Towards a Curriculum Framework for Developing Teachers’ Personal Knowledge Management Competencies

Cheng, Eric C. K.; Chan, Sonia; Wan, Zhi Hong; Hung, Vincent; Lim, Cher Ping; Lai, Yiu Chi; Chan, T. M.; Tam, Chui-Ling

doi:10.18768/ijaedu.98239

Cited by 5 publications

(5 citation statements)

References 9 publications

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“…Cheong and Tsui (2010) explored the roles and values of PKM and found that both individuals and organizations improved their competencies by using PKM. Cheng et al (2015) believe that PKM supports knowledge creation. A report by Ismail et al (2011) showed that knowledge workers manage personal knowledge through the process of retrieval, understanding and analyzing, sharing and connecting.…”

Section: The Review Of Related Studiesmentioning

confidence: 99%

Demographic differences in using knowledge creation tools among faculty members

Kaba

Ramaiah

2017

JKM

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Purpose The purpose of this study is to investigate and analyze demographic differences in using knowledge creation tools among faculty members. It also attempts to identify the most knowledge creation tool used by the participants. The tools comprised of 13 items including data mining, metadata, classifications, expert profiling, Mashup and blogs. Design/methodology/approach Data were collected through an online survey questionnaire. A total of 300 faculty members from 26 universities and colleges accredited by the UAE Ministry of High Education participated in the study. The t-test and analysis of variance (ANOVA) test are used to validate the stated hypotheses. Findings The study found personal knowledge management to be the most used knowledge creation tool among the faculty members, followed by authoring tools and templates. Findings of the study indicate statistically no significant difference in using knowledge creation tools with respect to gender, qualification, academic rank, teaching experience and institutional affiliation. These findings support the stated null hypotheses (H1, H3, H4, H6 and H8) and suggest that the use of knowledge creation tools is independent from these variables. However, the results showed statistically a significant age group difference, academic specialization and research experience in using knowledge creation tools. The findings reject the assumed hypotheses (H2, H5 and H7) and suggest the impact of these variables on the use of knowledge creation tools. Research limitations/implications The paper is based on the data collected through a survey questionnaire. Future studies may combine quantitative and qualitative data collection methods for the purpose of comparison and in-depth analysis. Practical implications Findings could be an important reference for knowledge management officers and knowledge intensive organizations and institutions to develop knowledge creation tools and promote usage among knowledge workers. Originality/value The paper represents one of the very few empirical studies conducted on the use of knowledge creation tools. Findings of the study may contribute to the process of knowledge creation among faculty members and also to the improvement of knowledge management in the academic environment and other knowledge organizations.

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Section: The Review Of Related Studiesmentioning

confidence: 99%

Demographic differences in using knowledge creation tools among faculty members

Kaba

Ramaiah

2017

JKM

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“…Lifelong learning, international collaboration, and communication are among them. Research reveals that learning must be collaborative as well as collective, with new paths for knowledge advancement [21][22][23]. In terms of curriculum, learning must concentrate on curriculum change, recognise what the curriculum changes are and what they signify, understand how to respond to curriculum changes, and finally develop a practice to meet the curriculum objectives [19].…”

Section: Future Curriculummentioning

confidence: 99%

Predicting Learners’ Agility and Readiness for Future Learning Ecosystem

et al. 2022

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Agility and future readiness are fundamental 21st-century skills that could guide university students globally to thriving and benefiting from a VUCA—volatile, uncertain, complex, and ambiguous—world. The ability to respond flexibly, make informed decisions, and adapt to rapid change reflects future-readiness capabilities. However, little is known about the empirical role of the university curriculum, learning ecosystem, and learning experience as perceived by university students in developing these skills. Therefore, we analysed data collected from 209 Malaysian university students from 16 universities to assess whether these three pertinent factors impact the students’ learning agility and determine how well learning agility predicts learners’ future readiness. The present study empirically assessed a theoretical model using a partial least squares structural equation modelling (PLS-SEM) approach. The analysis supported all the hypotheses proposed in this study, which implies that the extended model could effectively predict learners’ agility and future readiness. The results revealed that the university learning experience, ecosystem, and curriculum positively, directly, and significantly affected learning agility and future readiness. Furthermore, the findings showed that student agility significantly mediated the relationships between the student learning experience, university learning ecosystem, and curriculum and student future readiness. Taken together, these results highlight the importance of a future-ready education nurtured by a vibrant learning ecosystem that delivers lasting values and experiences for students and communities to appreciate the opportunities for a challenging yet exciting future offered by a VUCA environment. The established empirical model describing the empirical interplays between these correlates could, in turn, aid better evidence-based policy making in higher education.

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“…Unlike organizations, individuals have their own method of managing knowledge. According to Cheng et al (2015), PKM is an intertwined macro-competency that involves cognitive, metacognitive, information, social and learning competencies. A study by Cheong and Tsui (2010) investigated the important of PKM at both individual and organizational levels.…”

Section: Using Knowledge Creation Toolsmentioning

confidence: 99%

Predicting knowledge creation through the use of knowledge acquisition tools and reading knowledge sources

Kaba

Ramaiah

2020

VJIKMS

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Purpose The purpose of this research paper is to report about an investigation on the relationship between knowledge acquisition and knowledge creation to find out whether knowledge acquisition can predict knowledge creation. The study measures the concept of knowledge acquisition through the faculty use of knowledge acquisition tools and reading knowledge sources while measuring the concept of knowledge creation through the faculty use of knowledge creation tools and publishing knowledge sources. Design/methodology/approach The population of the study is faculty members in the United Arab Emirates (UAE). The sample of the population consisted of 300 faculty members affiliated with 26 universities and colleges. Data was collected from the sample through questionnaire instrument. Stated hypotheses and Mathew’s theory of knowledge consumption–production correlation are tested and verified through correlation matrix and regression analysis. Findings Findings of the study revealed that the use of knowledge acquisition tools by faculty members has a positive effect on the use of knowledge creation tools and on publishing knowledge sources. Likewise, reading knowledge sources appeared to have a positive impact on the use of knowledge creation tools and publishing knowledge sources. Accordingly, the study confirmed the stated four hypotheses. Moreover, the results of the study supported the theory of knowledge consumption–production correlation and strongly confirmed the prediction of knowledge creation through the use of information and communication technology (ICT) tools for knowledge acquisition and reading knowledge sources. Practical implications Findings of the study appeal to the decision-makers and stakeholders of academic institutions to make effective investment in ICT facilities and knowledge sources to improve knowledge creation among faculty members. Originality/value Not many studies have investigated how knowledge acquisition can predict knowledge creation in the academic environment. This paper contributes to the understanding of the relationship between knowledge acquisition and knowledge creation in academic settings. Findings of the study can be an important reference for providing and improving knowledge sources, knowledge acquisition tools and knowledge creation tools in the academic environment.

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Towards a Curriculum Framework for Developing Teachers’ Personal Knowledge Management Competencies

Cited by 5 publications

References 9 publications

Demographic differences in using knowledge creation tools among faculty members

Demographic differences in using knowledge creation tools among faculty members

Predicting Learners’ Agility and Readiness for Future Learning Ecosystem

Predicting knowledge creation through the use of knowledge acquisition tools and reading knowledge sources

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