Wissensmanagement für die ICT-Bildungspartner der höheren Berufsbildung in der Schweiz: Eine Konzeption für ICT-Lehrgänge

The accelerating digitalization of industry and the corresponding rise in demand for qualified ICT professionals in Switzerland underscore the necessity of a more systematic approach to knowledge management within vocational education and training. At the tertiary level, modular ICT training programs offer structural flexibility, but often present challenges related to knowledge continuity, interdisciplinary coherence, and the acquisition of applied competencies.

This dissertation explores how knowledge management can be systematically integrated into ICT education to enhance pedagogical effectiveness and better align graduate qualifications with labor market expectations. Employing a qualitative research design, the study uses expert interviews and content analysis to evaluate current knowledge transfer mechanisms. The findings indicate that, while adaptable, the modular structure often results in compartmentalized learning and hinders the development of a comprehensive understanding across ICT domains.

Barriers to effective knowledge management include institutional resistance to curricular innovation, an overemphasis on theoretical content, and the lack of models for interdisciplinary learning. In response, the dissertation proposes a knowledge management framework tailored to ICT training institutions. This framework promotes coherent knowledge transfer across modules, strengthens interdisciplinary connections, and increases curricular responsiveness to industry standards.

Key components include collaborative learning formats, the implementation of knowledge transformation processes, and the systematic professional development of teaching staff. Together, these elements support a competency-based approach that enables learners to integrate and apply ICT knowledge in authentic professional contexts.

This study contributes to the scholarly discourse on vocational ICT education by highlighting the strategic importance of knowledge management in optimizing educational processes. It also provides actionable insights for policymakers, educators, and industry stakeholders seeking to improve the structural and didactic quality of ICT training in Switzerland.

By adopting the proposed framework, training providers can significantly enhance program quality, address competency gaps, and strengthen the alignment between vocational education and the evolving demands of a complex digital economy. This work thus establishes a conceptual foundation for future research at the intersection of knowledge management, curriculum development, and ICT pedagogy.