| Abstract | Provided that valuable knowledge is: collected from all existing sources including people, systems, databases, file cabinets, etc.; it is stored, categorized and organized; and it is disseminated to those people and systems that need it; “The right knowledge would reach the right person or system at the right time” (Seiner, 2000) and businesses would be transformed into knowledge organizations and economies into knowledge economies. This is in fact the global business phenomenon of our modern world economy (Malhotra, 2003); or at least we aspire that it will be. The wealth of today’s businesses and modern nations lies on their competences and capabilities as knowledge-based economies (Boisot, 1998).
Higher Education Institutions (HEI) are increasingly exposed to marketplace pressures, in a similar way to other businesses, and the environment in which they are operating today has also changed drastically (Kara & DeShields, 2004), (Cranfield & Taylor, 2008); they experience intense pressure and are required to respond to the global integration (Blose, et al., 2005). The strategic management of knowledge of a university may provide the competitive advantage that universities need and has potentially several benefits to offer to higher education in general. Knowledge Management (KM) which includes management strategies, and methods, as well as the necessary information and communication technologies may potentially leverage intellectual capital and know-how in order that businesses can benefit from gains in human performance and competitiveness. Examples and best practices are available in the literature but very few of them are specific to higher education and involve the use of KM by HEIs. Amongst those who believe that KM has a lot more to offer to Higher Education (HE) is Rowley (Rowley, 2000) who said that “we are a long way from a scenario in which each member of the university community has access to the combined knowledge and wisdom of others in the organization, and has access to that knowledge in a form that suits their particular needs”.
This study was initiated to study KM practices in a HEI and create a case study of a KM implementation specific to a HEI following a stakeholder approach. The HEI under study is the largest (over 5,000 students) private HE institution in Cyprus. While involving all areas required for the successful introduction of KM in a HEI, the study delivers a KM solution to satisfy the need of internal stakeholders, being the administration, faculty and staff members and the students. All aspects of KM are examined in the study which being exploratory in nature carries out an organization-wide survey to explore the HEI’s stakeholders’ perceptions of the “knowledge organization”, their current practices including strategy, leadership style, and culture and their needs and expectations relating to KM. Research objectives are satisfied with the utilization of focus groups and surveys conducted via questionnaires and personal interviews for the collection of both quantitative and qualitative data. As data are analyzed the results and recommended actions lead to a case study which describes the implementation of a kick-off KM project in the HEI. The case study has an explanatory nature and takes the reader through all of the steps, from the initiation to the completion, of the KM project. It may be replicated, customized, and re-used as necessary for other KM implementations in the HEI under study, other HEIs, or other organizations with similar needs. |
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