No Cover Image

Book chapter 591 views 128 downloads

Knowledge Sharing and Knowledge Cafés: A Case Study in Higher Education

Desireé Cranfield Orcid Logo, Isabella M Venter, Sue Evans, Ellen Spender

8th Knowledge Management and Intellectual Capital Excellence Awards: An anthology of case histories, Pages: 1 - 142

Swansea University Authors: Desireé Cranfield Orcid Logo, Sue Evans, Ellen Spender

Abstract

Higher Education Institutions are knowledge intensive institutions. Academics are considered knowledge workers within a knowledge society, with a remit to create and transfer knowledge to their students, as well as to distribute and share the knowledge created from research undertaken. These forms o...

Full description

Published in: 8th Knowledge Management and Intellectual Capital Excellence Awards: An anthology of case histories
ISBN: 978-1-914587-43-6 978-1-914587-42-9
Published: Reading Academic Conferences International Ltd 2022
Online Access: https://www.academic-bookshop.com/ourshop/prod_7846018-8th-Knowledge-Management-and-Intellectual-Capital-Excellence-Awards-2022-An.html
URI: https://cronfa.swan.ac.uk/Record/cronfa61181
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2022-09-12T11:51:30Z
last_indexed 2023-01-13T19:21:47Z
id cronfa61181
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2022-10-07T11:00:19.7623319</datestamp><bib-version>v2</bib-version><id>61181</id><entry>2022-09-12</entry><title>Knowledge Sharing and Knowledge Caf&#xE9;s: A Case Study in Higher Education</title><swanseaauthors><author><sid>3f8fe4194470d374d18e4738089a6ab1</sid><ORCID>0000-0002-3082-687X</ORCID><firstname>Desire&#xE9;</firstname><surname>Cranfield</surname><name>Desire&#xE9; Cranfield</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>22f3f07ad0ea2e815f3956e2a33a2192</sid><firstname>Sue</firstname><surname>Evans</surname><name>Sue Evans</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>2783c6b92fb55e86c7df55412d2060c7</sid><firstname>Ellen</firstname><surname>Spender</surname><name>Ellen Spender</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2022-09-12</date><deptcode>BBU</deptcode><abstract>Higher Education Institutions are knowledge intensive institutions. Academics are considered knowledge workers within a knowledge society, with a remit to create and transfer knowledge to their students, as well as to distribute and share the knowledge created from research undertaken. These forms of knowledge sharing within Higher Education Institutions happen as part of the role of an educator and an academic. Knowledge sharing between academics is not as commonplace as sharing explicit knowledge. The academic culture within Higher Education can be quite hierarchical, competitive, and individualistic, where the focus for career advancement is on research and publishing, although a renewed focus on teaching quality, is also a performance measurement tool. For new and relatively new staff, the academic context can be perceived as highly individualised, and self&#x2010;directed. Most newcomers to academia initially operate not being aware of the complexity of its rules of interaction. There are several barriers to knowledge sharing at a personal level within this context. Given these challenges, it is important for new academics, as well as seasoned academics in the United Kingdom context, to understand the value of sharing practices through informal conversations, which inspired this project. As a funded project titled, &#x201C;Improving student engagement and satisfaction by sharing best practices&#x201D;, the project had a three-fold set of objectives: 1). To undertake initial research to understand knowledge sharing practices at Higher Education institutions, 2). To provide opportunities for knowledge sharing via the implementation of three Knowledge Caf&#xE9;s, and 3). To disseminate research and lessons learnt around the sharing of teaching best practices. This case study presents one of the three arms of the project, which is the implementation of the Knowledge Caf&#xE9;s within a Higher Education Institution, at Swansea University. The impact of the radical shift from a face-to-face environment to a virtual space, the perception of the personal value of the Knowledge Caf&#xE9;s, and how it was experienced by the participants, is explored. The idea of the knowledge caf&#xE9; progressed and further developed into special sessions being delivered at two international conferences: 1) The 14th Annual International Conference of Education, Research, and Innovation 2021 (virtual), and 2) The 14th Annual International Conference on Education and New Learning Technologies (face-to-face, Spain). Initial surveys conducted of the Knowledge Caf&#xE9;s suggests that these opportunities to informally have conversations around teaching best practice and their experience of online teaching was valued, and its benefits understood. Several determinants for the success of knowledge sharing, within this context, are revealed.</abstract><type>Book chapter</type><journal>8th Knowledge Management and Intellectual Capital Excellence Awards: An anthology of case histories</journal><volume/><journalNumber/><paginationStart>1</paginationStart><paginationEnd>142</paginationEnd><publisher>Academic Conferences International Ltd</publisher><placeOfPublication>Reading</placeOfPublication><isbnPrint>978-1-914587-43-6</isbnPrint><isbnElectronic>978-1-914587-42-9</isbnElectronic><issnPrint/><issnElectronic/><keywords>Knowledge Caf&#xE9;, Virtual Knowledge Caf&#xE9;, Higher Education, Knowledge Sharing, Teaching Best Practice, Innovation</keywords><publishedDay>1</publishedDay><publishedMonth>9</publishedMonth><publishedYear>2022</publishedYear><publishedDate>2022-09-01</publishedDate><doi/><url>https://www.academic-bookshop.com/ourshop/prod_7846018-8th-Knowledge-Management-and-Intellectual-Capital-Excellence-Awards-2022-An.html</url><notes/><college>COLLEGE NANME</college><department>Business</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>BBU</DepartmentCode><institution>Swansea University</institution><apcterm>Other</apcterm><funders>Finalist in the KM and IC excellence awards - no fee for publishing</funders><projectreference/><lastEdited>2022-10-07T11:00:19.7623319</lastEdited><Created>2022-09-12T11:46:46.5475244</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Management - Accounting and Finance</level></path><authors><author><firstname>Desire&#xE9;</firstname><surname>Cranfield</surname><orcid>0000-0002-3082-687X</orcid><order>1</order></author><author><firstname>Isabella M</firstname><surname>Venter</surname><order>2</order></author><author><firstname>Sue</firstname><surname>Evans</surname><order>3</order></author><author><firstname>Ellen</firstname><surname>Spender</surname><order>4</order></author></authors><documents><document><filename>61181__25111__7ab2be95d3f24fb0b73b82087690f96b.pdf</filename><originalFilename>ECKM Awards case study 2022 Final July 2022.pdf</originalFilename><uploaded>2022-09-12T12:48:48.2170260</uploaded><type>Output</type><contentLength>913317</contentLength><contentType>application/pdf</contentType><version>Accepted Manuscript</version><cronfaStatus>true</cronfaStatus><copyrightCorrect>false</copyrightCorrect></document></documents><OutputDurs/></rfc1807>
spelling 2022-10-07T11:00:19.7623319 v2 61181 2022-09-12 Knowledge Sharing and Knowledge Cafés: A Case Study in Higher Education 3f8fe4194470d374d18e4738089a6ab1 0000-0002-3082-687X Desireé Cranfield Desireé Cranfield true false 22f3f07ad0ea2e815f3956e2a33a2192 Sue Evans Sue Evans true false 2783c6b92fb55e86c7df55412d2060c7 Ellen Spender Ellen Spender true false 2022-09-12 BBU Higher Education Institutions are knowledge intensive institutions. Academics are considered knowledge workers within a knowledge society, with a remit to create and transfer knowledge to their students, as well as to distribute and share the knowledge created from research undertaken. These forms of knowledge sharing within Higher Education Institutions happen as part of the role of an educator and an academic. Knowledge sharing between academics is not as commonplace as sharing explicit knowledge. The academic culture within Higher Education can be quite hierarchical, competitive, and individualistic, where the focus for career advancement is on research and publishing, although a renewed focus on teaching quality, is also a performance measurement tool. For new and relatively new staff, the academic context can be perceived as highly individualised, and self‐directed. Most newcomers to academia initially operate not being aware of the complexity of its rules of interaction. There are several barriers to knowledge sharing at a personal level within this context. Given these challenges, it is important for new academics, as well as seasoned academics in the United Kingdom context, to understand the value of sharing practices through informal conversations, which inspired this project. As a funded project titled, “Improving student engagement and satisfaction by sharing best practices”, the project had a three-fold set of objectives: 1). To undertake initial research to understand knowledge sharing practices at Higher Education institutions, 2). To provide opportunities for knowledge sharing via the implementation of three Knowledge Cafés, and 3). To disseminate research and lessons learnt around the sharing of teaching best practices. This case study presents one of the three arms of the project, which is the implementation of the Knowledge Cafés within a Higher Education Institution, at Swansea University. The impact of the radical shift from a face-to-face environment to a virtual space, the perception of the personal value of the Knowledge Cafés, and how it was experienced by the participants, is explored. The idea of the knowledge café progressed and further developed into special sessions being delivered at two international conferences: 1) The 14th Annual International Conference of Education, Research, and Innovation 2021 (virtual), and 2) The 14th Annual International Conference on Education and New Learning Technologies (face-to-face, Spain). Initial surveys conducted of the Knowledge Cafés suggests that these opportunities to informally have conversations around teaching best practice and their experience of online teaching was valued, and its benefits understood. Several determinants for the success of knowledge sharing, within this context, are revealed. Book chapter 8th Knowledge Management and Intellectual Capital Excellence Awards: An anthology of case histories 1 142 Academic Conferences International Ltd Reading 978-1-914587-43-6 978-1-914587-42-9 Knowledge Café, Virtual Knowledge Café, Higher Education, Knowledge Sharing, Teaching Best Practice, Innovation 1 9 2022 2022-09-01 https://www.academic-bookshop.com/ourshop/prod_7846018-8th-Knowledge-Management-and-Intellectual-Capital-Excellence-Awards-2022-An.html COLLEGE NANME Business COLLEGE CODE BBU Swansea University Other Finalist in the KM and IC excellence awards - no fee for publishing 2022-10-07T11:00:19.7623319 2022-09-12T11:46:46.5475244 Faculty of Humanities and Social Sciences School of Management - Accounting and Finance Desireé Cranfield 0000-0002-3082-687X 1 Isabella M Venter 2 Sue Evans 3 Ellen Spender 4 61181__25111__7ab2be95d3f24fb0b73b82087690f96b.pdf ECKM Awards case study 2022 Final July 2022.pdf 2022-09-12T12:48:48.2170260 Output 913317 application/pdf Accepted Manuscript true false
title Knowledge Sharing and Knowledge Cafés: A Case Study in Higher Education
spellingShingle Knowledge Sharing and Knowledge Cafés: A Case Study in Higher Education
Desireé Cranfield
Sue Evans
Ellen Spender
title_short Knowledge Sharing and Knowledge Cafés: A Case Study in Higher Education
title_full Knowledge Sharing and Knowledge Cafés: A Case Study in Higher Education
title_fullStr Knowledge Sharing and Knowledge Cafés: A Case Study in Higher Education
title_full_unstemmed Knowledge Sharing and Knowledge Cafés: A Case Study in Higher Education
title_sort Knowledge Sharing and Knowledge Cafés: A Case Study in Higher Education
author_id_str_mv 3f8fe4194470d374d18e4738089a6ab1
22f3f07ad0ea2e815f3956e2a33a2192
2783c6b92fb55e86c7df55412d2060c7
author_id_fullname_str_mv 3f8fe4194470d374d18e4738089a6ab1_***_Desireé Cranfield
22f3f07ad0ea2e815f3956e2a33a2192_***_Sue Evans
2783c6b92fb55e86c7df55412d2060c7_***_Ellen Spender
author Desireé Cranfield
Sue Evans
Ellen Spender
author2 Desireé Cranfield
Isabella M Venter
Sue Evans
Ellen Spender
format Book chapter
container_title 8th Knowledge Management and Intellectual Capital Excellence Awards: An anthology of case histories
container_start_page 1
publishDate 2022
institution Swansea University
isbn 978-1-914587-43-6
978-1-914587-42-9
publisher Academic Conferences International Ltd
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 - Accounting and Finance{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Accounting and Finance
url https://www.academic-bookshop.com/ourshop/prod_7846018-8th-Knowledge-Management-and-Intellectual-Capital-Excellence-Awards-2022-An.html
document_store_str 1
active_str 0
description Higher Education Institutions are knowledge intensive institutions. Academics are considered knowledge workers within a knowledge society, with a remit to create and transfer knowledge to their students, as well as to distribute and share the knowledge created from research undertaken. These forms of knowledge sharing within Higher Education Institutions happen as part of the role of an educator and an academic. Knowledge sharing between academics is not as commonplace as sharing explicit knowledge. The academic culture within Higher Education can be quite hierarchical, competitive, and individualistic, where the focus for career advancement is on research and publishing, although a renewed focus on teaching quality, is also a performance measurement tool. For new and relatively new staff, the academic context can be perceived as highly individualised, and self‐directed. Most newcomers to academia initially operate not being aware of the complexity of its rules of interaction. There are several barriers to knowledge sharing at a personal level within this context. Given these challenges, it is important for new academics, as well as seasoned academics in the United Kingdom context, to understand the value of sharing practices through informal conversations, which inspired this project. As a funded project titled, “Improving student engagement and satisfaction by sharing best practices”, the project had a three-fold set of objectives: 1). To undertake initial research to understand knowledge sharing practices at Higher Education institutions, 2). To provide opportunities for knowledge sharing via the implementation of three Knowledge Cafés, and 3). To disseminate research and lessons learnt around the sharing of teaching best practices. This case study presents one of the three arms of the project, which is the implementation of the Knowledge Cafés within a Higher Education Institution, at Swansea University. The impact of the radical shift from a face-to-face environment to a virtual space, the perception of the personal value of the Knowledge Cafés, and how it was experienced by the participants, is explored. The idea of the knowledge café progressed and further developed into special sessions being delivered at two international conferences: 1) The 14th Annual International Conference of Education, Research, and Innovation 2021 (virtual), and 2) The 14th Annual International Conference on Education and New Learning Technologies (face-to-face, Spain). Initial surveys conducted of the Knowledge Cafés suggests that these opportunities to informally have conversations around teaching best practice and their experience of online teaching was valued, and its benefits understood. Several determinants for the success of knowledge sharing, within this context, are revealed.
published_date 2022-09-01T04:19:50Z
_version_ 1763754314865573888
score 11.012924

Similar Items