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Knowledge Management and Higher Education: A UK Case Study using grounded theory

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Swansea University Author: Desireé Cranfield Orcid Logo

Abstract

Higher Education Institutions (HEIs) in general, and universities in the UK in particular, are complex organisations, each characterised by a distinctive ethos, particular history, mission, size, and shape, being highly autonomous, yet bound together by the identical challenges of massification, the...

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Published: 2011
Online Access: http://eprints.soton.ac.uk/id/eprint/191855
URI: https://cronfa.swan.ac.uk/Record/cronfa15051
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spelling 2021-12-01T10:21:15.6738976 v2 15051 2013-06-12 Knowledge Management and Higher Education: A UK Case Study using grounded theory 3f8fe4194470d374d18e4738089a6ab1 0000-0002-3082-687X Desireé Cranfield Desireé Cranfield true false 2013-06-12 BBU Higher Education Institutions (HEIs) in general, and universities in the UK in particular, are complex organisations, each characterised by a distinctive ethos, particular history, mission, size, and shape, being highly autonomous, yet bound together by the identical challenges of massification, the emergence of greater accountability imposed by the government, sharp financial cuts, a greater emphasis on student satisfaction, globalisation, the knowledge economy, marketisation and advances in information and communications technologies. Some scholars contend that strategic management of Knowledge and the knowledge asse ts of a university can provide the competitive advantage that universities need, as well as provide a solution to address some of these challenges, providing many potential benefits to each area of Higher Education. However, have HEIs adopted Knowledge Management on an institutional level to enhance its competitive advantage? What are the perceptions and practices of Knowledge Management within the HEI context; what are the contributing factors that hinder or promote the use of Knowledge Management within the Higher Education context? A cursory literature review could not answer these questions and hence , this sequential, quantitative-qualitative, mixed-methodology, multi-site case study,investigated these questions within the context of the United Kingdom Higher Education universities. The research, presented in two phases, with the first phase providing an overview of the state of Knowledge Management within the UK universities, and the second phase presenting the findings of an in-depth multi-site case study, conducted using Grounded Theory as a methodology, suggests that Knowledge Management tools and techniques were beginning to be used on an institutional level as a management tool within the Higher Education context in the UK; however, it was not being used extensively, and was implemented in pockets, with emphasis on Information Management more than Knowledge Management, and not generally in a systemic way. The research further suggests that the contributing factors that had an influence on Knowledge Management not being used extensively within this context were varying, and included: the characteristics of universities and the nature of academic work, and the perceptions of Knowledge and Knowledge Management within this context. Despite this, a number were beginning to implement Knowledge Management systemically across the university. The research, and this thesis, presents a substantive theory for Knowledge Management in Higher Education, and has contributed to the field of Knowledge Management and Higher Education by identifying the current practices and perceptions of Knowledge Management within the context of Higher Education in the UK, and the factors that hinder its use within this context Thesis Knowledge Management, Higher Education, Grounded Theory 6 7 2011 2011-07-06 http://eprints.soton.ac.uk/id/eprint/191855 COLLEGE NANME Business COLLEGE CODE BBU Swansea University 2021-12-01T10:21:15.6738976 2013-06-12T12:30:38.8030194 Faculty of Humanities and Social Sciences School of Management - Business Management Desireé Cranfield 0000-0002-3082-687X 1
title Knowledge Management and Higher Education: A UK Case Study using grounded theory
spellingShingle Knowledge Management and Higher Education: A UK Case Study using grounded theory
Desireé Cranfield
title_short Knowledge Management and Higher Education: A UK Case Study using grounded theory
title_full Knowledge Management and Higher Education: A UK Case Study using grounded theory
title_fullStr Knowledge Management and Higher Education: A UK Case Study using grounded theory
title_full_unstemmed Knowledge Management and Higher Education: A UK Case Study using grounded theory
title_sort Knowledge Management and Higher Education: A UK Case Study using grounded theory
author_id_str_mv 3f8fe4194470d374d18e4738089a6ab1
author_id_fullname_str_mv 3f8fe4194470d374d18e4738089a6ab1_***_Desireé Cranfield
author Desireé Cranfield
author2 Desireé Cranfield
format Staff Thesis
publishDate 2011
institution Swansea University
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
url http://eprints.soton.ac.uk/id/eprint/191855
document_store_str 0
active_str 0
description Higher Education Institutions (HEIs) in general, and universities in the UK in particular, are complex organisations, each characterised by a distinctive ethos, particular history, mission, size, and shape, being highly autonomous, yet bound together by the identical challenges of massification, the emergence of greater accountability imposed by the government, sharp financial cuts, a greater emphasis on student satisfaction, globalisation, the knowledge economy, marketisation and advances in information and communications technologies. Some scholars contend that strategic management of Knowledge and the knowledge asse ts of a university can provide the competitive advantage that universities need, as well as provide a solution to address some of these challenges, providing many potential benefits to each area of Higher Education. However, have HEIs adopted Knowledge Management on an institutional level to enhance its competitive advantage? What are the perceptions and practices of Knowledge Management within the HEI context; what are the contributing factors that hinder or promote the use of Knowledge Management within the Higher Education context? A cursory literature review could not answer these questions and hence , this sequential, quantitative-qualitative, mixed-methodology, multi-site case study,investigated these questions within the context of the United Kingdom Higher Education universities. The research, presented in two phases, with the first phase providing an overview of the state of Knowledge Management within the UK universities, and the second phase presenting the findings of an in-depth multi-site case study, conducted using Grounded Theory as a methodology, suggests that Knowledge Management tools and techniques were beginning to be used on an institutional level as a management tool within the Higher Education context in the UK; however, it was not being used extensively, and was implemented in pockets, with emphasis on Information Management more than Knowledge Management, and not generally in a systemic way. The research further suggests that the contributing factors that had an influence on Knowledge Management not being used extensively within this context were varying, and included: the characteristics of universities and the nature of academic work, and the perceptions of Knowledge and Knowledge Management within this context. Despite this, a number were beginning to implement Knowledge Management systemically across the university. The research, and this thesis, presents a substantive theory for Knowledge Management in Higher Education, and has contributed to the field of Knowledge Management and Higher Education by identifying the current practices and perceptions of Knowledge Management within the context of Higher Education in the UK, and the factors that hinder its use within this context
published_date 2011-07-06T03:17:11Z
_version_ 1763750373003100160
score 11.01306

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