Knowledge strategies for enhancing school learning capacity

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to identify the knowledge strategies applied in aided secondary schools in Hong Kong and to explore the predictive relationship between knowledge strategies and school learning capacity. Design/methodology/approach -A cross-sectional quantitative survey was designed to collect data from 427 teachers at 15 aided secondary schools in Hong Kong. Exploratory factor analysis and a structural equation model were applied to explore the factor structure of the latent variables and their relationships. Findings -The results showed that the schools use interpersonal interactive knowledge sharing as their major knowledge strategy. Knowledge retrieval, utilisation and sharing were identified as the predictive factors for individual learning capacity and organisation learning capacity. Practical implications -School administrators could consider the knowledge strategy of cultivating a community of practices in school organisation to develop teacher teaching competency and to enhance school learning capacity for sustainable development. Originality/value -The paper connects research on knowledge management and organisational learning in a school context and explores a knowledge strategy that could be applied effectively in education organisation.

Knowledge Sharing Processes as Critical Enablers for Process Innovation

“…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.…”

Knowledge Sharing Practices as a Basis of Product Innovation: A Case of Higher Education in Iraq

“…Product innovation is enhanced when organisational members exchange information, insights, skills, lessons learned, and experiences [17]. The knowledge-based view suggests that organisations need to generate as well as share knowledge [13], [27]. When knowledge is used, learning takes place which in turn leads to changes of behaviour and innovation [2], [28].…”

Review of Research on Educational Leadership and Management in Hong Kong, 1995–2012: Topographical Analysis of an Emergent Knowledge Base

“…These studies have examined how the intensification of change forces within the school system (e.g., Y. C. Cheng & Walker, 2008) has reshaped the role of school leaders as well as their priorities and daily practice (Y. C. Cheng & Mok, 2007;Kwan, 2011;Lam, 2004;Walker & Ko, 2011). In concert with this focus on organizational change, research has also explored the role of leadership in developing organizational capacity (e.g., Bain, Walker, & Chan, 2011;E. Cheng, 2012;Y.…”