Critical Factors of Implementing Knowledge Management in School Environment: A Qualitative Study in Hong Kong

Leung, C. H.

doi:10.3923/rjit.2010.66.80

Cited by 33 publications

(26 citation statements)

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“…These findings support the assertions of previous studies such as those of Leung [42] and Cheng [43], who both indicated that promoting KS practice within an educational environment helps members of staff to discuss different ideas about teaching methods, experiences, and skills that could increase the effectiveness of teaching and learning performance, thus supporting process innovation. The findings are also congruent with Ferraresi et al [44], who argued that KM processes, namely capturing, sharing, and application, can enhance innovation through the strategic orientation of the organisation.…”

Section: Discussionsupporting

confidence: 81%

Knowledge Sharing Processes as Critical Enablers for Process Innovation

Al-Husseini¹,

Elbeltagi²,

Dosa³

2015

IJCH

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Abstract-The higher education sector today are facing global challenges from the rapid technological change and increased demands of today's world. Academic institutions need to develop their abilities and respond to these demands like business organisations. Knowledge and knowledge sharing are considered the main critical forces for business success and the key to enhancing innovation. Knowledge sharing is considered to be the foundation of learning and research at academic institutions and to play a key role in developing the innovation of universities.This research seeks to examine the impact of knowledge sharing processes (donating and collecting) on process innovation. A total of 252 usable questionnaires were collected from public higher education institutions in Iraq. Structural equation modelling with AMOS 21 confirmed the importance of knowledge sharing in developing innovation in higher education. Guidelines are developed for academics as well as leaders, and evidence is provided in support of the use of knowledge sharing to enhance process innovation within higher education in developing countries, particularly Iraq.

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Section: Discussionsupporting

confidence: 81%

Knowledge Sharing Processes as Critical Enablers for Process Innovation

Al-Husseini¹,

Elbeltagi²,

Dosa³

2015

IJCH

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“…Of course, some studies have been done by some researchers, including (Abdolvahab et al, 2009;Rabbani et al, 2006;Parsa Yekta et al, 2005;Barazandeh-Tehrani et al, 2006) but none of them has addressed internal evaluation of health care management department of Allied Medical Sciences faculty of Tehran University of Medical Sciences. To do internal evaluation of the department, the researchers used a native pattern based on usual international patterns (Farzianpour and Bazargan, 1999;Leung, 2010).…”

Section: Introductionmentioning

confidence: 99%

Program Evaluation of Health Care Management: Is it adjusted for Students Needs?

Farzianpour¹

2011

American Journal of Economics and Business Administration

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Problem statement:Since improving the quality of high education is the final purpose of educational evaluation and an internal evaluation can make it possible to judge the quality of high education and achieve the goal of educational systems, in this study an internal evaluation in health care management department of Allied Medical Sciences Faculty of Tehran University of Medical Sciences, which is responsible for training health care management Students, was conducted. Approach: The study was a descriptive and cross-sectional one which was done in an applied manner in health care management department in 2006. The participants in the study included the manager of the department, the members of evaluation committee (3 people), Faculty board members (5 people), all the students, graduate students (20 people) and four experts. Nine questions were the tool used in the study. The questions were approved, considering reliability and validity, by means of the internal evaluation software of ministry of health, treatment and medical education. Regarding final approvement, 85-percent Cronoch , s alpha was obtained. To score the questions in the questionnaire, the researchers used likert choice scale (from completely undesirable to completely desirable). At the end, the data were analyzed using descriptive statistics and SPSS software. Results: Findings indicated that the faculty board members had the highest utility (70%) and the research factor the lowest (36.6%). Conclusion: Considering the factors evaluated, the utility of the department under study was rather high. The SWOT analysis shows that the department can obtain higher scores in later evaluations.

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“…The results of this study are consistent with the findings from Leung (2010), who reviewed teachers' perceptions of knowledge management. In Leung's study, knowledge creation and acquisition by teachers were ignored, which is also a major category in our study and one of the indicators for the low PKM maturity level of the faculty [26]. PKM skills were considered among causal conditions.…”

Section: Discussionmentioning

confidence: 99%

Elaborating on the pedagogical knowledge management process in clinical education: A grounded theory study

Ramazanzade

Ayati

Abedi

et al. 2020

Preprint

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Background: Pedagogical knowledge management (PKM) is contributory to professional development and the promotion of clinical education quality. An efficient PKM requires understanding the associated process and dimensions in clinical education. Therefore, this study aimed to explain the theoretical process of PKM.Methods: This qualitative study used a grounded theory approach. The participants comprised 27 clinical teachers, who were affiliated with Birjand University of Medical Sciences and had the required experience or knowledge about medical education. They were selected via a purposive, theoretical sampling method and went through semi-structured interviews. The interviews were analyzed based on Corbin and Strauss’s analytical approach (2008) through constant comparison of the data until the classes were saturated, and the grounded theory emerged. Ultimately, the rigor and trustworthiness of the research were assessed based on Lincoln and Guba’s criteria.Results: From the data analysis, 3615 primary codes and 7 core categories emerged. The results indicated that a psychosocial process governs the PKM of the faculty, which is affected by personal egos, inadequate and inappropriate learning of pedagogical knowledge, empirical practice, imbalance between multiple teacher tasks in clinical education due to the dominance of treatment over education, inappropriate knowledge organization and storage, and lack of optimal time management. Obvious consequences include the inability to create and apply pedagogical knowledge and clinical training based on trial and error.Conclusions: The results of this article can be used for policy-making in clinical education to promote the PKM platforms, which ultimately leads to quality clinical education and community health promotion.

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Critical Factors of Implementing Knowledge Management in School Environment: A Qualitative Study in Hong Kong

Cited by 33 publications

References 1 publication

Knowledge Sharing Processes as Critical Enablers for Process Innovation

Knowledge Sharing Processes as Critical Enablers for Process Innovation

Program Evaluation of Health Care Management: Is it adjusted for Students Needs?

Elaborating on the pedagogical knowledge management process in clinical education: A grounded theory study

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