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Knowledge Sharing and Knowledge Café's: A Case Study in Higher Education

Desireé Cranfield Orcid Logo, I.M.Venter, Sue Evans, Ellen Spender

ECKM 2022 : 23rd European Conference on Knowledge Management

Swansea University Authors: Desireé Cranfield Orcid Logo, Sue Evans, Ellen Spender

Abstract

Higher Education Institutions are knowledge intensive institutions. Academics are considered knowledge workers within a knowledge society, with a remit to create and transfer knowledge to their students, as well as to distribute and share the knowledge created from research undertaken. These forms o...

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Published in: ECKM 2022 : 23rd European Conference on Knowledge Management
Published: 2022
Online Access: https://www.academic-conferences.org/conferences/eckm/
URI: https://cronfa.swan.ac.uk/Record/cronfa61183
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Academics are considered knowledge workers within a knowledge society, with a remit to create and transfer knowledge to their students, as well as to distribute and share the knowledge created from research undertaken. These forms of knowledge sharing within Higher Education Institutions happen as part of the role of an educator and an academic. Knowledge sharing between academics is not as commonplace as sharing explicit knowledge. The academic culture within Higher Education can be quite hierarchical, competitive, and individualistic, where the focus for career advancement is on research and publishing, although a renewed focus on teaching quality, is also a performance measurement tool. For new and relatively new staff, the academic context can be perceived as highly individualised, and self&#x2010;directed. Most newcomers to academia initially operate not being aware of the complexity of its rules of interaction. There are several barriers to knowledge sharing at a personal level within this context. Given these challenges, it is important for new academics, as well as seasoned academics in the United Kingdom context, to understand the value of sharing practices through informal conversations, which inspired this project. As a funded project titled, &#x201C;Improving student engagement and satisfaction by sharing best practices&#x201D;, the project had a three-fold set of objectives: 1). To undertake initial research to understand knowledge sharing practices at Higher Education institutions, 2). To provide opportunities for knowledge sharing via the implementation of three Knowledge Caf&#xE9;s, and 3). To disseminate research and lessons learnt around the sharing of teaching best practices. This case study presents one of the three arms of the project, which is the implementation of the Knowledge Caf&#xE9;s within a Higher Education Institution, at Swansea University. The impact of the radical shift from a face-to-face environment to a virtual space, the perception of the personal value of the Knowledge Caf&#xE9;s, and how it was experienced by the Desire&#xE9; J Cranfield et al30participants, is explored. The idea of the knowledge caf&#xE9; progressed and further developed into special sessions being delivered at two international conferences: 1) The 14th Annual International Conference of Education, Research, and Innovation 2021 (virtual), and 2) The 14th Annual International Conference on Education and New Learning Technologies (face-to-face, Spain). Initial surveys conducted of the Knowledge Caf&#xE9;s suggests that these opportunities to informally have conversations around teaching best practice and their experience of online teaching was valued, and its benefits understood. 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spelling 2022-09-26T14:03:36.3395917 v2 61183 2022-09-12 Knowledge Sharing and Knowledge Café's: A Case Study in Higher Education 3f8fe4194470d374d18e4738089a6ab1 0000-0002-3082-687X Desireé Cranfield Desireé Cranfield true false 22f3f07ad0ea2e815f3956e2a33a2192 Sue Evans Sue Evans true false 2783c6b92fb55e86c7df55412d2060c7 Ellen Spender Ellen Spender true false 2022-09-12 BBU Higher Education Institutions are knowledge intensive institutions. Academics are considered knowledge workers within a knowledge society, with a remit to create and transfer knowledge to their students, as well as to distribute and share the knowledge created from research undertaken. These forms of knowledge sharing within Higher Education Institutions happen as part of the role of an educator and an academic. Knowledge sharing between academics is not as commonplace as sharing explicit knowledge. The academic culture within Higher Education can be quite hierarchical, competitive, and individualistic, where the focus for career advancement is on research and publishing, although a renewed focus on teaching quality, is also a performance measurement tool. For new and relatively new staff, the academic context can be perceived as highly individualised, and self‐directed. Most newcomers to academia initially operate not being aware of the complexity of its rules of interaction. There are several barriers to knowledge sharing at a personal level within this context. Given these challenges, it is important for new academics, as well as seasoned academics in the United Kingdom context, to understand the value of sharing practices through informal conversations, which inspired this project. As a funded project titled, “Improving student engagement and satisfaction by sharing best practices”, the project had a three-fold set of objectives: 1). To undertake initial research to understand knowledge sharing practices at Higher Education institutions, 2). To provide opportunities for knowledge sharing via the implementation of three Knowledge Cafés, and 3). To disseminate research and lessons learnt around the sharing of teaching best practices. This case study presents one of the three arms of the project, which is the implementation of the Knowledge Cafés within a Higher Education Institution, at Swansea University. The impact of the radical shift from a face-to-face environment to a virtual space, the perception of the personal value of the Knowledge Cafés, and how it was experienced by the Desireé J Cranfield et al30participants, is explored. The idea of the knowledge café progressed and further developed into special sessions being delivered at two international conferences: 1) The 14th Annual International Conference of Education, Research, and Innovation 2021 (virtual), and 2) The 14th Annual International Conference on Education and New Learning Technologies (face-to-face, Spain). Initial surveys conducted of the Knowledge Cafés suggests that these opportunities to informally have conversations around teaching best practice and their experience of online teaching was valued, and its benefits understood. Several determinants for the success of knowledge sharing, within this context, are revealed. Conference Paper/Proceeding/Abstract ECKM 2022 : 23rd European Conference on Knowledge Management 28 8 2022 2022-08-28 https://www.academic-conferences.org/conferences/eckm/ COLLEGE NANME Business COLLEGE CODE BBU Swansea University 2022-09-26T14:03:36.3395917 2022-09-12T12:53:20.4096732 Faculty of Humanities and Social Sciences School of Management - Business Management Desireé Cranfield 0000-0002-3082-687X 1 I.M.Venter 2 Sue Evans 3 Ellen Spender 4 61183__25114__d4defddf2465484aa594fce4cb097bed.pdf Case study presentation_IV.pdf 2022-09-12T13:19:06.5042985 Output 1849727 application/pdf Author's Original true false
title Knowledge Sharing and Knowledge Café's: A Case Study in Higher Education
spellingShingle Knowledge Sharing and Knowledge Café's: A Case Study in Higher Education
Desireé Cranfield
Sue Evans
Ellen Spender
title_short Knowledge Sharing and Knowledge Café's: A Case Study in Higher Education
title_full Knowledge Sharing and Knowledge Café's: A Case Study in Higher Education
title_fullStr Knowledge Sharing and Knowledge Café's: A Case Study in Higher Education
title_full_unstemmed Knowledge Sharing and Knowledge Café's: A Case Study in Higher Education
title_sort Knowledge Sharing and Knowledge Café's: A Case Study in Higher Education
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2783c6b92fb55e86c7df55412d2060c7_***_Ellen Spender
author Desireé Cranfield
Sue Evans
Ellen Spender
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I.M.Venter
Sue Evans
Ellen Spender
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description Higher Education Institutions are knowledge intensive institutions. Academics are considered knowledge workers within a knowledge society, with a remit to create and transfer knowledge to their students, as well as to distribute and share the knowledge created from research undertaken. These forms of knowledge sharing within Higher Education Institutions happen as part of the role of an educator and an academic. Knowledge sharing between academics is not as commonplace as sharing explicit knowledge. The academic culture within Higher Education can be quite hierarchical, competitive, and individualistic, where the focus for career advancement is on research and publishing, although a renewed focus on teaching quality, is also a performance measurement tool. For new and relatively new staff, the academic context can be perceived as highly individualised, and self‐directed. Most newcomers to academia initially operate not being aware of the complexity of its rules of interaction. There are several barriers to knowledge sharing at a personal level within this context. Given these challenges, it is important for new academics, as well as seasoned academics in the United Kingdom context, to understand the value of sharing practices through informal conversations, which inspired this project. As a funded project titled, “Improving student engagement and satisfaction by sharing best practices”, the project had a three-fold set of objectives: 1). To undertake initial research to understand knowledge sharing practices at Higher Education institutions, 2). To provide opportunities for knowledge sharing via the implementation of three Knowledge Cafés, and 3). To disseminate research and lessons learnt around the sharing of teaching best practices. This case study presents one of the three arms of the project, which is the implementation of the Knowledge Cafés within a Higher Education Institution, at Swansea University. The impact of the radical shift from a face-to-face environment to a virtual space, the perception of the personal value of the Knowledge Cafés, and how it was experienced by the Desireé J Cranfield et al30participants, is explored. The idea of the knowledge café progressed and further developed into special sessions being delivered at two international conferences: 1) The 14th Annual International Conference of Education, Research, and Innovation 2021 (virtual), and 2) The 14th Annual International Conference on Education and New Learning Technologies (face-to-face, Spain). Initial surveys conducted of the Knowledge Cafés suggests that these opportunities to informally have conversations around teaching best practice and their experience of online teaching was valued, and its benefits understood. Several determinants for the success of knowledge sharing, within this context, are revealed.
published_date 2022-08-28T04:17:33Z
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