Knowledge Management in Higher Education Institutions

The emphasis in this article is perhaps a little different from most
text on Knowledge Management for addressing the issue in higher
education institutions and not in companies. There is little written
about this and it is not uncommon to find IES that are concerned by
the knowledge that can or should generate in them nor for his
capture for broadcast.
The objectives of this paper are:
1. Move aspects of knowledge management
that “they supposed” are handled in the companies Institutions
of Higher Education. I say “supposed” because there is a lot of
theory about it, but in practice is still very little industry where it
already should all possible intellectual capital being used.
2. Consider new aspects on Knowledge Management in the curricula of
higher education institutions.
3. Provide teachers and students about how to manage knowledge
individually and institutionally.
The topics to be presented are:
• Ideology of the conference.
• Conceptualisation of Knowledge Management.
• Competitiveness.
• curriculum development considering Knowledge Management.
• ICT.
Questionings, as conclusions on how to develop Knowledge
So, to start would point out that the focus of
it is presented “Knowledge Management”; the goal through which it
becomes operational is “curriculum development”, it is supported by
the major tools that today you have access: ICT. With them you can
link the institutional with labor, theory with practice, community
classroom, the teacher with the student (Adams, 2008).
The simplest concept Management It is to make things
happen. The Knowledge It refers to the beliefs and commitments
beyond mere information. It is a mixture of experience, values,
contextual information and expert insight that provides a framework
for evaluating and incorporating new experiences and information.
Here I want to introduce the concept of
competitiveness to have much to do with how the points
mentioned above are handled: experience, values, contextual
information and perception of each of the individuals within an
institution. Current educational reforms are stressing the need to
prepare students through competitions for the graduate profile can
be assessed more easily. So competitiveness is an issue that at this
point also concerns the institutions of higher education.
For competitiveness, in this paper, it is understood: as the
ability of an institution of any kind is business or higher education to
develop and maintain comparative advantages that allow you to
enjoy and sustain a leading position in a socio-economic
environment. Comparative advantage means that skill, resource,
knowledge; attribute that makes it possible to obtain a yield equal or
TO Dministrationand ORGANIZATIONS, J UNIO 2011
superior to others. (Pérez, 2008).
Competitiveness is a relative concept; shows the
comparative position (enterprises, higher education institutions,
sectors, countries) systems using the same reference
measurement. You can say it is a developing concept, unfinished
and subject to many interpretations and ways of measurement.
Various indicators are used to measure depending on the
dimension they belong to organizational systems.
Ultimately, competitiveness requires a dynamic
management team, updated, open to organizational, technological
change, and aware of the need to consider the members of the
institution as a resource that must be protected. Intellectual capital
is the most valuable thing you have any institution. However, we
can say that this is usually one of the weaknesses of a large
number of companies and certainly educational institutions. The
management team largely determines the attitude of the members
of the organization to work. Experience shows that companies that
maintained over time sustained competitive positions, devote great
attention to the future, to the times, individuals and constantly
monitor their surroundings, but not specifically to intellectual capital.
The external evaluation is indicating if an institution is
competitive or not, but here’s something that is important to note is
that there must first be an internal competitiveness. This is the
competence of the institution itself and of the individuals involved in
it, from comparing their efficiency in terms of time and in their
internal structures,
both productive and service (Pérez, 2008). Internally it is what you
need to take care of. However, it gives less importance to this
institutional development that certainly has to do with knowledge
management. Much more important is provided to the external
competitive analysis. It is the comparison with others what society
considers as competitive, but is not that what an institution of higher
education should concern you, because it is internally what will the
competitive institutional community and this will eventually result in
the external. You can not compete if externally internally not being
aware of what this means for each of the members of the institution
from the point of view of knowledge (Adams, 2008).
Zen where knowledge is produced? This is a question to be
studied in each institution either business or educational. In any
case, I think you would agree that it is in the educational institution
would have to produce. Zen then where is? Each semester teachers
teach their subjects and are very similar, if not identical, from one
semester to another. Are not there was new knowledge to teach any
subject? If there were ZSE recorded somewhere in the institution?
No institution of higher education that can say. “This is the
knowledge that occurred this year and is saved … or has spread
through …” By that point must be reached in institutions of higher
So far the availability of institutional knowledge is taken for
granted. Always it understood as an individual responsibility and
privilege that has to do with the school community. It would appear
that the use of knowledge a commodity that puts its
own price individually, regardless of what the community thinks; or
maybe not even them to individuals who may be a commodity and
that he should put a price occurs. Is the sum of the efforts of
individual knowledge that should be considered by the institutions.
The process of knowledge management, also called
organizational learning (Senge, 2000) mainly has the following
· Identify, collect, organize and disseminate existing knowledge.
· Facilitate the creation of new knowledge.
· Innovate through the use and support of individuals with the
collaboration of institutions to achieve better performance in
There are two important aspects that have facilitated the
emergence of Knowledge Management.
1. Be aware that knowledge is a key resource in societies and
institutions where information is abundant.
2. The development of ICT that facilitate the management of all
institutional intellectual capital.
Knowledge management is the systematic process to
identify, select, sort, filter, use, present and disseminate information
by participating institutions in order to cooperatively use the
resources so that the information be transformed into knowledge.
This becomes self intellectual capital of organizations aimed at
enhancing organizational skills, to turn the institution into a
competitive organization.
Every organization must convert quality
knowledge that teachers have a documented knowledge bases and
methodological support in order to implement new strategies and
make strategic decisions to ensure the greatest success (Gonzalez,
2005). The way to accomplish this is through ICT. They have been
equipped with ICT institutions, but are not necessarily used for the
main purposes of the institution. ICT help in learning. How many
teachers use ICT in the classroom? and How ICT is used to record
institutional knowledge ?, where this knowledge is Zen? In each
classroom knowledge they are generated, but it turns out that each
semester are generated the same knowledge as students are
receivers and do not generate new knowledge. The teacher is still
the master of the knowledge generated in the classroom, but even
that, if any, is not recorded. You need to work on a resume
The Resume institutional You should worry because
learning is student-centered. The
resume You should generate knowledge. If generated, it should be
stored and certainly spread. But before you start talking resume I
want to clarify. The term resume It is Latin and is singular. Latin is the
plural curricula. These terms have already been Spanishised
curriculum now used (accent) for the singular and resumes (also
accented) in plural. What is important is to be consistent. If Latin is
used, then always use the same and vice versa if the Castilian is
used, then you must use the same term throughout the document.
Now, talking about resume It is not synonymous with curriculum. The
TO Dministrationand ORGANIZATIONS, J UNIO 2011
resume It encompasses much more than just the curriculum. It’s
what happens to students from entering the educational institution,
until it ends. It is the process by which passes through the pupil. Are
the goals of education that has the teacher; how the student makes
them his own; are talks that have students in the halls with teachers,
other students, with managers; are high and low, entertainment and
the troubles to which is subjected the student. This last is called resume
hidden. This is all part of resume
The operationalization of a resume it considers knowledge
management should consider:
Flexibility.- student who begins a career in Mexico continues
with the same classmates in the same classes throughout the
duration of the race. PEER does not change, nor can select courses
that he would like to study within the themes developed in the race.
So for nine semesters followed with their own peers. Of course, they
come to know very well, but this situation is used to generate
greater awareness among students. Institutions of higher education
do not consider them as potential “generators” of knowledge; are
only teachers who can build it, but where is Zen? As for the subjects
they study the students, they are instituted, do not select students.
They have nothing to say about the subjects they share with
teachers in each of the semesters or how they will be involved in
knowledge with all its partners. There are several “optional”, but
these are known as mandatory. They were the institution
selected to offer students of X generation. There is no option by
students. It would be expensive for the institution that each student
will select a subject, as well as several teachers and they would
have to pay would be required for each class. The range of courses
would have to give it might be very large, maybe not, but the
institution is not willing to take the risk. Therefore, the same
institution determines which will be the “elective” courses for each of
the generations.
There must also be side exits, just in case students can not
continue studying the nine semesters. The curriculum does not
allow this, so a student who attends only four semesters and for
some reason have to leave his career, has achieved absolutely
nothing about documents to enter the labor sector. It would be great
to be planned for the two years the student will already have some
expertise and could get a diploma for her. I could go forward or if
you need to retire, you may have a document that gives viability for
social mobilization in the world of work. Even the student may
continue in some other institution of higher education,
That’s flexibility. Now the Interdisciplinariedad.Las subjects
offered in the races are taught by teachers who are not related to
others of the same race. Each teacher shares (note the change of
imparting to share) class with students rather talk about their
experiences with other teachers

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