Enhancing the teaching‐learning process: a knowledge management approach

Abstract

Purpose -The purpose of this paper is to emphasize the need for knowledge management (KM) in the teaching-learning process in technical educational institutions (TEIs) in India, and to assert the impact of information technology (IT) based KM intervention in the teaching-learning process. Design/methodology/approach -The approach of the paper is basically conceptual and descriptive. The paper studies the role of KM in facilitating knowledge sharing among stakeholders in TEIs in India and elaborates on the need for knowledge management in the teaching-learning process. A KM framework for enhancement of knowledge sharing by the use of shared intellectual repositories (IRs) is proposed for the enhancement of teaching and learning in technical educational institutions in India. Findings -The authors value the impact that KM can have in enhancing the quality of teaching and learning in TEIs, and underscore the need for credible research into the benefits and challenges that the implementation of IT-based KM intervention will provide.Research limitations/implications -The paper emphasizes the urgent need for improvement in quality of education in TEIs in India using the tools and processes of knowledge management. The importance of the proposed framework lies in augmenting the teaching-learning process, improving productivity, enhancing communication among academia, researchers and professionals, enhancing student perception and understanding of subjects, and providing a common platform for pooling individual knowledge towards a common knowledge base. Originality/value -The paper helps academicians to understand the importance of IT-supported KM concepts, tools and practices towards quality teaching and learning. It provides useful inputs to TEIs, which must recognize that implementation of KM will influence knowledge sharing among faculty, researchers, practitioners, experts, professionals and students and enable quality education for students. Furthermore, the development of an IT-based KM system will facilitate the promotion of institutional value in the competitive academic society. However there exists the need to evaluate the proposed framework in TEIs in India.

A study on learning organizations in Indian higher educational institutes

“…Knowledge acquisition takes place in the form of teaching material, question banks, industrial interface, research projects and case studies, whereas input resources are faculty, professionals, researchers and experts. This knowledge gets transformed into documents, databases, rules, tables and graphs (Bhusry and Ranjan, 2012). Further, our results are also in congruence with the study of 200 teachers from Indian private engineering colleges to study the KM orientation and found that KM fosters an innovative culture by creation and sharing of knowledge, thereby developing the center of excellence (Sharma, 2012).…”

“…Working collaboratively in teams can draw forth higher accomplishments in an easy manner. KM is enhanced only when an organization facilitates creation and acquisition, transformation and storage, provides feedback and disseminates the stored knowledge to develop new insights (Bhusry and Ranjan, 2012). First, knowledge is generated in the form of joint projects and benchmarking practices (creation and acquisition); then it is transformed into various forms such as databases and structured documents (transformation and storage); once the knowledge is stored, it is maintained through continuous evaluation (feedback and improvement); and finally, knowledge is deployed in the form of development of new projects (dissemination and usage).…”

Teorias utilizadas nas investigações sobre gestão do conhecimento

“…A gestão do conhecimento é considerada uma estratégia da empresa de melhorar seu desempenho, aumentando a sua competitividade (Bhusry & Ranjan, 2012) e, assim, conferir vantagem competitiva para a organização (Daud, 2012;Hsu & Sabherwal, 2012;Zhao, De Pablos & Qi, 2012;Biasutti & El-Deghaidy, 2012). Uma gestão do conhecimento adequada pode gerar um aumento da produtividade (Bose, 2004), promover a inovação (Ansari, Youshanlouei & Mood, 2012;Hsu & Sabherwal, 2012;Zeide & Liebowitz, 2012), aumentar a eficiência (Hsu & Sabherwal, 2012) e a eficácia (Zeide & Liebowitz, 2012), elevar a colaboração melhorando os níveis de conhecimento dos empregados (Bose, 2004), qualificar processos como o de tomada de decisões (Fugate et al, 2012;Daud, 2012;Al-Sudairy & Vasista, 2012), e moderar as incertezas das empresas em relação aos mercados futuros e qualificar os produtos (Daud, 2012).…”

KNOWLEDGE DONATING & COLLECTING ACTIVITIES AMONGST MULTI-GENERATIONAL FACULTY MEMBERS.

“…In this context, the latest subject matter should be related to facts and concepts given in the books. (Bhusry & Ranjan, 2012)Knowledge should make students not only to pass the exams but also to get them employment. (Bliuc & Goodyear, 2007)Also, these days with the rapid change in technology and other societal changes students demanding education should be imparted to them in innovative ways.…”