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Knowledge Management and Higher Education: A UK Case Study

Desireé Cranfield Orcid Logo, Professor John Taylor

The Electronic Journal of Knowledge Management, Volume: 6, Issue: 2

Swansea University Author: Desireé Cranfield Orcid Logo

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Abstract

This paper presents the initial findings of a case study conducted at seven Higher Education Institutions within the United Kingdom. The Case Study utilizes Stankosky’s Knowledge Management (KM) pillars to enterprise learning – leadership, organization, technology and learning - as a lens to investi...

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Published in: The Electronic Journal of Knowledge Management
ISSN: 1479-4411
Published: 2008
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URI: https://cronfa.swan.ac.uk/Record/cronfa15052
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spelling 2021-08-02T12:06:12.4157156 v2 15052 2013-06-12 Knowledge Management and Higher Education: A UK Case Study 3f8fe4194470d374d18e4738089a6ab1 0000-0002-3082-687X Desireé Cranfield Desireé Cranfield true false 2013-06-12 BBU This paper presents the initial findings of a case study conducted at seven Higher Education Institutions within the United Kingdom. The Case Study utilizes Stankosky’s Knowledge Management (KM) pillars to enterprise learning – leadership, organization, technology and learning - as a lens to investigate and understand Knowledge Management practices and perceptions within Higher Education Institutions, looking at challenges of implementation within this sector. Higher Education Institutions within the United Kingdom are very complex institutions, with diverse backgrounds, history, culture, resources and missions. The University presents itself in today’s knowledge economy with a dichotomy of priorities, one which aims to provide quality teaching and research activity, and the other, to ensure effective and efficient management and administration within an increasingly competitive market. Being a service, non-profit organization ensures that the values of scholarship remain a very important aspect of its mission; yet, the external environment within which HEIs conduct their business today is rapidly changing, forcing HEIs to reflect on how they do ‘business’ given the external pressures they face. This case study uses the Grounded Theory methodology to begin to unpack the issues related to the implementation of Knowledge Management within this context. It focuses on two aspects of the case study – the characteristics of universities and academics that hinder or promote the implementation of KM, and the perceptions of Knowledge Management and its challenges for implementation within the HEI sector. Initial findings are presented. Journal Article The Electronic Journal of Knowledge Management 6 2 100 1479-4411 knowledge management, UK case study, grounded theory, higher education 31 10 2008 2008-10-31 http://www.ejkm.com/volume6/issue2 COLLEGE NANME Business COLLEGE CODE BBU Swansea University 2021-08-02T12:06:12.4157156 2013-06-12T13:01:09.4953856 Faculty of Humanities and Social Sciences School of Management - Business Management Desireé Cranfield 0000-0002-3082-687X 1 Professor John Taylor 2
title Knowledge Management and Higher Education: A UK Case Study
spellingShingle Knowledge Management and Higher Education: A UK Case Study
Desireé Cranfield
title_short Knowledge Management and Higher Education: A UK Case Study
title_full Knowledge Management and Higher Education: A UK Case Study
title_fullStr Knowledge Management and Higher Education: A UK Case Study
title_full_unstemmed Knowledge Management and Higher Education: A UK Case Study
title_sort Knowledge Management and Higher Education: A UK Case Study
author_id_str_mv 3f8fe4194470d374d18e4738089a6ab1
author_id_fullname_str_mv 3f8fe4194470d374d18e4738089a6ab1_***_Desireé Cranfield
author Desireé Cranfield
author2 Desireé Cranfield
Professor John Taylor
format Journal article
container_title The Electronic Journal of Knowledge Management
container_volume 6
container_issue 2
publishDate 2008
institution Swansea University
issn 1479-4411
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
url http://www.ejkm.com/volume6/issue2
document_store_str 0
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description This paper presents the initial findings of a case study conducted at seven Higher Education Institutions within the United Kingdom. The Case Study utilizes Stankosky’s Knowledge Management (KM) pillars to enterprise learning – leadership, organization, technology and learning - as a lens to investigate and understand Knowledge Management practices and perceptions within Higher Education Institutions, looking at challenges of implementation within this sector. Higher Education Institutions within the United Kingdom are very complex institutions, with diverse backgrounds, history, culture, resources and missions. The University presents itself in today’s knowledge economy with a dichotomy of priorities, one which aims to provide quality teaching and research activity, and the other, to ensure effective and efficient management and administration within an increasingly competitive market. Being a service, non-profit organization ensures that the values of scholarship remain a very important aspect of its mission; yet, the external environment within which HEIs conduct their business today is rapidly changing, forcing HEIs to reflect on how they do ‘business’ given the external pressures they face. This case study uses the Grounded Theory methodology to begin to unpack the issues related to the implementation of Knowledge Management within this context. It focuses on two aspects of the case study – the characteristics of universities and academics that hinder or promote the implementation of KM, and the perceptions of Knowledge Management and its challenges for implementation within the HEI sector. Initial findings are presented.
published_date 2008-10-31T03:17:11Z
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score 11.012678

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