Levy (2011) paints a possible scenario, where Knowledge Management will – similar to the personal computer revolution – “experience a decentralizing revolution that gives more power and autonomy to individuals and self-organized groups” and stresses the “need for a personal discipline for collection, filtering and creative connection (among data, among people, and between people and data flows)”. Accordingly, he envisages the encouragement of autonomous personal knowledge management capacities in students as “one of the most important functions of teaching, from elementary school to the different levels of university”.
By the same token, Bedford (2013) emphasizes: “Just as business, engineering and science education were key contributors to the development of advanced industrial economies in the 20th century, KM education will provide key opportunities for growing a 21st century knowledge economy.”
So, to what extent have our educational institutions taken this advice on board and what are, in your opinion, the best ways to bridge any existing gaps?
- Bedford, DAD (2013). Knowledge management education and training in academic institutions in 2012. Journal of Information & Knowledge Management, Vol. 12, No. 4.
- Levy, P. (2011). The Semantic Sphere 1. Wiley.
Dear Ulrich Schmitt, you have really highlighted the cause of concern in education specially the knowledge management. Practically it has been seen that when the graduate comes in practical life, the knowledge gained by him/her not only missing but unable to cope the confronting situation.
Our teachers emphasized on concept base and practical knowledge related to the field and abbreviations were forced to remember for knowledge management for student perspective. For example as we use words SMART (Specific, Measurable, Attainable, Realistic, Time Bounded), SLEPT-C (Social Legal, Economical, Political, Technological, Cultural), KISS (Keep it short and Simple), KSA (Knowledge, Skills, Abilities), So, to learn by heart the relevant subject we can develop the words in local language that could provide the description of the subject. This is the only short cut of knowledge management without taking long notes or writing diaries. Best of Luck. Mubarak
Hi, I did my research in Knowledge Management and Organizational Culture between 2010 and 2014. One of my favorite topics was personal knowledge management and information literacy, however, to my surprise, I found that KM is a topic that has been highly neglected by the academia in terms of implementing them. I had hardly come across any university or educational institutions across the globe that has harnessed the benefits of KM. Most of them only teach KM, but don't practice it. It's high time the academia include KM in their business proposal and start implementing them.
Hello to all, how to practice KM at Universities is very difficult question. It comes from two main reasons:
1. KM has no exact mathematical definition, so here is many ways how to do it. KM in practice means: the will - to be better, constant effort to work towards the goal, to find not only new technologies, new approaches, but time to time use also "old good methods" etc.
2. KM concerns the people, not only business, not only the technologies. KM is concept which included business management, technologies, knowledge (may be AI) but also psychology.....
I know a university, where the effort of some people leads to implementing good KM practice into University, but: our ministry gives many limitations, formal instructions, EU needs also many bureaucracy and then the people spend a lot of time with formal issues. Also the teachers....
State universities have a big problem also with formal limitations and also with thinking of many people. Many of teachers are focused on their own career (it brings them their prestige and money too), not on the aim how to lead the young people not only from professional side, but also from practical, human side (to be a good in job means also to be a "good character" for concrete job).
Also many students need only "a diploma" not knowledge, because they have a bad "pattern" which is oriented again only on the own career, not to knowledge, which we use for building something good for society....
May be it is only problem of post-socialistic countries :) I do not know.
KM is concerning people. And set of people is never homogeneous :), but to routing in this "set" must be the same for each element: to be a better in my professional way and in my personal human being :) And it is very, very hard work ;), Eva
Thank you, Eva, Kumaresan, and Mubarak. Because of the lack of computerized tools, I have been developing my own knowledge management system over the years, used personally for career support as a management consultant, scholar, professor, and academic manager. Recent advances in development and hosting platforms, however, have now provided a viable opportunity for innovation and its conversion into an application serving a wider audience and multiple platforms.
Having worked and studied at 10 state and independent universities, I am particular sorry for the students. If the knowledge society with its innovation and development agendas is so important, why do the aspiring knowledge worker still not have the personal productivity tools they so urgently need? Instead, they are faced with an ever-increasing information abundance and redundancies, changing spheres of work, widening digital and innovation divides, with growing responsibilities regarding their own self-development.
Among my many recent publications on the topic, I recently (WorldUniversities Forum: Making Personal Knowledge Management Part and Parcel of Higher Education Programs and Services Portfolios) explored the hypothetical question: “In light of the changing settings of study and work, what if an institute of higher learning would not only succeed in accomplishing the learning outcomes set, but also provide its staff, students and graduates with the conceptual and technological means for a Personal Knowledge Management System (PKMS) whose backing and support would encompass the full life span of an individual’s academic and professional career?”
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