The Impact of Knowledge Management on Sustainable Activities of Higher Education Institution

Abstract

The main responsibilities for the European Higher Education Area are based on processes‘ execution through the knowledge, therefore each institution has to evaluate its own knowledge and organize activities implementing these knowledge goals. Knowledge management (KM) is considered one of the main disciplines of the 21st century, which helps organizations to create a competitive advantage, to identify unique knowledge within the organization and to develop further knowledge creation and integration into activities. KM can be analyzed specifically, however it‘s recognized that human resources remain the most important factor, which leads to effective implementation of the stages of KM. Preparing trained staff for the knowledge society and economy, who are able to assess the benefits and importance of knowledge, higher education institutions (HEI) shape the future behavior of future market players, define the need for future competences and values. Following this example, it‘s useful to analyze, how KM processes are integrated into the academic community and which role the KM plays in the development of HEI‘s activity and competence.

Knowledge management initiatives for achieving sustainable development goal 4.7: higher education institutions’ stakeholder perspectives

“…HEIs have to offer programmes and projects where students can use their capability to assess and grade the quality of locally available resources and to provide innovative and creative ideas for industries and businesses (Choi et al , 2008; Roger, 2003; Khalili, 2016; Leal Filho, 2020). Although students and teachers belong to the knowledge community (Thomas et al , 2001; Clair, 2003), they have less opportunity to gain practical knowledge to contribute to society (Ashton, 2004; Adhikari, 2010; Thomas et al , 2001; Grybauskienė et al , 2019; Grover and Davenport, 2001).…”

“…Footing on the work of Probst (1998) and Grybauskien _ e et al (2019), different blocks and statements of KM initiatives can be applied for creating sustainability in HEIs. These blocks contain a statement on whether HEIs teachers and staff know about vision, mission, strategy and objective; whether they can identify, understand and interpret knowledge; whether they can acquire knowledge; whether they engage in the knowledge development process and get support from the institute for this purpose; whether they have opportunity to share acquired knowledge, good practices and the value of personal achievements; whether HEIs have repositories to retain knowledge; evaluating how knowledge is obtained and used in practice, and analysis of teachers' professional activities.…”

“…Their findings show that the knowledge transfer partnership can be effective in the exchange of knowledge among these stakeholders, resulting in the generation of knowledge for sustainable development. Through organizational activities, HEIs have to build partnerships with stakeholders and society to create a knowledge community where teachers, students, researchers, leaders, unions and employees work together to discover, share and manipulate knowledge and interact with similar other knowledge communities (Thomas et al, 2001;Grybauskien _ e et al, 2019). Elezi (2021) suggests a conceptual framework for the development of HEI partnerships for knowledge development to play civic roles comprising five categories:…”

“…Their findings show that the knowledge transfer partnership can be effective in the exchange of knowledge among these stakeholders, resulting in the generation of knowledge for sustainable development. Through organizational activities, HEIs have to build partnerships with stakeholders and society to create a knowledge community where teachers, students, researchers, leaders, unions and employees work together to discover, share and manipulate knowledge and interact with similar other knowledge communities (Thomas et al , 2001; Grybauskienė et al , 2019). Elezi (2021) suggests a conceptual framework for the development of HEI partnerships for knowledge development to play civic roles comprising five categories: behavioural constructs of KM such as culture, trust, absorptive capacities and communication; individual institutional constructs to enable HEIs to join the partnership and perform at the highest level; partnership factors to be considered at a strategic level to ensure collaboration with the partners; knowledge activities set to support knowledge transfer across the partners; and contextual factors such as economic, social and political situations that have a possible influence on knowledge creation and dissemination. …”

Transformations of Global Cooperation Processes as a Strategy of Sustainable Social Development in the Context of Research and Education

“…In modern globalism, an imitative homeostatic avalanche-like model of crisis degradation of a society, living in line with the principles of consumption, has been formed, threatening by falling intelligence development below the critical mark and consequently by cessation of technological progress and sharp increase of mortality compared to births [3,4]. This presupposes an urgent need to develop an institutional approach in social cognition and social philosophy.…”