help optimize production processes and integrate operational requirements with enterprise‐level decision‐making processes as well as it adding value to customers in the industry at various stages of the value chain such as exploration, in‐bound logistics, technological operations and out‐bound logistics.Originality/valueThe paper is practical in nature and reports on the managerial applications and experiential implications of the matter of study. The research shows the main findings and discusses the main implications as well as future lines of research.

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