The ‘Knowledge-Intensive Development’ Agenda and Equitable Access to Knowledge: Higher Education in Ethiopia

2011 ◽  
Vol 12 (2) ◽  
pp. 35-55 ◽  
Author(s):  
Tebeje Molla
Keyword(s):  
Higher Education ◽  
Equitable Access ◽  
Development Agenda ◽  
Knowledge Intensive ◽  
Access To Knowledge ◽  
Intensive Development

Determining Appropriate Zones for Knowledge Intensive Firms Site Selection Using GIS

2019 ◽  
Vol 10 (1) ◽  
pp. 1-30
Author(s):  
Alireza Mohammadi
Keyword(s):  
Higher Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Site Selection ◽  
Transportation Network ◽  
Theoretical Background ◽  
Analytic Hierarchy ◽  
Information And Communication ◽  
Knowledge Intensive ◽  
Very High

In this study, the integration of fuzzy analytic hierarchy processes (FAHPs) and fuzzy overlays in GIS was used to determine appropriate geographic zones for the establishment of knowledge intensive firms in 22 districts of the Tehran metropolis. According to the theoretical background, a number of criteria were selected for the identification of appropriate geographic zones. The results show that among the selected criteria, proximity to existing knowledge intensity firms, and companies providing information and communication technology (ICT) services, higher education and research centers, being close to convenient transportation network and land use have more important role in the location of firms. According to the findings, among 22 regions, regions 3, 7, 6, 1, 2, 10, 4, 11, and 12 are the most desirable ones for the deployment of firms. Ultimately, regions 6, 7, 3, and 1 have received “very high” priority for the deployment of knowledge intensive firms.

Evaluating Knowledge Management Practices in Higher Education Institutions (HEIs)

2021 ◽  
pp. 221-245
Author(s):  
Fahmi Ibrahim ◽  
Diyana Najwa Ali
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Significant Role ◽  
Management Practices ◽  
Higher Education Institutions ◽  
Vital Role ◽  
Learning And Teaching ◽  
Brunei Darussalam ◽  
Knowledge Management Practices ◽  
Knowledge Intensive

Higher education institutions (HEIs) are in knowledge intensive environments and play a central role in knowledge creation and production through research, learning, and teaching. It is important to consider that knowledge plays a vital role to HEIs and thus could benefit from established KM practices. The aim of this chapter is to evaluate the practices or implementation of knowledge management (KM) within HEIs in the context of Brunei Darussalam. It examines the importance, processes and the challenges or barriers of KM practices. The findings demonstrate that among the HEIs in Brunei that have developed KM initiatives, there are differences in the role and approaches. This verifies that KM is multifaceted concept and contextual in practice. Moreover, the findings revealed how knowledge in theory is managed and conceptualised. In conclusion, KM plays a significant role in HEIs in Brunei Darussalam with a contribution through a conceptual KMPro framework which has the potential to provide a guideline for HEIs practitioners to succeed in KM which was criticised as elusive.

scholarly journals Using Social Media to Enable Staff Knowledge Sharing in Higher Education Institutions

2018 ◽  
Vol 22 ◽  
Author(s):  
Niall Corcoran ◽  
Aidan Duane
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Knowledge Sharing ◽  
Conceptual Model ◽  
Higher Education Institutions ◽  
Action Research Project ◽  
Barriers To Participation ◽  
Enterprise Social Networks ◽  
Social Media Platforms ◽  
Knowledge Intensive

Higher education institutions (HEIs) are knowledge intensive environments by nature. However, the management of organisational knowledge and the promotion of staff knowledge sharing is largely neglected in these institutions. This study examines how enterprise social networks can enable staff knowledge sharing in communities of practice in that context. The study is framed as an Action Research project, covering three cycles over a 12 month period. A conceptual model was developed for empirical testing and data was collected through focus groups and interviews, supplemented by reflective journaling and content analysis. 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. The findings indicate that the barriers to participation are influenced by the prevalent organisation structure and culture, and a divide between faculty and other staff. However, individual benefits that accrue from participation may influence greater participation, and organisational benefits that accrue may influence organisational strategies that drive change in structure and culture to promote the development of the knowledge sharing environment. 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, and the perceived existence of an organisational culture that inhibits staff communication, interaction and collaboration. 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. This study 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.

Towards the Use of Networked Ontologies for Dealing with Knowledge-Intensive Domains

2009 ◽  
pp. 298-320
Author(s):  
Germán Herrero Cárcel
Keyword(s):  
Current Status ◽  
Easy Access ◽  
Case Scenario ◽  
Related Information ◽  
Reference Ontology ◽  
Knowledge Intensive ◽  
Easy Integration ◽  
Access To Knowledge ◽  
Multiple Ontologies

Knowledge intensive sectors, such as the pharmaceutical, have typically to face the problem of dealing with heterogeneous and vast amounts of information. In these scenarios integration, discovery and an easy access to knowledge are the most important factors. The use of semantics to classify meaningfully the information and to bridge the gap between the different representations that different stakeholders have is widely accepted. The problem arises when the ontologies used to model the domain become too large and unmanageable. The current status of the technology does not allow to easily working with this type of ontologies.In this chapter we propose the use of networked ontologies to solve these problems for the particular case scenario of the nomenclature of products in the pharmaceutical sector in Spain. Instead of using a single ontology, the idea is to break the model in several meaningful pieces and bind them together using a networked ontology model for representing and managing relations between multiple ontologies. The semantic nomenclature is a case study that is currently under development in the EC funded FP6 project NeOn1. Among the main objectives of the case study, are helping in the systematization of the creation, maintenance and keeping up-to-date drug-related information, and to allow an easy integration of new drug resources. In order to do that, the case study tackles the engineering of a drug Reference Ontology, the provision of easy mechanisms for discovery, model and mapping of drug resources in a collaborative way, and the ability to reason on the context of user and ontologies to ease the mapping and retrieving processes.

Construction of Knowledge-Intensive organizations in Higher Education

2009 ◽  
pp. 19-29 ◽  
Author(s):  
Juha Kettunen
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Its Region ◽  
Development Projects ◽  
Knowledge And Skills ◽  
Construction Of Knowledge ◽  
External Impact ◽  
Knowledge Intensive Organizations ◽  
Knowledge Intensive ◽  
Innovation Knowledge

The aims of knowledge management are to create knowledge and stimulate innovation. Knowledge management allows the knowledge of an organization to be located, shared, formalized, enhanced and developed. The challenges of knowledge management lie in creating environments that support knowledge sharing, knowledge creation, and innovativeness. This chapter examines challenges faced by Higher education institutions (HEI) in producing innovations and increasing their external impact on their regions. The most valuable assets of HEIs are the knowledge and skills embodied in human capital. The challenges of innovative HEIs can be derived from their customers’ needs, which usually cannot be met within a single discipline. This chapter explores the multidisciplinary development projects at HEIs and presents implications for the organizational structure supporting innovation and engagement of the institution with its region.

scholarly journals Equity, quality and relevance in higher education in Brazil

2004 ◽  
Vol 76 (1) ◽  
pp. 173-188 ◽  
Author(s):  
Simon Schwartzman
Keyword(s):  
Higher Education ◽  
Private Education ◽  
Global Economy ◽  
Social Equity ◽  
Policy Implications ◽  
Quality Of Higher Education ◽  
New Knowledge ◽  
Knowledge Intensive ◽  
Education In Brazil

Brazilian higher education has doubled its size in the 1990s, going from 1.5 million to more than 3 million students in the period. This expansion was mostly due to the growth of private education, which, in 2002, accounted for about two thirds of the enrollment. Is expansion making higher education more accessible to persons coming from the poorer segments of society? Is the quality of higher education suffering by the speed of this expansion? Is Brazil educating enough qualified persons to attend to the country's needs to participate in the new, knowledge-intensive and global economy? What public policies should be implemented, in order to foster the values of social equity and relevance? What are the policy implications of these developments? This article looks at the available evidence, and suggests some answers to these questions.

Through the glass darkly?

1990 ◽  
Vol 13 (2) ◽  
pp. 81-96 ◽  
Author(s):  
Marta Rado ◽  
Lois Foster
Keyword(s):  
Higher Education ◽  
National Policy ◽  
Language Teachers ◽  
Equitable Access ◽  
Qualified Teachers ◽  
Language Courses

Abstract The implementation of the National Policy on Languages depends on a viable infrastructure including qualified teachers, effective methodologies, suitable materials, equitable access to a range of courses and, significantly, some agreement and flexibility within that concensus on the nature and purposes of tertiary language courses. This paper illuminates the various approaches tertiary language teachers have adopted in response to the recommendations of the National Policy, the pressures of the Dawkin’s era in higher education and their view on the value of studying languages. The paper also makes recommendations as to how to reconcile the conflicting views that emerge.

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