This paper presents and discusses the use of knowledge management to support innovation in higher education institutions (HEI). The study was conducted at Brasil-STHEM Consortium - a network of Brazilian higher education institutions that work together in the implementation of innovation in their teaching and learning practises. 29 HEI participated in the study that was designed as an exploratory research and used the Asian Productivity Association (APO) knowledge management maturity level assessment tool as a framework for data collection and analysis. Results demonstrate that there was openness for knowledge management and that there is technological infrastructure available for this to happen, but found little evidence of the systematic use of knowledge management practices. The study contributes to research and practise in education management by proposing the use of KM theory and tools to understand how knowledge being generated by higher education institutions can be identified, stored, shared, created and applied in order to amplify its impact to educational change and innovation.
Purpose: The purpose of this paper is to understand knowledge sharing practices used by communities of practice which have their points of contact spread geographically. These communities, denominated “multi-allocated Communities of Practice” (CoPs), need to use specific practices to share their knowledge. Methodology: Integrative review of articles accessed at the databases: Scopus, Web of Science and SciELO. The articles were analyzed by means of thematic analysis.Originality: Intraorganizational CoPs and their knowledge sharing initiatives have been widely studied. However, multi-allocated CoPs and their knowledge sharing practices still lack study. Findings: Four dimensions of knowledge sharing practices were identified and discussed: "Integrative place", "From takers to knowledge sharers", "Promoting connections" and "Implementing and sustaining”.Contributions: This article presents contributions in two main aspects: 1) the dimensions which were identified can offer subsidies for the analysis of processes of knowledge sharing in communities of practice of this nature and 2) presented practices can collaborate with the qualification and enrichment of knowledge sharing practices in new or existing multi-allocated CoPs projects.Conclusions: There is no standard array of knowledge sharing practices in multi-allocated CoPs. The common denominator is that the choice of these practices must take in consideration the objectives of the community, it´s members´ characteristics, the nature of knowledge to be shared, as well as knowledge sharing channels and resources that are available.
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