User talk:Projectgroep KM

Why Knowledge organisation is important for non-profit or educational institutesAssociations with knowledge management usually relate to competitive advantages of companies that successfully use knowledge resources to improve their position on the market, increase their profits due to knowledge accumulation etc. The non-profit-sector –schools are part of it – has not been of major interest for knowledge management interventions so far. Nevertheless, excellent results and attractive offers for customers are also crucial for this sector, even though financial profit is not the center of interest. Therefore, efficient and successful knowledge management may improve the performance of companies in the non2 profit sector as well. Terms like market, customers, products, etc. have to be modified accordingly (Roehl 2000, 13).

Problem of knowledge management in education system The term “knowledge management” is unknown to the classical education science. It is in question if it really belongs there as it suggests that schools do not understand much about knowledge and management. It also assumes additional hidden claims and demands to schools (Hameyer/Strittmatter 2001, 4).

Relevant knowledge in organizations The entirety of relevant knowledge in companies is called the organizational knowledge basis. It consists of individual and collective store of knowledge that is available for an organization to successfully fulfill its tasks (Probst/Raub/Romhardt 1999, 46).

Knowledge: Knowledge is a fluctuating mixture of structured experience, values, context information and expert knowledge that all together offer a structural framework for the judgment and integration of new experiences and information. Knowledge is created and implemented in the brains of the knowledge bearer. It grows slowly, is shaped and canalized into different directions by means of hundreds of daily 3 decisions (Edvinsson/Sullivan 1996, 56) and is the basis for all productive activities (Roehl2000, 14 f.).

Why is knowledge management not yet introduced in educational systems and what are the problems to develop this? There are many reason why knowledge resources are still hidden in schools and not made available to everyone. (dit onderzoeken!?) Article 1

Higher education Higher education institutions have "significant opportunities to apply knowledge management practices to support every part of their mission," explains Kidwell et al (2001, p. 24). "Knowledge management should not strike higher education institutions as a radically new idea; rather it is a new spin on their raison d'etre" (p. 24). The problem is that it is such a "wide open area of study that it is difficult to understand the implications of knowledge management for an educational setting" (Thorn, 2001, p. 25). This digest offers a basic introduction to the potential of KM for higher education.

Problem in higher education E-learning is one of the most important KM practices, something which one would expect higher education institutions to have as an advantage. Yet these e-learning opportunities are geared most often to students as online customers, not to employees as part of capitalizing on their knowledge as an intellectual asset. The e-learning focus in KM is on "just-in-time knowledge," delivered anytime and anywhere, with the traditional "course" disaggregated into "knowledge chunks." Two-thirds of 700 companies polled in a Delphi Group study use online resources for training employees (Survey Tracks, 2001).

example differences universities Two universities with identical numbers of faculty, degree programs, expenditures, and enrollment may vary widely in how successful they are in rankings such as those conducted by U.S. News and World Report. The difference is often intangible value that is added by effective knowledge management. Organizations that reward collaboration and information sharing are "outperforming companies that discourage these practices..." (Microsoft, 2000, p. 1).

phenomenen As public, private, and for profit higher education institutions alike respond to the phenomenal growth of online courses, cyber colleges, and virtual universities, these same reasons to adopt KM apply. It is with KM that colleges will be better able to increase student retention and graduation rates; retain a technology workforce in the face of severe employee shortages; expand new web based offerings; work to analyze the cost effective use of technology to meet more enrollment; transform existing transaction-based systems to provide information, not just data, for management; and compete in an environment where institutions cross state and national borders to meet student needs anytime/anywhere.

Benefit The greatest benefit of using storytelling in KM may come from its ability to capture tacit knowledge, which many observers call the most valuable knowledge asset of an organization. Unlike explicit knowledge, which is written down in documents, manuals and other accessible sources, tacit knowledge is implicit in the minds of people, many of whom literally don't know how much their experience has taught them (Gill, 2001, p. 27).

reasons not to implement KM There are obvious challenges to the implementation of KM. The Knowledge Management magazine/IDC survey (Dyer and McDonough, 2001) documents the following: --Employees have no time for KM (41.0%)

--Current culture does not encourage sharing (36.6%)

--Lack of understanding of KM and benefits (29.5%)

--Inability to measure financial benefits of KM (24.5%)

--Lack of skill in KM techniques (22.7%)

--Organization's processes are not designed for KM (22.2%)

--Lack of funding for KM (21.8%)

--Lack of incentives, rewards to share (19.9%)

--Have not yet begun implementing KM (18.7%)

--Lack of appropriate technology (17.4%)

--Lack of commitment from senior management (13.9%)

--No challenges encountered (4.3%)

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Tacit versus explicit knowledge http://en.wikipedia.org/w/index.php?title=User_talk:Projectgroep_KM&action=edit