This chapter explores a framework to manage the sharing of knowledge in the higher education institutions and the role of information and communication technology (ICT) in promoting and enhancing the above purpose across several key processes and services like the research processes, teaching and learning processes, virtual learning environment, student recruitment, engagement, retention and achievement related services, administrative services and processes, and strategic planning and management as an efficient and effective tool at global level. Thus, the aim of the chapter is not only to provide an in-depth insight about various processes involved in knowledge management, but also analyse as to how well do they facilitate the creation of a conducive environment, and hence a very positive learning experience to the students in HEIs, through the culture of knowledge collaboration and sharing.
TopKnowledge Management In Global Heis
With their changing role in the current era of globalisation, knowledge management has become a very important issue for HEIs the world over. They are already experiencing pressure from the knowledge economy and global connectivity to stay competitive by enhancing their capabilities not only to collect and analyse information, transform knowledge but also create a methodology for receiving and consolidating knowledge, to spread of knowledge among the students and staff, and to generate new knowledge and innovation through knowledge sharing (Cranfield & Taylor, 2008).Those knowledge tools and Information systems which not only helped in the creation and distribution but the communication and collaboration of knowledge were described as knowledge management systems (Chalikias et al., 2014).
In the contemporary dynamic environment, the KM processes are constantly evolving in different sphere of businesses however, more so in HEIs for whom knowledge is highly valuable in its various contexts and when managed effectively can provide sustainable advantage over the period by creating unique value. Knowledge acquisition adds to their core competencies through employees' participation and interaction of people, resources, and technology. Being the key element of the social fabric, HEIs help in the development of high-quality resources with the capacity and competency to find solutions to the ever-complex problems through the creation and dissemination of research based intellectual capital worth social appropriation.
Literature indicates that there is a higher demand for tacit knowledge (which is what one knows) than explicit knowledge (one which is in documents).The one available in the documents as explicit knowledge can be easily processed with the help of computers, transferred electronically, and stored in databases. This is further supported by Chen and Chen (2005) who proposed a four-stage model of KM process focusing on knowledge creation, knowledge conversion, knowledge circulation and knowledge compilation. Similarly, Kaba and Ramaiah (2017) believe that KM is the appropriate application and implementation of knowledge development process. Thus the three main objectives of higher education institutions in terms of research, education and serving the society are closely aligned to the KM ethos of knowledge creation, storage and dissemination (Fullwood et al., 2013).
According to Laal (2011), KM provides a domain for offering and sharing the available knowledge with many people and institutions across the world. This opinion is further supported by Brahma and Mishra (2015) who says that KM originated in the early 1990s to deal with the problems and complexities arisen due to ever-increasing volumes of information and knowledge in the competitive world with advancing technology. It has not only helped to enhance the learning and intellectual capital but also the operational effectiveness of HEIs.