Superar los retos que implica abordar la investigación por parte de instituciones educativas, las a través de la Gestión del Conocimiento, como plantean Passaillaigue y Estrada (2016), permite la atención e integración de las nuevas necesidades del entorno global mediante la gestión articulada de las funciones misionales y de las específicas en materia de investigación e innovación. Igualmente favorece la conducción efectiva del conocimiento y su capacidad innovadora, para fortalecer la calidad educativa de la oferta educativa institucional. Ello conlleva la conveniencia de desarrollar un modelo de Gestión del Conocimiento,
Como exponen Trejos y Ayala (2018), la función de investigación se ha convertido en el baluarte de la transformación sociocultural, a través del descubrimiento y la producción de conocimiento. En tal sentido, la función investigativa permea el quehacer formativo intelectual y su “integración, apropiación y participación en lo político, económico, social y cultural” (p.31), convirtiéndose en un componente relevante por la generación de conocimiento y vinculación de las IES con la sociedad en su conjunto.
Article Gestión de la ciencia en la universidad: caso de estudio CUJAE
En este artículo se presenta la forma de establecer un sistema de trabajo para el logro de los resultados científicos que debe caracterizar a una universidad.
Espero le sea de utilidad.
A model is a schematic description or representation of something, especially a phenomenon or system, used to underscore important properties and/or dynamics in a process. Because strengthening research and improving educational quality is a tall order, in the sense that such a goal is too loosely formulated to offer practicable direction for action, it is preferable to investigate why, exactly, higher education institutions might want to manage knowledge. How, what, when, where, and who follow why. The "why" of knowledge management might, for instance, be to: (a) achieve shorter product (or service) development cycles; (b) boost internal and external network connectivity; (c) harness intellectual capital; (d) increase knowledge content in the development and provision of products and services; (e) leverage the expertise of people across the organization; (f) manage business environments so staff can access insights that are appropriate to their work; (g) promote creativity, innovation, and organizational learning; and/or (h) solve intractable problems. From requisite ecological, organizational, and/or technocentric perspectives, once the motives impelling knowledge management initiatives have been made clear, the "how"—thence the what, when, where, and who—of knowledge management can be brought to bear on sundry areas of activity. In higher education institutions, the functional domains of education that might be the object of knowledge management initiatives include (a) administration; (b) admissions; (c) alumni affairs; (d) curriculum development; (e) enrollment planning; (f) faculty; (g) governance; (h) library and information services: (i) performance evaluation of faculty; (j) placement; (k) planning and development; (l) research and development; (m) reporting; (n) student affairs; (o) student counseling; (p) student body; (q) student learning; and (r) teaching and learning processes.
Conference Paper The Why and How of Knowledge Management: Some Applications i...
Presentation The Why and How of Knowledge Management: Some Applications i...
Tacit knowledge must be transformed into explicit knowledge effectively for quality education
To structure a management model, it is necessary to know which are the main functions that are executed within educational institutions, in order to see which are the possible inputs and outputs of the model, it could be said that it can be started with the existing policies within a state and the institution itself, and then move on to how we want the planning, control and execution of activities to be carried out, and finally the outputs that may be framed to solve the problem in this case could be training , the project itself and provide feedback on the aspects that need to be analyzed again, that could in one way or another contribute to strengthening the research and improving the leadership of managers, teachers.
Más información sobre este texto de origen
We have done lots of research and publication the subject of KM. It might be interesting to you to explore https://www.researchgate.net/project/Knowledge-Economy
Hi Maria,
I have developed a generic "driver-enabler-process-knowledge-outcome-framework of KM" that is applicable in different contexts. Perhaps, you can use it to model a specific framework for HE.
Meliha
- Badges
- Science topic
- Similar topics
- Econ
- Innovation Economics
- Innovation